Thesis (D. Min.)--Bethel Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 226-234).

Thesis (D. Min.)--Trinity International University, 2001. / Abstract. Includes bibliographical references (leaves 238-254).

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 2002. / Abstract. Includes bibliographical references (leaves 155-172).

Thesis (M.A.)--Lancaster Bible College, 2002. / Includes bibliographical references (leaves 69-71).

Thesis (M.A.)--Bexley Hall Seminary, 2003. / Abstract. Includes bibliographical references (leaves 80-84).

Habilitation-Augustana-Hochschule, Neuendettelsau, 2001/02. / Includes bibliographical references (p. [377]-396) and index.

This study in Contextual Missiology has been motivated by seeming inadequacies and hazy pictures of the training of lay people for evangelization in Zimbabwe. It therefore seeks to identify ways in which Pastoral Training Centres can train lay leaders to animate local communities, take up lay ministries satisfactorily and move the agenda of the local Church forward. Ways were sought through engaging in a critical hermeneutical method of understanding and interpreting praxis, so that the meeting of praxis with faith leads to new practice in an on-going hermeneutical spiral. The task involved is to listen to those who evangelise and those evangelised to get a deeper understanding of the mission of the Church. This is a method employed by S Bate and F. J. Verstraelen. The research findings were that Pastoral Training Centres were established and started training laypeople over thirty years ago and yet the training seems inadequate and unsatisfactory. People from an African background in Zimbabwe have been converted to Christianity over a century ago and yet they seem to adhere to their traditional religious rituals along side the Christian belief. The Catholic Church in Zimbabwe has accepted small Christian communities as the locus of evangelization and yet on the ground what are operational are prayer groups. Lay leaders have taken up and exercise lay ministries and yet some communities seem not satisfied with the quality of services rendered by some of them. There is collaboration in the parishes between parish priests and laypeople especially in the work done by parish councils and lay associations and yet there seems to be some reluctance in giving laypeople key-decision making posts in the Church. The findings revealed a gap between the lived experiences of people and the critical reflections on those experiences. Narrative Theology was adopted to try to bridge the gap. It was within Narrative Theology that a theological model of training laypeople was developed. It is a proposal to start all pastoral situations, which include, lay leader training courses, seminars, discussions, homilies, catechetical instructions and Bible sharing, from either events experienced, proverbs, sayings or stories. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

Training and pastoral supervision in Christian ministry has been in existence prominently since the 1920s, when the development of pastoral education as a distinct discipline and function of ministry arose out of Clinical Pastoral Education. Clinical Pastoral Education (CPE) has as it focus the professional education for ministry. This brings students of theology, ordained clergy, qualified laypersons and members of religious orders into supervised encounter with "living human documents" in order to develop their pastoral identity, interpersonal professional competence, and spirituality; including the skills of pastoral care and counselling, pastoral assessment, integration of theology and ministry, group leadership and pastoral theological reflection. The founders of Clinical Pastoral Education, Anton Boisen, William Keller and Richard Cabot, all from the East coast of the United States of America, adapted the methods of professional education in psychiatry, medicine and social work respectively. Some years later Seward Hiltner established a primary identity with theological education and ecumenical Christianity. A survey of literature from the 1960s shows a vitality and variety among CPE supervisors along with research and publications of theologians of note. These influential theologians are Don Browning, John Patton, Charles Gerkin and Steven Pattison to name a few. CPE originated in the USA and spread to Europe and Australia, but does not fit easily into the culture and methods of ministry training in South Africa. For CPE to be valid it must incorporate the cross-cultural customs and traditions in its context. The difficulties with CPE in South Africa centre on some components at the core of the process, and its paradoxical nature within the learning experience with regard to language, gender issues and questions of length and context. These and other specified difficulties open the discussion on the need for adaptation if CPE is to be successfully implemented in the South African context. Important as CPE is in pastoral ministerial training, it is recognised that it is not the only method of training and education in a cross-cultural context. This thesis explores and critiques the methods of CPE and argues that transplanting a process of education, albeit apparently successful, from overseas is not necessarily acceptable in a cross-cultural society. It is suggested that transformation along with a new model for the South African CPE process is necessary, taking into account the diversity of local African cultures. Existing theories, beliefs of CPE and current literature have been explored and applied to and tested in the South African situation. This thesis presents the results in the form of a design of a new model. / Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 2001

This study of the governance of theological education examines significant policy and management decisions within Presbyterian ministry training in New Zealand between 1961 and 1997 in the light of Edward Farley�s integrated goal for theological education, theologia. Edward Farley�s argument that theologia, integration of theology (scientia) and theology (habitus), was fragmented from the first use of modern research university education as professional education for ordained ministry in the 1880s, provides a theoretical framework for analysing the influence of governance on theologia, through its effect on institutional organisation, structure and curricula. International unease about theological education is reflected in New Zealand Presbyterian ministry formation, though little sustained critical analysis is yet published in New Zealand. The period under study begins in 1961 when the Special Committee on Theological Training called for a Chair in Pastoral Theology to 1997 when the Presbyterian Church of Aotearoa New Zealand opened its Centre for Advanced Ministry Studies, later renamed the School of Ministry. Criteria signifying recovery and/or fragmentation of theologia drawn from Farley�s arguments are searched for in the beginning of University theology at Berlin and the beginning of ministry formation in Dunedin, New Zealand. The intervening time till 1960 is similarly analysed. Governance decisions about Pastoral Theology in the first case study and governance decisions about University, church and theology in the second, are then assessed. Constant rearranging of pastoral theology programmes symptomises increasing fragmentation of theologia as does the creation of a Pastoral Chair. Pastoral theology is left with the integrative responsibility, rendering other disciplines more scientific as feared by some Theological Hall teachers. Outside the University from 1876-1946, New Zealand Presbyterian ministry formation was still influenced by University expectations from Scotland and Berlin. After 1946, teaching within the University of Otago Faculty of Theology, Presbyterian teachers enjoyed considerable opportunities for integrated teaching. Fragmentation of theologia was therefore delayed and to some extent retarded. Increased University influence from 1992 meant these opportunities were lost. Finally, around the 1996 withdrawal of direct University engagement with Presbyterian ministry formation, formational goals were set for the Church�s new Centre of Advanced Ministry Studies. These aimed to integrate theology (scientia) and theology (habitus) retrospectively for ordinands after foundational theological education elsewhere. Earlier 1990s governance decisions affected achievement of these goals. This work argues that between 1961 and 1997 most governance decisions in New Zealand Presbyterian ministry formation exacerbated existing structural fragmentation of theologia. Differing arrangements to alleviate this were attempted, and integration of (scientia) and (habitus) occurred for some students and at different periods. Structurally, however, the University-approved four-fold programme continued, making pastoral theology�s role remained ambiguous and theologia�s fragmentation inevitable. While the New Zealand Presbyterian Church set its own ministry formation goals from 1961-1997, finance, prestige and educational philosophy prevented development of its own programme. Time and money were put into supporting University theology instead, and the University used to produce an educated ministry. It is now inevitable that the Church has to integrate theology (scientia) and theology (habitus) retrospectively for its students after theological education elsewhere.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1989. / Includes bibliographical references (leaves 259-268).