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Church-Based Training (CBT)

Church-Based Training (CBT). With the proliferation of churches around the globe, the need for leadership training has far exceeded the capabilities of existing brick-and-mortar institutions. TEE beginnings. Theological Education by Extension began in 1963 in Guatemala among Presbyterians

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Church-Based Training (CBT)

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  1. Church-Based Training (CBT) With the proliferation of churches around the globe, the need for leadership training has far exceeded the capabilities of existing brick-and-mortar institutions

  2. TEE beginnings • Theological Education by Extension began in 1963 in Guatemala among Presbyterians • Ralph Winter, Ross Kinsler, Kenneth Mulholland and Sam Rowen • Designed for rural communities in Central America where leaders could not leave job, family or church • Quickly spread throughout the world • 20,000 web sites today promote and define • With the increased emphasis in RACs some form of Distance Education was vital to the exploding church

  3. Reasons for being • Residential schools have not provided enough leaders of growing churches • Many people would like to study theology and leadership, but have commitments to family and church • Students who go to residential programs are young, inexperienced resulting in high percentage who do not continue in ministry • Conventional training isolates from actual involvement in ministry, thus are ill prepared • High cost of residential studies obligate dependency on foreign subsidy, further limiting its potential

  4. Technique designed by Ted Ward • Three elements essential to the program • Self-study materials to enable student to learn at home • Practical work in the student’s church • Regular encounters or seminars to promote fellowship and motivation to student and teacher • Strengths and presuppositions • Seeks to correct weakness of residential seminary by teaching theology in context of ministry & culture by overcoming elitism • Economic advantage • Presupposition is that ministry belongs to all people

  5. TEE objectives • Training is programmed for every level of church leadership • Training includes knowledge, skills and character • Courses are taught not only by outsiders but also local leaders • Flexibility is encouraged • Training integrally linked to the local church

  6. Elements of TEE Module or paragraph of information Response question to interact with information in module without copying the answer from the module Immediate affirmation or correction of the answer somewhere near Immediate affirmation or correction of the answer somewhere near

  7. Some concerns for TEE • Maintain the “split-rail fence” analogy of Ted Ward: rails: cognitive + practical + fence post: dynamic reflection and discussion • Missing is the character formation and spiritual development • Jesus taught spiritual truths through actual situations – this is theology in context or culture • Canned curriculum teaches toward canned answers, not practical applications.

  8. Concerns for TEE: Tension between proclamation and dialogue • First dimension is the universal truth revealed in God’s Word. • Second dimension is the application: • Proclamation: that which is not open to debate, applies in every culture and situation • Dialogue: variety of applications and avoidance of paternalism

  9. Concerns for TEE: Center or Periphery • Most TEE programs initiated, directed, funded and managed by expatriate missionaries • Often applications are western focused • Credibility and trust often dictates who leads the program

  10. Three Original Models of CBT • Puritans • Reform • Congregational

  11. Puritan • Demanded an educated clergy • First Theological Seminary in America in 1774 • Liberal education plus theological • Had to be ordained by a church to be licensed to receive a salary • Very strict so most spent a year+ under a tutor before ordination

  12. Methodist Plan • Limited ministerial training, but strong motivation to evangelize and willing to travel • Circuit-riding preachers (4,000 by 1844) • In-Service training (not training FOR ministry) • Expected to study daily 5 hours • Given specific theological books to know • Had to study on his own • Multiplied rapidly

  13. Baptist Plan • Most gifted became the pastor • Either full-time or part-time • If he felt the “call” he could begin preaching • Apprentice system (in-ministry training) became the norm • As gifted preachers acquired more apprentices classroom teaching evolved • Bible schools developed in key churches, then Bible institutes, then Bible seminaries

  14. Problems with Bible Schools • Motivation for job security • Often functional illiterates – poor primary/secondary training • As late as 1926 40% of American pastors had not attended college or seminary • Most Third-World pastors finished primary, but barely 20% finished secondary and 3% have college training

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