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This dissertation presents a descriptive analysis of theological education in the Lesotho Evangelical Church, focussed largely on the work of Morija Theological Seminary. The dissertation provides an historical overview of the Lesotho Evangelical Church‘s work of theological education, and describes analytically various elements of and the roles of participants in preparation for the ordained ministry in the Lesotho Evangelical Church. This project proceeded as an organisational case study, and employed enthographic tools such as participant observation, documentary research, focus group interviews, and semi-structured individual interviews over the course of approximately two years between 2005 and 2007. Specific areas of investigative concentration included Campus Life and General Course of Study; Contextual Applicability of Pastoral Skills and Knowledge; Field Education; Christianity in Culture; Poverty; and HIV and AIDS. This dissertation presents data and discussion related primarily to findings in the first of these areas, and investigates data related to worship life, governance, and interpersonal relationships at Morija Theological Seminary as they relate to the educational task of the institution and its role within and connectedness to the history, life, and organisational structure of the wider Lesotho Evangelical Church. Findings are presented in conversation with Michel Foucault‘s presentation of the development of ―delinquency‖ in Discipline and Punish: The Birth of the Prison, and within the context of assertions about normative relationships within Christianity and theological education, including Craig Dykstra‘s suggestion that theological seminaries should be "communities of faith and learning." The descriptive analysis and accompanying research data are presented as the first step of what Don Browning has called "fundamental practical theology." / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

This thesis comprises a survey and analysis of the 'formation' of students, as part of the curriculum, in theological institutions. It contends that students attending institutions that are heterogeneous in terms of denominations, culture, and gender are not impaired in their formation; on the contrary there are great benefits to be derived from such an environment. This survey has been conducted by means of literature research on formation in North America, Asia and Africa, and personal interviews with staff and students of the Pietermaritzburg Cluster of Theological Institutions that consists of St Joseph's Theological Institute at Cedara, The School of Theology (University of Natal-Pietermaritzburg) and The Evangelical Seminary of Southern Africa. The thesis briefly examines the history of formation from a Christian theological perspective. A cross section of institutions is taken and their various approaches to formation noted. Three issues are addressed namely: ecumenical, multicultural and gender questions. This thesis proposes that these issues are integrated through reflection on the image of God and the faith community of God. The formators' task revolves around the students' identity in their context. This identity includes three dominant aspects - identity in relation to God, in relation to self, and in relation to society. A practical approach such as mentoring is suggested. The pastoral identity of the graduate is anticipated as it pertains to the role of ordained women and particularly the changing status of clergy in a postmodem world. The thesis concludes that if the outcome of formation is the integration and establishment of an individual's identity in relation to the image of God, self and community then a heterogeneous theological institution is an enriching environment. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2003.

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Many theological institutions have adopted online educational formats. Proponents of online formats in theological education have typically given pragmatic justifications for the use of online formats while the most vocal detractors of online formats base their objections on theological concerns. This thesis gives a greater theological foundation for the use of online formats in theological education by demonstrating that Paul believed that Christian formation could be effected from a distance via the epistle. Specifically, this thesis shows that Paul held beliefs about the capability of the epistle to act as a personal proxy. Paul therefore displays an educational strategy that utilizes the strengths of both face-to-face education and distance education via the epistle while compensating for weaknesses in each format. Paul's practice would suggest that theological institutions might have the opportunity to do the same: take stock of the strengths and weaknesses of both face-to-face and online formats, utilize the strengths of each, and compensate for the weaknesses of each.

Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

M.Ed.

Prof. W.J. Hattingh Prof. H. Viviers