Beruflich Dokumente
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A. THE TASK of CURRICULUM DEVELOPMENT: Chart of the OVERALL PICTURE 47
B. SUMMARY of SUBJECTS: PRIORITIES CHECK-LIST . . . 48
C. APPORTIONING RELATIVE “WEIGHT” to each COURSE. . . . 50
Examples
D. A SEMINARY CURRICULUM: RELATIVE WEIGHTING of COURSES. . 52
E. A CURRICULUM SCHEDULE: . . . . . . 54
F. 3 YEAR TRAINING PLAN ( Indian example) . . . . . 55
G. A BEGINNER’S SCHOOL (Starting from Core TEXT BOOKS) . . 56
The “PROGRAMME” . . . . . . . 57
H. THE READING LIST: A Core Self-Study Programme . . . 58
Reflections
M. PASTORAL OBJECTIVES Bible Study . . . . . 72
N. WESTERN MODELS Critique . . . . . . . 73
O. Essay on MODELLING – Neil Foster . . . . . . 74
P. TOWARDS A THEOLOGY OF TRAINING METHODS – Robert Ferris. . 78
Q. TAIL- PIECE - A Fable . . . . . . . . 79
Survey
R. EVALUATION CHECK-LIST of AN INSTITUTION . . . 80
SUMMARY CHART
of
CURRICULUM FIELDS
for
THEOLOGICAL EDUCATION
(Pakistan Context)
(taken from A Progressive Classification)
Dept. of Dept. of Dept. of Dept. of
56
100 BIBLICAL Systematic
Theology 600 CHURCH
STUDIES God
HISTORY
Introduction to the Bible The World
Early
& Patristic Era
OT-NT relationship Revelation
The Western Church
Geography of Bible Jesus Christ
4th-10th C
Lands The End Times Middle Ages
Biblical Archaeology Humanity
The Reformation
Transmission & Canon Redemption
Counter-Ref. & Puritans
Higher Criticism The Holy Spirit
E. Europe & Russia
Translation The Church
Eastern Churches
Hermeneutics Other:
Modern Era: The West
Bible Study Methods 300 PHILOSOPHY Evangelical Awakening
Other: Areas of Philos. Enquiry Contemporary Times
120 OLD TESTAMENT Philosophical Theology Asia (incl. Persia,
Survey of the OT Apologetics C.Asia)
Eirenics Indian Sub-continent
Historical Outline of OT
Polemics 1st-10th C
Themes of OT
Hist. of West.Rel. 16th-21st C
The Law
Thought Pakistan (regions)
Genesis – Exodus
Other: Other Countries
Deuteronomy
Denominations
The Prophets 400 CONTEMPORARY
Individuals
“Early” (Historical) STUDIES
Others:
“Later” Modern Beliefs
Isaiah Contemporary Issues 690 HISTORICAL
“12” (Minor) Contemporary Theology THEOLOGY
The Writings Cults & Sects H.
of Hermeneutics
Wisdom Literature Pluralism & Other Faiths H. of Spirituality
5 Rolls (Festivals / Fasts) Comparative Religion H. of Sexuality
Daniel (Apocalyptic ISLAM Patristic
Ezra / Nehemiah (Hist.) Culture & Local Values Medieval
Other: Contextual Theology Reformation
160 NEW TESTAMENT Basic Xian Communities Enlightenment
Other: Modernity
Survey of the NT
Post-Modernity
OT fulfilment in the NT 500 COMMUNICATION
Formularies & Creeds
Themes of NT Principles of Communic.
Controversies
The Gospels Preaching (Proclamation)
Doctrinal Development
Jesus’ Life & Death Expository Preaching
Others:
Jesus’ Teaching Other kinds of Preaching
Synoptic Gospels Homiletics (Craft of Pr.) 700 PRACTICAL
John’s Gospel Other Ways of Commun. THEOLOGY
Acts Faith Sharing Personal Discipleship
Paul’s Theology Evangelism Conversion
Romans Other: Obedience
Epistles (Cor-Thes)
550 MISSIOLOGY Guidance
Pastoral Epistles
Theology of Mission Spiritual Warfare
Hebrews
Culture in Mission Self-control & Discipline
Revelation
LINGUISTICS The Cost of Discipleship
Other:
Approach to Other Faiths Imitating Christ
200 DOCTRINE Strategy of Mission Growth Fruit of the Spirit
Introduction
to Theology Call to Mission Holiness
Sources
of Theology Leadership in Mission Communion with God
Types of Theology History of Mission The Means of Grace
Fundamental Doctrines Other:
Feeding on God’s Word
Curriculum Manual Appendix G
56
Prayer
life Other:
How Cultural locally?
Worship
with others The Psychological elem:
780 THEOLOGICAL
Christian
Fellowship How adapted to
EDUCATION
Christian
Service Personal Temperament?
Theological FrameworkK
Using Gifts of the Spirit Essential ingredients
Theological Reflection U
Local Ch. Involvement Word and Sacrament
Godly Character B
Service to Community Occasional Services
Ministerial Skills D
Work Liturgy(prescribed
Other:
Use of Time & Money forms)
Giving & Tithing 800 PASTORAL Other:
Psychology of Self THEOLOGY
835 CONGREGATION-
Other: Pastor: gifts & character
AL OVERSIGHT
His Office & Church
720 CHRISTIAN ETHICS Equipping for service
Order
Disciplining disobedient
Principles Manager
Dealing with conflict
Moral Theology Missionary Strategist
Other:
Christian Virtues Preacher
Values Liturgist (Lead pub Wor) 840 LOCAL CHURCH
Setting Priorites Spiritual Director LEADERSHIP
Conscience & Conflicts Counsellor Jesus as Leader
Sexual Morality Psychology of Past. Care Modelling: Personal
Lying and Truth Jesus as Counsellor Example
Money Attitudes Care of the Individual Vision
Vices Shepherding the Team Work
Environmental Theol. wayward Managing Change
Ecological Issues Encouraging the faint Congregational Strategy
Use of Resources Counselling the troubled Missionary Outreach
Use of Technology Rescuing the weak Stewardship
Social Theology Problems of Families Other
Personal Attitudes Comforting the grieving 850 ORGANISATION
Social Issues Ministering to the sick Administration (Congr.)
Global Issues Visiting the parish Finances & Fund Raising
Community
Development Seeking the lost Property & Maintenance
Building
up the faithful Legalities
730 EDUCATION Other
Church Courts (Higher)
Principles Boards of Institutions
820 RENEWAL &
Logic Parish Councils, etc
REVIVAL
Study Methods Other:
Personal Renewal
Thinking Skills
Hist. & Theol. of Revival 870 DENOMINATIONS
Reading Skills
Leading House Groups Own Denom. Ethos
Researching
Charismatic Renewal Other Denominations
Note Taking
Tongues & Spirit Denom. History
Evaluating & Organising
Writing Essays
Baptism Denom. Doctrines
Spiritual Discernment Denom. Worship
Computer Skills
Vital Churches Denom. Government
Other:
Conducting Retreats Denom. Official posts
770 CHRISTIAN Other: Denom. Geog. Divisions
EDUCATION 830 PUBLIC WORSHIP W.C.C.
Religious Educ.(Schools) Public Worship aspects:
Teaching Catechists The Historical element:
Sunday School How Traditional?
Youth Work The Universal element:
Marriage Preparation How World-wide?
Parish Training The Social element:
Curriculum Manual 63
The following Course was constructed mainly from the Progressive Classification “menu”.
Educational Objectives were added for each subject.
DISCIPLESHIP COURSE
OUTLINE & OBJECTIVES
The course, as laid out above, represents a two term period of 13 weeks per term. However,
some topics may well require longer treatment than others. Also some topics may not be
considered as essential as others. It is recommended that for each topic listed above a further sub-
outline of main points be developed – with key Bible texts where possible – and then priorities
established for inclusion in a final syllabus. Reference to the NIV Thematic Study Bible (Hodder
& Stoughton, 1996) is highly recommended for this exercise.
Curriculum Manual 66
“FOLLOW MY EXAMPLE”
For Paul was prepared, even if he had no rights as an apostle, to give them up in order to set an example to others.
(ii) Secondly, if we look at the context of this imitation, we find that it expressed itself partly in the
way that the believers endured severe suffering, while welcoming the gospel with the joy given
by the Holy Spirit.
(iii) And not only did they imitate Paul, but they in turn became a model for other believers. We
might call this the “golden chain” of imitation: Paul imitates the Lord, the Thessalonians
imitate Paul, others believers imitate the Thessalonians. Think of the “multiplication” factor:
from Paul, to the congregation in Thessalonia, to the congregations in Greece.
Think of the potential effect of our modelling on the church in our country! If we
present a godly model of life to our students, which (with God’s grace) they follow, and they
then present a godly model of life to the congregations they work in, then this can spread
through many churches. If we behave in a godly way when in the Seminary issues of status or
property are at stake, who can tell what good effects this might have in the future in the
church at large?
In 1 Thess 2:9-10 Paul refers to this again:
“Surely you remember, brothers, our toil and hardship; we worked night and day in order not to be
a burden to anyone while we preached the gospel of God to you. You are witnesses, and so is God, of how
holy, righteous and blameless we were among you who believed. For you know that we dealt with each of
you as a father deals with his children, encouraging, comforting and urging you to live lives worthy of
God.”
Paul says that he was like a father to them. What do we see in someone’s children? How
much they resemble and imitate their parents! It is no surprise, then, when Paul says to the
Thessalonians in 2 Thess 3:7
“For you yourselves know how you ought to follow our example.”
Turning to other letters of Paul we find the same theme. In 1 Corinthians 4:14-17 we again
find the image of the father. Paul, he says, is their “father” in Christ because through him the gospel
first came to them.
“Therefore I urge you to imitate me. For this reason I am sending to you Timothy, my son whom I love,
who is faithful in the Lord. He will remind you of my way of life in Christ Jesus, which agrees with what I
teach everywhere in every church.”
Curriculum Manual 76
We may note in passing how deeply involved Paul is in imitating God, for, like God, he “sends” his
“beloved son”. The Greek word agapetos, used to describe Timothy here, is the word used of the Lord
Jesus at his baptism - see Mk 1:11 and parallels.
What is most significant for our purposes is this: that Paul can boldly claim that his teaching and
his life in Christ completely agree with each other. And this is why, I Cor 11:1, Paul can say:
“Follow my example, as I follow the example of Christ.”
Next in Paul’s career we come to a letter written from a Roman prison. He says in Philippians 3:17:
“Join with others in following my example, brothers, and take note of those who live according to the pattern
we gave you.”
“Be diligent in these matters; give yourself wholly to them, so that everyone may see your progress. Watch
your life and doctrine closely. Persevere in them, because if you do, you will save both yourself and your
hearers.”
For Paul both life and doctrine are essential! We need to understand the word of God correctly
and have right teaching. But that teaching will be powerless if it is not reflected in our living!
Paul gave the same advice to Titus, in Titus 2:7:
“In everything set them an example by doing what is good. In your teaching show integrity,
seriousness and soundness of speech.”
Curriculum Manual 77
The way we teach God’s word and the other subjects we present is also a big part of
modelling godly behaviour. Do we do so frivolously, without adequate preparation, in a lazy way?
This will model bad habits for our students.
4. Conclusion
God’s word speaks clearly to us from all these passages, doesn’t it? Any one of them
deserves detailed study and reflection. Taken together, they provide a powerful argument for living
transparently godly and obedient lives, which can be modelled by our students.
We are rightly concerned when we catch students copying each others’ exam papers and
essays. This is difficult to stop! But we cannot stop another copying the way they will copy the lives
of their teachers. They will do this whether we like it or not; this is the way God made us, so that we
learn by modelling.
The only question left is that raised by the simple words of the apostle John in his third
letter (3 John 11):
“Dear friend, do not imitate what is evil, but what is good!”
Will we set a good example, or a bad? The responsibility on our shoulders as teachers is
indeed a heavy one, but we rejoice that with God nothing is impossible! As we allow the Spirit of
God, through the Word of God, to shape our lives in godliness, we can look forward to the Lord
producing much fruit through our ministry, for his glory.
Curriculum Manual 77
OPENNESS to ALTERNATIVES
Learner involvement: How can opportunity be given for the learner to contribute towards the
process of formulating goals? Is there room for re-formulating during the learning process?
Serendipity (happy chance discoveries): How can opportunity be given for alternative avenues
of enquiry, and for unplanned, fortuitous discoveries to be made?
JOINT RESPONSIBILITY: SHARING, PROVIDING and BUILDING on EXPERIENCE
Partnership in learning: If students and their sending churches were to be involved also in the
process of curriculum planning, what knowledge, experience and emphases would possibly
be brought to the task by: a) the student?
b) the sending church or congregation?
c) the ministry educator or curriculum designer?
Field-work: How can work in the Church / Community be adequately guided and monitored?
STUDENT RESPONIBILITY
Critical Reflection: How can personal reflection and group analysis of what has been done in
the field be fostered?
Self-examination: How can students learn to examine their own previously held values, beliefs
and behaviours?
STUDENT OWNERSHIP
Self-direction: How can students be motivated to direct their own learning and become
independent of their teachers for continuing their learning?
Elective courses (optional, student-chosen): How feasible are opportunities for students to take
elective courses within the over-all curriculum? What constraints restrict offering elective
courses?
TALE-PIECE