Rochina, Rio Serving Contextual Communities Serving Contextual Communities
The Evangelical Theological Seminary of Cairo
Serving Contextual Communities Are our seminaries conscious that they are functioning in societies that have crucial various needs? Are our educational systems and curricula geared towards meeting these needs? How are we equipping our students and future leaders to face the communities that are affected by war, poverty, disorder, and disaster?
Serving Contextual Communities I. The issues I. The issues 1. The Church’s primary mission 2. Seminary-church borders 3. The “invisible” seminary 4. Strategic planning II. A way forward A way forward II. 1. Good news 2. Bond model
I. Serving contextual communities: I. Serving contextual communities: The issues The issues 1. The church’s primary mission a. to advance the gospel of Jesus Christ by reaching out to the lost, b. to advance the gospel of Jesus Christ, but its secondary mission is to address the social needs, c. to address the social needs of society as an expression of working out the gospel, d. to advance the gospel and and to care for the social needs.
1. The church’s primary mission “Ask the Lord of the harvest, therefore, to send out workers into his harvest field” (Mt. 9: 38). “Jesus went through all the towns and villages, teaching in their synagogues, preaching the good news of the kingdom and healing every disease and sickness. When he saw the crowds, he had compassion on them, because they were harassed and helpless, like sheep without a shepherd. Then he said to his disciples, "The harvest is plentiful but the workers are few. Ask the Lord of the harvest, therefore, to send out workers into his harvest field." (Mt. 9: 35-38, emphasis added).
The Lausanne Covenant 5. CHRISTIAN SOCIAL RESPONSIBILITY Although reconciliation with other people is not reconciliation with God, nor is social action evangelism, nor is political liberation salvation, nevertheless we affirm that evangelism and socio-political involvement are both part of our Christian duty. For both are necessary expressions of our doctrines of God and man, our love for our neighbour and our obedience to Jesus Christ. (Emphasis added)
I. Serving contextual communities: The issues 2. Seminary-church borders!
Invisible lawnmower Invisible lawnmower Invisible seminary! Invisible seminary!
I. Serving contextual communities: The issues 3. The “invisible” seminary • “Seminaries are virtually invisible to leaders of secular organizations and institutions, even those in the seminary’s own city and region.” (E. Lynn and B. G. Wheeler) • “Most civic leaders do not understand what seminaries do and they do not view them as either civic or educational assets in the community.” (Timothy P. Weber)
I. Serving contextual communities: The issues 4. Strategic planning • “ a disciplined effort to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it does it ” (Bryson) • Core values, SWOT (external needs assessment), priorities, goals and objectives
I. Serving contextual communities: The issues 4. Strategic planning “Cultural Appropriateness” is the first of the twelve values in ICETE’s brochure on the Renewal of Evangelical Theological Education . Cultural Appropriateness means that “training is referenced to the traditions, conditions and need in the local society, and is responsive to shifts in social norms and values.”
II. Serving contextual communities: A way forward 1. The good news • Health • Conflicts • Community care • Poverty
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Infantile Library Communitarian BINCO Infantile Library Communitarian BINCO University Foundation Biblical Seminary of Colombia University Foundation Biblical Seminary of Colombia
2. The Bond Model 2. The Bond Model 2. The Bond Model 2. The Bond Model
BOND… . Agile Courageous Multi-skilled Persevering Intelligent Resourceful Witty Decisive Cultured Patriotic Strong Honest
BOND… . a male chauvinist pig a male chauvinist pig an emotional desert an emotional desert a spiritual black hole a spiritual black hole
BOND… . Briefed Trained Resourced Supported
BOND…. Briefed a. a. The organizing principle The organizing principle b. b. Content Content c. c. Problem-based learning (PBL) Problem-based learning (PBL)
BOND…. Briefed Trained a. a.Faculty as practitioners Faculty as practitioners b. b.Faculty as researchers and writers Faculty as researchers and writers c. c.Revising our internship practice Revising our internship practice
BOND…. Briefed Trained Resourced
BOND…. Briefed Trained Resourced Supported
• For For Akeelah Akeelah, winning the competition.. , winning the competition.. • one word at a time. one word at a time. • For ICETE (and us), serving contextual For ICETE (and us), serving contextual • communities… … communities one step at a time. one step at a time. By God’ ’s grace we s grace we’ ’ll be champions in ll be champions in By God serving our communities! serving our communities! Are WE ready? Are WE ready?
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