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Flexible and Collaborative Curriculum for Ministry and Professional Development

This curriculum challenges the traditional departmentalized approach to education and offers a flexible and collaborative learning experience for ministry and professional development. It recognizes the limitations of classroom learning and emphasizes the importance of practical experience, interdisciplinary collaboration, and individualized learning styles.

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Flexible and Collaborative Curriculum for Ministry and Professional Development

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  1. “Curriculum Container”

  2. Ministry or Professional Courses • Apprenticeship Experiences • Theoretical courses

  3. Ministry or Professional Courses • Apprenticeship Experiences • Theoretical courses

  4. Much about the practices of ministry and leadership cannot be taught adequately in a classroom. But some things are foundational and can be learned in an academic setting—in collaboration with other disciplines. • Capacities of academic research and reasoning can’t be developed without substantive experience in research, reasoning, and practice—time for which is limited to non-existent in the conventional curriculum structure. • Not everyone learns in the same way. • Not everything has to be done in a school.

  5. At some point in history the decision was made to organize faculty representing the same or similar disciplines in departments.This departmentizationexacerbates the isolation of disciplines, including the courses arising from those disciplines. Isolation results in a fragmented and disjointed view of knowledge and, ultimately, practice. Since departmentalization is not a doctrine, we can make new decisions.

  6. Imagine a decision where faculty with hard-won specialized knowledge can meet in their disciplinary arrangements for purposesrelated to their professional development. They can also meet in interdisciplinary arrangements where their individual and collective insight is applied to a variety of issues and tasks.

  7. What new decisions might be made with regard to curriculum and learning experiences? What alternatives to the following are possible? The curriculum came to be seen as that which took people through 2-4 year programs culminating in a certificate or degree. Over time, more and more courses or skills were considered necessary for the preparation of the people who would complete their theological education in this period of time. The curriculum is now “hopelessly overcrowded”. Is it necessary for curriculum to be seen as a sequence of courses, collected in departments, designed to prepare adultsfor leadership, taught in a specified number of years, in classes taught by a teacher and held in a school, or church, or at a distance?

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