Transforming theological education in the Church of the Province of Uganda (Anglican)

[摘要] ENGLISH ABSTRACT: This study presents a practical-theological examination of the changing face of theologicaleducation in the Church of Uganda (COU). It explores the hypothesis that both theeffectiveness of the Church's training and its mission are inextricably tied to theirresponsiveness and integrity in the midst of multiple transitions.As an example of practical theology, it identifies itself with the praxis-centred stance of thecontemporary practical theology movement, an identification that makes it both action-orientedand contextual. The action-oriented nature of the research is introduced in ChapterOne, where it is described using social-science categories, and is developed in Chapter Twothrough an introduction to a specific theological framework for transforming theologicaleducation. This framework guides the study along practical, biblical, missional and locallines.The contextual concern is maintained throughout the study. Chapters Three, Four and Fivedraw on an extensive primary database and explore the Ugandan context from the socioeconomic,socio-cultural and ecclesiastical perspectives. That contextual analysis is shapedby, and continually connects with the concerns of theological education and those chaptersraise and explore a number of issues. These include socio-economic challenges such asdramatic regional variation and demographic change, the need for theological education toconnect with culture, particularly in relation to its heterogeneity and its oral-literary nature,and the significance of the unique narrative and identity of the COU for its theologicaleducation.However, through the synthesis of these contextual findings, two dominant requirements forthe transformation of theological education in the COU emerge, namely integration andflexibility. The history, curriculum, pedagogy and structures of theological education in theCOU are then evaluated in Chapters Six and Seven in the light of those two requirements, aswell as from the perspective of the discipline of curriculum development. The analysisrecognises where recent developments in the sphere have already begun to incorporate thesevalues, but it also highlights the need for more radical transformation.With this in mind, Chapter Eight then examines the implementation of a recent model oftraining, Integrated Leadership Development (ILD), into the COU. It suggests that ILD is notonly a valuable programme of transformational training in itself, but that it also serves as apointer to and catalyst for wider changes in the education programmes of the COU.Finally, the study concludes by synthesising the findings into a dynamic curriculumdevelopment model for use in transforming theological education in the COU. Furthermore,the application of the model demonstrates its relevance and generates some specific strategicrecommendations for change. As such the study contributes to both the local and globaldiscourse on theological education, and to the field of practical theology.

[发布机构] Stellenbosch University