Contemplating Theological Education

Some students and colleagues have recently given me opportunity to reflect on the tremendous promises as well as the truly humble state of theological education. Institutions involved in theological education often boast about the transforming power of studying God in their classes or with their particular faculty. From a humanly situated marketing standpoint this is very understandable. Although great things may be taking place at such institutions, there is a necessary humility that seems to be lacking in the promises made to students. Expectations run high as students commit to considerable costs and very likely even debt in order to “be transformed” by a particular brand of educational experience. 

One student went to considerable lengths to assert that the Apostle Paul’s early education and the location of his birth played prominently in his skill and ability to preach the Gospel and to establish churches. While it’s difficult to prove that these privileges had no impact on Paul’s development as an apostle, we cannot ignore what he writes in Galatians 1:15-18:

If this is Paul’s “seminary” experience, as some enjoy asserting, why are theological schools not attempting to create a similar context for such an encounter to take place? Perhaps I am too harsh in my reflexions, but I am not aware of any schools that can truly own this. Some, in disgust with the current state of formal theological education, have made an exodus from the formal schools in search of a “better” way. Many I have encountered who have become part of the exodus are bitter and deeply critical of formal education. Whether intentionally or not, they communicate this distaste to others in potentially persuasive ways. It is significant to me that they do not seem to be doing any better in non-formal contexts, despite the energy and enthusiasm that is generated by their new and better way.

I know of many individuals in formal education who are seeking to reform seminaries from within. Most seem to have respect for the formal contexts and yet they are not content with their present effectiveness. 

Bridging the two worlds is not easy. I am convinced this is where we must focus, though. Partnerships between formal and non-formal contexts and resources can produce rich learning environments. In terms of theological education, though, the role of God in the educational/formational process is vital. And God cannot be packaged or controlled. Quality cannot be guaranteed, though the One who teaches can be full trusted.