Scholarship
March 29, 2017
Education for Ministry
- Author
- Feilding, Charles R., with Thomas W. Klink, W. John Minter and James D. Glasse
- Publisher
- Theological Education 3, no. 1 (The Association of Theological Schools, Pittsburgh)
- Table of Contents
-
I. Introduction
A. Occasion and History of the Study
B. Theory and Practice in Theological Education
C. Overview and Thesis
II. Impressions of Trouble
A. Flight from Pastorate to Ministry?
B. Theological Education does not Prepare for Ministry
C. Erosion of the Pastoral Image
D. Miscellaneous Signs of Change
III. Seminary, Parish, and Ministry
A. The Seminary’s Purpose
1. Composition of the student body
2. Four goals of professional theological education
3. Primary purpose
4. The parish as a sphere of ministry
5. Ministry and ministries
B. The Parish
1. History, purpose, and form
2. Its congregation and the extra-parochial ministries
3. The other associations of parish members
4. Other agencies, secular and religious
5. The form of the parish today
C. Ministry and Ministries
1. Ministry in the dispersion
2. Ministry as profession
3. Education for existing ministries
D. Ministries in four perspectives
1. Communication of the gospel
2. Relation to the church
3. Concern for the individual
4. Relationship to the world
IV. Theological Education and Higher Education
A. The Concept of an Educational System
B. Individual Characteristics of Students
1. Personality
2. Social and economic background
3. Diversity in attitudes and values
4. Vocational aspiration
5. Student’s wives
C. Individual Characteristics of Faculty
1. Three functions of professors
2. The place of research
D. Environmental Characteristics
1. Student subcultures
2. Three educational activities
a. Teaching
b. Learning
c. Organizing curricula
E. Educational Outcomes
1. Thinking critically
2. Professional competence
3. Professional values and attitudes
4. Motivation for continuing education
V. Professional Education for Ministry
A. How Far Have We Come?
B. Who is the Pre-Professional Student?
C. How Long Should the Course Be?
D. The Four Goals
1. Knowledge
2. Professional competence
3. Humanity
4. Christian formation
E. A Concluding Caution
VI. Supervision
A. A Definition of Supervision
B. Dimensions of Supervision
1. During a period of anxiety
2. A structure of activities and duties
3. To inform practice with knowledge
C. Techniques of Supervision
1. The seminar
2. The pastoral concerns group hour
3. The housekeeping session
4. The individual supervision conference
5. The evaluation conference
D. Principles of Supervision
1. The appropriation of new knowledge: categorical thinking and naturalistic observation
2. The “cross-grained” experience
3. Supervision is working with a student who is working with patients; not working with patients through a student
E. The Career of Preparation for Ministry
1. The meaning of “career”
2. Directional self-placement
3. Integration of new patterns of dependence
4. Mastery of skills and knowledge appropriate to an advancing sequence of roles
5. Inhibition of diffuse behavior and intensification of behavior congruent with the roles demanded by a profession and by preparation for it
6. Preliminary negotiations with reciprocating communities
7. Management of anxiety during the career
8. Internalization of the processes of professional formation
F. Choices in Education for Practice
1. Issues in the initiation of learning
a. Task assignment or institutional identification
b. Emphasis on the strange or the reasonable
c. Surrogate or independent status for the trainee
d. The educational contract and steps toward responsibility
2. Issues in the timing of supervisory intervention in the professional career
3. Issues in the choice of a setting for in-service education
a. A center where people are in crisis
b. A center where appropriate resources are available
c. A center providing competent supervision
d. A center where the supervisor’s work is fully integrated with the structure of the institution
e. A center which provides significant tasks for professional students
f. A center where the student can function in roles appropriate to his present status in his intended profession, (in this case, the status of proto-clergyman
g. A center where experience in depth with personality functioning facilitates the transfer of learning
h. A center which supports the student financially
G. In Service Education and Issues in Learning Theory: Theories of Conflict and of Reinforcement
VII. Field Work
A. The Absence of Definition
B. Five Critical Questions
1. The student’s role
2. The seminary’s purpose
3. Control factors
4. The seminary’s responsibility
5. The director’s functions
C. Three Types of Field Work
1. Field employment
2. Field service
3. Field education
D. Programs of Field Education
1. First stage: the student’s vocation as Christian layman
2. Second stage: limited identification with ministerial roles
3. Third stage: assumption of ministerial responsibility
4. Fourth stage: specialization
E. Some Immediate Issues
1. Location of the program
2. Concurrent or independent placement
3. Denominational diversity
Journal Issue.