Serving Communities , livre ebook

Langham Creative Projects - Jason Ferenczi

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181 pages

English

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The contexts in which theological schools operate is changing rapidly, presenting CEOs, administrators, faculty, and governing bodies with new challenges. How can theological schools adapt to these changing contexts while maintaining missional clarity? What role do each of these groups of actors play in this process? This publication describes the experience of four theological schools and presents some practical suggestions for how they can adapt in dynamic environments.

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Publié par	Langham Creative Projects
Date de parution	14 octobre 2015
Nombre de lectures	0
EAN13	9781783680887
Langue	English

Informations légales : prix de location à la page 0,0032€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Serving Communities is a radical contribution to the notion of governance. Dr Ferenczi does not give an upside-down approach, but explores its multifaceted reality. This book is a must read for leaders in theological education to impact and be relevant to the global challenges faced by churches and seminaries today.
Ashish Chrispal
Regional Director, Asia, Overseas Council
Few know the global theological education landscape better than Dr Ferenczi. Broadly grounded in historical perspective he brings together the three most critical pieces for analysis and progress in Bible schools and seminaries: leadership (governance), the local church and vision. Each chapter commands our attention with insights skillfully guiding us to a more promising future where the academy and the church synergize their energies for the equipping of people for ministry. Rarely does anyone weave such a globally coherent portrait showing where theological education and the church are and where they could be and, best of all, how to get there.
Duane H. Elmer
G. W. Aldeen Professor Emeritus of International Studies,
Distinguished Professor Emeritus of Educational Studies,
Trinity International University / Evangelical Divinity School
Sensible governance of theological seminaries and wise organizational leadership to advance Christian leaders in the multi-national, multi-religious and complicated socio-political contexts of Eurasia are the most crucial issues and challenges for educational leaders in the countries of the former Soviet Union. This book by Dr Jason Ferenczi is an invaluable contribution to the qualitative development of Eurasian theological schools after seventy years of the prohibition of spiritual education and after more than twenty-five years of a “theological educational ghetto” in terms of relationships with local governments. We are very much looking forward to having this book in the Russian language someday as well.
Taras Dyatlik
Regional Director for Eurasia Overseas Council,
Educational Development Director for Euro-Asian Accrediting Association

Serving Communities
Governance and the Potential of Theological Schools
Jason Ferenczi
Series Editor - Riad Kassis
ICETE Series

© 2015 by Jason Ferenczi
Published 2015 by Langham Global Library
an imprint of Langham Creative Projects
Langham Partnership
PO Box 296, Carlisle, Cumbria CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-78368-084-9 Print
978-1-78368-100-6 Mobi
978-1-78368-088-7 ePub
978-1-78368-101-3 PDF
Jason Ferenczi has asserted his right under the Copyright, Designs and Patents Act, 1988 to be identified as the Author of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or the Copyright Licensing Agency.
All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78368-084-9
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and a scholar’s right to publish but does not necessarily endorse the views and opinions set forth, and works referenced within this publication or guarantee its technical and grammatical correctness. Langham Partnership does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published content.

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Contents

Cover

Preface

Overview

The Challenge

The Investigation

The Findings

A Concert of Governance

1 I ntroduction

A Double Precipice

Leadership and Governance

Governance in Global Context

Adaptive Governance?

Governance and Theological Education

Definitions

What Comes Next

2 The Context of Theological Education

Renewal in Theological Education

Themes in the Literature

3 Building a Bridge to Governance

The Board’s Interpretive Role – Boundary Spanning and Generative Thought

Theological Schools and Their Environment

Conclusion and Key Questions

4 Listening to Theological Schools and Their Experiences

Limitations of the Study

The Institutions

Summary of Results

5 A Community of Trust

S1 – “A Community from the Beginning”

S2 – Community Forged through External Pressure

Conclusions

6 Alignment of the Parts

S3 – Rallying around Mission

S1 – “According to our Ethos”

S2 – The Board as a Buffer

Conclusions

7 Strong, Enabling Leadership

S3 – “De-centered Leadership”

S2 – “Centralizing Leadership”

S1 – “A Great Sense of Freedom”

Conclusions

8 Reflective Responsiveness

S4 – “Christianity Must Go More Than Skin Deep”

S1 – “Keeping His Finger on the Pulse of the People”

S3 – “Saturated with Mission”

Conclusions

9 Education That Transforms

S1 – “Blowing Their Minds”

S2 – “Teologia Reflexiva”

S3 – Shaping the Image of the Minister

S4 – True Engagement

Conclusions

10 Planning for the Future

S3 – “It Has Been Small Steps, Some Larger, Some Smaller”

S4 – Transition

Conclusions

11 Four Institutions in Summary

School 1 (S1) – Responsive Interaction

School 2 (S2) – Community of Trust

School 3 (S3) – Alignment

School 4 (S4) – Transition

12 Conclusions

Culture and Governance

Governance as Boundary Spanning

Emerging Theory – A Concert of Governance

Implications for Governance

Implications for Renewal in Theological Education

Suggestions for Further Research

Conclusion

Epilogue A Library, a Farm, and a Train Station

A Library

A Farm

A Train Station

Recommended Reading

Theological Education

Governance

Appendix A Statement on Methodology

Appendix B Protocol for Examination of Historical Documents

Appendix C Protocol for Analysis of Board Meeting Minutes and Board Policy Manual

Type of Minutes

Content of Policy Manual

Content of Minutes

Appendix D Protocol for Observation of Board Meeting

Description of Environment and Meeting

Power Dynamics

Conflict

Use of Time

Generative Governance/Boundary Spanning

Boundary Spanning

Appendix E Protocol for Structured Interviews

Board Chairperson

Other Board Member

CEO

Chief Academic Officer or Other Senior Staff Member

Bibliography

About ICETE

About Langham Partnership

Endnotes
Preface
I never would have anticipated that I would write a book about leading and governing theological schools. I have neither led nor governed a theological school; I am, in fact, a seminary dropout. Despite this, I have found much common cause with seminary leaders around the world and believe deeply and passionately in the transformative potential of theological schools. This belief was nourished during nearly fifteen years of labor at Overseas Council, when I had the opportunity to work with some of the world’s finest theological educators. It was nourished by my study of history and later of education. But most of all, it was nourished by my fellowship with theological educators around the globe, hearing their own stories, their passion, and their struggles.
Despite this love for theological educators, I have at times been a loving critic of the status quo in theological education, always driven by a powerful sense of what could be. At times, my words, although offered with the

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