Church-Based Training (CBT) With the proliferation of churches around the globe, the need for...
-
Upload
ashley-benson -
Category
Documents
-
view
213 -
download
0
Transcript of Church-Based Training (CBT) With the proliferation of churches around the globe, the need for...
Church-Based Training (CBT)
With the proliferation of churches around the globe, the need for leadership training has far exceeded the capabilities of existing brick-and-mortar institutions
TEE beginnings
Theological Education by Extension began in 1963 in Guatemala among Presbyterians Ralph Winter, Ross Kinsler, Kenneth Mulholland
and Sam Rowen Designed for rural communities in Central America
where leaders could not leave job, family or church Quickly spread throughout the world 20,000 web sites today promote and define With the increased emphasis in RACs some form
of Distance Education was vital to the exploding church
Reasons for being
Residential schools have not provided enough leaders of growing churches
Many people would like to study theology and leadership, but have commitments to family and church
Students who go to residential programs are young, inexperienced resulting in high percentage who do not continue in ministry
Conventional training isolates from actual involvement in ministry, thus are ill prepared
High cost of residential studies obligate dependency on foreign subsidy, further limiting its potential
Technique designed by Ted Ward
Three elements essential to the program Self-study materials to enable student to learn at
home Practical work in the student’s church Regular encounters or seminars to promote
fellowship and motivation to student and teacher Strengths and presuppositions
Seeks to correct weakness of residential seminary by teaching theology in context of ministry & culture by overcoming elitism
Economic advantage Presupposition is that ministry belongs to all
people
TEE objectives
Training is programmed for every level of church leadership
Training includes knowledge, skills and character
Courses are taught not only by outsiders but also local leaders
Flexibility is encouraged Training integrally linked to the local
church
Elements of TEE
Module or paragraph of information
Response question to interact with information in module without copying
the answer from the module
Immediate affirmation or correction of the answer somewhere near
Immediate affirmation or correction of the answer somewhere near
Some concerns for TEE
Maintain the “split-rail fence” analogy of Ted Ward: rails: cognitive + practical + fence post: dynamic reflection and discussion
Missing is the character formation and spiritual development
Jesus taught spiritual truths through actual situations – this is theology in context or culture
Canned curriculum teaches toward canned answers, not practical applications.
Concerns for TEE: Tension between proclamation and dialogue
First dimension is the universal truth revealed in God’s Word.
Second dimension is the application: Proclamation: that which is not open to
debate, applies in every culture and situation
Dialogue: variety of applications and avoidance of paternalism
Concerns for TEE: Center or Periphery
Most TEE programs initiated, directed, funded and managed by expatriate missionaries
Often applications are western focused Credibility and trust often dictates who
leads the program
Three Original Models of CBT
Puritans Reform Congregational
Puritan
Demanded an educated clergy First Theological Seminary in America in
1774 Liberal education plus theological Had to be ordained by a church to be
licensed to receive a salary Very strict so most spent a year+ under
a tutor before ordination
Methodist Plan
Limited ministerial training, but strong motivation to evangelize and willing to travel
Circuit-riding preachers (4,000 by 1844) In-Service training (not training FOR ministry)
Expected to study daily 5 hours Given specific theological books to know Had to study on his own
Multiplied rapidly
Baptist Plan
Most gifted became the pastor Either full-time or part-time If he felt the “call” he could begin preaching
Apprentice system (in-ministry training) became the norm
As gifted preachers acquired more apprentices classroom teaching evolved
Bible schools developed in key churches, then Bible institutes, then Bible seminaries
Problems with Bible Schools Motivation for job security Often functional illiterates – poor
primary/secondary training As late as 1926 40% of American pastors
had not attended college or seminary Most Third-World pastors finished primary,
but barely 20% finished secondary and 3% have college training