Abstract Critical thinking skills have always been defined as questioning the status quo, the assumptions of a particular field, which can be problematical for Asian students who perceive learning in a different way. This study involved a qualitative investigation of Asian students' view of critical thinking skills. These students were pursuing a Masters programme in a theological seminary in Singapore and came from several countries in Asia. The research examined how they viewed critical thinking skills in their theological education and Christian ministry, how they understood these skills as a bridge between their studies and ministry and the influence of their cultures on their concept of critical thinking. They responded that critical thinking skills are important in helping them understand the diverse sources of knowledge in their studies and apply what they learn to their ministry. In addition, critical thinking skills would enable them to form a decision about what constitutes truth in their diverse cultural and religious environment, as well as answer questions regarding pluralism and postmodernism. Some implications of this study for teaching theology to Asian students are explored.
{"title":"Cultural Perceptions of Critical Thinking Skills of Asian Theological College Students","authors":"B. Sng","doi":"10.1558/JATE.v8i2.153","DOIUrl":"https://doi.org/10.1558/JATE.v8i2.153","url":null,"abstract":"Abstract Critical thinking skills have always been defined as questioning the status quo, the assumptions of a particular field, which can be problematical for Asian students who perceive learning in a different way. This study involved a qualitative investigation of Asian students' view of critical thinking skills. These students were pursuing a Masters programme in a theological seminary in Singapore and came from several countries in Asia. The research examined how they viewed critical thinking skills in their theological education and Christian ministry, how they understood these skills as a bridge between their studies and ministry and the influence of their cultures on their concept of critical thinking. They responded that critical thinking skills are important in helping them understand the diverse sources of knowledge in their studies and apply what they learn to their ministry. In addition, critical thinking skills would enable them to form a decision about what constitutes truth in their diverse cultural and religious environment, as well as answer questions regarding pluralism and postmodernism. Some implications of this study for teaching theology to Asian students are explored.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"697 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122970023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article presents a brief case-study of theological training amongst mainland rural Chinese Christians in 1998 and follows their progress beyond completion of the training up to 2008. To counter the cultural norm of passive learning, the training programme's development and use borrows from adult education theory and methodology, and necessarily harnesses cultural norms to aid the teaching and learning process. It also makes use of experiential and problem-solving learning by having the training participants engage in ministry early in the training process, working with real-life problems and learning to solve them together. With the action-reflection that promotes thoughtful praxis, and the spiritual development to which praxis lends itself, what results is a process which has empowered local Christians to reproduce and leaven the wider community on their own, context-aware, terms. The article proposes to bring out some potentially transferable insights gained from involvement in the teaching process in which the teachers, as facilitators, have also been learners.
{"title":"From Passive to Active Learning: A Worked Example of Theological Education in Rural China","authors":"V. D-Davidson","doi":"10.1558/JATE.v8i2.186","DOIUrl":"https://doi.org/10.1558/JATE.v8i2.186","url":null,"abstract":"Abstract This article presents a brief case-study of theological training amongst mainland rural Chinese Christians in 1998 and follows their progress beyond completion of the training up to 2008. To counter the cultural norm of passive learning, the training programme's development and use borrows from adult education theory and methodology, and necessarily harnesses cultural norms to aid the teaching and learning process. It also makes use of experiential and problem-solving learning by having the training participants engage in ministry early in the training process, working with real-life problems and learning to solve them together. With the action-reflection that promotes thoughtful praxis, and the spiritual development to which praxis lends itself, what results is a process which has empowered local Christians to reproduce and leaven the wider community on their own, context-aware, terms. The article proposes to bring out some potentially transferable insights gained from involvement in the teaching process in which the teachers, as facilitators, have also been learners.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126406769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Clark, Matthew H. Forward in Hope: Saying AMEN to Lay Ecclesial Ministry","authors":"Aldona Lingertat","doi":"10.1558/JATE.V7I2.230","DOIUrl":"https://doi.org/10.1558/JATE.V7I2.230","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125405899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Jasper, David, and Allen Smith (eds). Between Truth and Fiction: A Narrative Reader in Literature and Theology","authors":"Helen Burn","doi":"10.1558/JATE.V7I2.228","DOIUrl":"https://doi.org/10.1558/JATE.V7I2.228","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122462693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Astley, Jeff. Christian Doctrine (SCM Study Guide)","authors":"Helen Burn","doi":"10.1558/JATE.V7I2.226","DOIUrl":"https://doi.org/10.1558/JATE.V7I2.226","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129391363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article reflects upon five pieces of student work submitted for examination within the pastoral portfolio of the BTh degree of Cambridge University. The purpose of presenting and reflecting upon this work is to stimulate conversation about the use of portfolio in theological education and ministerial formation. The students' work arises from church contexts, placements in prison and in hospital, and from their own lives. They variously discuss the role of prophecy in church leadership; the interpretation of pastoral conversations; the role of prison visitors; the experience of chronic fatigue syndrome and pastoral responses to begging on the streets. The analysis of their work raises questions about the aims of theological education; the formational processes and the learning and assessment activities which are intended to meet those aims; the processes by which theological education is evaluated, and, in the current higher education climate in the UK, the possibilities and dangers for theological education of becoming separated from the academy.
{"title":"The End of Theological Education: An Analysis of the Contribution of Portfolio Learning to Formation in Ministry within a University Context","authors":"J. Leach","doi":"10.1558/JATE.V7I2.117","DOIUrl":"https://doi.org/10.1558/JATE.V7I2.117","url":null,"abstract":"Abstract This article reflects upon five pieces of student work submitted for examination within the pastoral portfolio of the BTh degree of Cambridge University. The purpose of presenting and reflecting upon this work is to stimulate conversation about the use of portfolio in theological education and ministerial formation. The students' work arises from church contexts, placements in prison and in hospital, and from their own lives. They variously discuss the role of prophecy in church leadership; the interpretation of pastoral conversations; the role of prison visitors; the experience of chronic fatigue syndrome and pastoral responses to begging on the streets. The analysis of their work raises questions about the aims of theological education; the formational processes and the learning and assessment activities which are intended to meet those aims; the processes by which theological education is evaluated, and, in the current higher education climate in the UK, the possibilities and dangers for theological education of becoming separated from the academy.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121472150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article is an invited response to Jane Leach et al. It addresses the issues raised by Leach from the perspective of theological education in SE Asia, and especially raises concerns related to appropriate assessment strategies for pastoral formational processes and the challenges if theological education is separated from the academy.
{"title":"The End of Theological Education: A Response to Jane Leach","authors":"Allan G. Harkness","doi":"10.1558/jate.v7i2.214","DOIUrl":"https://doi.org/10.1558/jate.v7i2.214","url":null,"abstract":"Abstract This article is an invited response to Jane Leach et al. It addresses the issues raised by Leach from the perspective of theological education in SE Asia, and especially raises concerns related to appropriate assessment strategies for pastoral formational processes and the challenges if theological education is separated from the academy.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123641301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article is an invited response to Jane Leach et al. It discusses the use of portfolios in theological education contexts, highlighting issues of theory-practice and ethics.
{"title":"The Theory-Practice Conundrum of Learning Portfolios: A Response to Jane Leach","authors":"L. English","doi":"10.1558/jate.v7i2.205","DOIUrl":"https://doi.org/10.1558/jate.v7i2.205","url":null,"abstract":"Abstract This article is an invited response to Jane Leach et al. It discusses the use of portfolios in theological education contexts, highlighting issues of theory-practice and ethics.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133582515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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