c1:3. a manual of theological curriculum development pt 3 web v

8/14/2019 C1:3. A Manual of Theological Curriculum Development Pt 3 WEB V

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Part 3: RE-PACKING OUR LUGGAGE - The Journey ahead.What is the best way for us to construct a curriculum package for

theological education?

When the time comes to re-assemble our luggage for the journey ahead, the first question,

surprisingly, is not: what shall we include? but rather: how can we achieve a good balance in ourselection of course subjects? We have to resist the temptation to try and include everything that

seems immediately desirable.

POSSIBLE APPROACHES to CURRICULUM CONSTRUCTION

Over the years there have been many different approaches to the construction of a theologicalcurriculum, including the evolutionarymethod of simply allowing a curriculum to grow unplanned

as it accumulates subjects offered by each new addition to the teaching body. In this latter process

weaker offerings die a natural death as they are replaced by more vigorous courses. But even the

strong courses are liable to be neglected and ultimately omitted altogether when their custodian who

first developed them moves on.

Some approaches to curriculum administration are more planned. They include the following, each

with its own strengths and weaknesses:

A) The Pragmatic (jig-saw) Approach : (dear to the heart of administrators!)

The aim here is to fit into the students period of residence as conveniently as possible all thesubjects which their teachers wish to teach them. This approach is primarily teacher orientated,

and starts with the pragmatic problem of who is available to teach our students now? Theadministration lists those subjects thought worthy of being taught and that appeal to the teachers

interests. A selection is then made from the curriculum CLASSIFICATIONlist (or something likeit) to find out what might match the concerns of the faculty. Everyone is happy because the

students presume that they have the most motivated teachers for the subjects chosen in this way.

But how balancedis the resulting curriculum?

B) The Structural (menu) Approach : (beloved by academics!)

This approach aims to fit into the timetable as much of a comprehensive curriculum as time willallow. Inevitably priorities have to be agreed as it is never possible to include every desirable

topic. This approach shifts the attention onto the subjects to be taught. Again theCLASSIFICATION list provides a useful basis for selection, but this time extra care is taken to

make a balanced selection from each major division. The approach is truly subject orientated (not

teacherorientated) and is more balanced in its approach. It can, however, become degree driven,

rather than task related. .

C) The Functional (tools for the job) Approach : (the assumption of the average churchmember)

Here the emphasis is on the needs ofthe work to which the student is called. What is it that the

student must be able to do after completing this course? is the first question asked before any subjectis packed into the curriculum luggage. This approach is thus taskorientated and, for seminarystudents, the assumption is that they are being trained to provide aservice for the church and meet the

requirements of a congregation in terms ofskills and knowledge.


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D) The Individual Development (promising material) Approach : (sometimes the hope ofthe students tutor!)

The purpose here is the development of the student as a disciple of Christ. Thus the formation of a

Christ-like character is sought foremost. But also important is the development of other areas offull potential (natural abilities,gifts and interests) in order to make him / her as creative, productive

and influential for good as is possible in the area of ministry to which (s)he is called.E) The Educational (learning bricks) Approach : (advocated by educationists aware of

student learning problems)

This is a sub-objective of individualdevelopment where it is realised that all learning must be

appropriate to the educational level and experience of the student, rather than related to the

academic level of the teacher. The approach here starts at the base of the students learningpyramid and builds on that foundation only as fast as the student can manage to cope with each

new learning block, be it in the cognitive, functional, affective or sapiential domain. Specific

consideration is given to the mastery of all the basic learning skills ofgrammar, comprehension,basic logic and study methods, rather than to the accumulation of content (bankinginformation!).

F) The Contextualised (here and now) Agenda : (popular in the Western theological circlesand now catching on in the two-thirds world churches also)

This approach emphasises preparation for the world. Its aim is to teach every subject in the context

of the world we live in now, in order to train students to think in terms of the relevance of what

they are absorbing. Thus all subjects should be taught in their wider contexts to prepare students to

face social issues that they will likely meet in society, as well as to train them in how to teach

members of their congregations to tackle these issues effectively themselves.

G) The Integrative (web) Approach : (pioneered by educationists in secular fields in theWest)

The word integrated is used here to suggest that CONTENT, DOMAIN, MODE and LEVEL are

allbrought into consideration as those ideas, fieldsandmethods are inter-woven at appropriatelevels in a way that will be most effective in achieving the desired objectives of the programme. Italso refers to the integration ofdiverse subjects. It is thus the complete opposite of the academic

departmentalisation that has for so long characterised Western academic institutions. One versionof this approach aims also to make all such integrative learning relevant to contemporary living.

(SeeIntegrative Theology: Gordon Lewis / B. Demarest)

This is precisely what is needed in theological curriculum construction. The disciple-student needs

a balancedblend ofdoctrine, experience and practice in his / her training that will enable that

student to develop - long after formal training has been completed - what has already been learnt.

(S)he needs to be trained in the four domains ofknowing, doing, beingand understanding, in sucha way that the process will continue throughout his / her ministry, and a variety of methods will

enhance this learning.

DISCUSSIONWhich of the above approaches do you recognise as best describing your institution?

Which would be both feasible and worth adopting for your programme? Why?

Could you combine aspects of several of them to make a curriculum that is more appropriate for your situation?

List below the elements you would wish to include.

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We now consider three models ofcurriculumconstruction currently in practice in the West.


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CURRICULUM CONSTRUCTION : Three Current Models

A. Traditional Oxbridge

> > > >

v

v

v Requirements: 3 years residence undertutors

v for the study of chosen subjects:

v

v

v

v

v

v

College

Raisondetre

(Justification

for its

existence)

Examples:

By the terms of Queen Margarets Charter, this

Chair was established for the teaching of

Divinity in the University of C .

The Purpose of this College is to Prepare men and

women for the Ministry of the Church of E...

Subject:

DIVINITY

Content:

A. Scripture

B. Doctrine

C. History

D. Pastoralia

Definitions:Professor: the principalteacherin afield of learningat a

university or college, in charge of his department

and usually occupying a chair.

Fellow: a member of the teachingfaculty of a university

college.

Dean: a collegefellowwith responsibility for undergrad-

uate discipline.Reader:a lecturerin a university.

Lecture: (the text of) a discourse on a particularsubjectgiven or read to an audience.

Tutor: a member ofstaffresponsible for the teaching and

supervision of a certain number of students.(Derivation: a caring for > to watch over.)

Professorships / Lectureships

1. Subject A Professor X

2. Subject B Professor Y

3. Subject C Lecturer Z

Course Subjects

Autumn Term (Usually 3 terms to each academic year)1.

2. etcTutors

Supervise the written work of studentsBibliography

Reading ListsEssays

On Topics in the Field of Study

Annual (or bi-annual) Examinations

On all the Course subjects taught


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Notice in this model the emphasis on:

community living (the requirement for so many years residence),

the importance given to the role of the teacher (a hierarchy of teaching staff), including

the mentoring of the students, often in a one-to-one relationship, and

the close relationship between the teacher and his subject (the chair* established for a

famous teacher to be able to teach a particular subject).

Analysed in this way, it may seem that this traditional approach gives too much emphasis to theteacher and the subject he teaches. However, the almost guru quality of this form of university

education has stood the test of the time and has produced many remarkable scholars and has been the

back-bone of the intelligentsia for many generations. **.

This traditional model is orientated towards a concept of education as an art. Before we look at an

example of a model orientated towards the complementary concept of education as a science, we shall

consider a more pragmatic model that is orientated towards education considered more as a service

agency for both the individual and the community.

B. Contemporary British

> > > > >

V

V

V

V +V

VV

V

V

V

V

* The concept of a university chair derives from the Muslim practice of giving religious teaching at

the foot of one of the main columns in a mosque. The Ulema would sit on a small stool (his chair)

and teach to his students gathered around him. Perhaps this in turn derived from the Jewish practice of

teaching similarly in the synagogue. Thus the apostle Paul once sat at the feet of Rabbi Gamaliel.

** A book published by Oxford University Press to commemorate Pakistans 50 years of

Independence reviewed many aspects of life in Pakistan today. Of the 18 writers who contributedarticles, 5 were associated with Cambridge University, a remarkable testimony to the contribution

made by this famous example of traditional university education in Europe.

College

ClienteleQuestionnaire

[sent to churches, former students, church leaders, etc]

What? How? Why? Where? When? Who? etc

Projection of future Needs

Q: In 10 years time what will be the world scenario?

NEEDS to be met by the Programme

1.

2.

3. etcCourse Subjects

1.

2.

3. etc


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C. North American

>>>>>>>>

vv

v

v

Designing a Curriculum

to achieve (orsupport the accomplishment of) the above objectives

Note: Every COURSE has its own written objectives describing which piece of the pie (i.e.the over-all objectives of the programme) is to be accomplished within the course.

Example:

800Pastoral Theology 3 Credit Hour

Course

Autumn 2000 [3 x 12 = 36 class hours]

1 Year Programme

or:Diploma Programme

Programme

Objectives:

1.

2.

Course Description

2 3 line summary ofcontent. [This will be included in the institutions Catalogue.]

e.g. The call toduties of skills neededdifficulties faced in the pastors live, etc.

Course Texts1.

2.

3. etc

Course Subjects

[Preliminary listing]

1.

2. etc

School

GoalsCategories of Student Development

1.

2.

3.

4.

5.

6.

7.

3 Year Programmeor:

Bachelor

Programme

Programme Objectives:

1.

2.

3.

4.

4 Year Programme

or:

Masters

Programme

Programme Objectives:

1.

2.

3.

4.

5.


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Course Objectives

1. In this course the student will learn this content. [Know]

e.g. the duties expected of a congregational pastora)

b) etc

2. By the end of this course, the student will be able to perform

e.g. a celebration of the Lords Supper Do]a)

b) etc

3. By the end of this course the student will understand.

e.g. the nature of a sacrament Understand]a)

b) etc

4. By the end of this course the student will have developed his / her

e.g.standard of personal preparedness before leading

worship [Be]

a)

b) etc.Course Outline

Tues Sept 15th Introduction / Assignments

Thur Sept 17th

Definitions

Sat Sept 19 The Call to Ministry

etc

Course Assignments

1. Reading

2. Written Assignment (Essay)

3. Projects interview 3 pastors about Topic A

Course Grading

1. End of term Exam

2. Term Paper


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MISSION STATEMENTS

The need to be very clear about what we are trying to achieve over-all is now recognised by the secular world as

well as by Christian organisations. Nowadays banks and even CocaCola have their own mission statement which

they share with employee and customer alike.

Actually this is not really a new discovery. European Universities had it before the Reformation. (See

the examples of a College Raison detre at the beginning of Section A: Traditional Oxbridge.) They

just did not call it their Mission Statement!

What is the function of such a statement? What does it set out to do? And what are its characteristics?

The purpose of a Mission Statement is to make clear what is the reason for the existence of the

organisation or institution. For what purpose was it founded? It sets out to state in clear language what

it is trying to achieve. It does not try to describe each and every aspect of its work, nor does it try to

convey its particular ethos or way of doing things. That should be done somewhere else, in anadvertisement, a constitution or a prospectus. The Mission Statement simply states the essential

mission of the organisation.

So a Mission Statement should be short not more than 4 dozen words, clear not complicated by

technical language, and memorable. It should also of-course win the approval of all those involved in

the organisation. When Gujranwala Theological Seminary held a Strategic Planning exercise to plan

for the next 5 years, the 20 or so Board members, Faculty and Students involved began by formulating

in groups of five a suitable Mission Statement for the Seminary. When eventually the four working

groups collated and agreed the final Statement there was spontaneous applause as all present together

recognised the essential nature of their Seminarys work. The wording went as follows:

DISCUSSION

What do you find attractive and compelling about the above Mission Statement?

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What are the various components of this Statement?

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The mission of Gujranwala Theological Seminaryis to train, develop and equip men and women

called by Godfor ordained and other ministries


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EXERCISE:1. Write your own Mission Statement for your institution or organisation. (Either do this in smallgroups or individually.) Remember to make it brief, clear and memorable.

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2. Now bring your various drafts together and compile an agreed Statement.

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Before we consider next the construction of objectives, let us first compare our thinking with the aims

and ethos of some North American colleges, as expressed in their recruiting advertisements.Note: These are notMission Statements, but rather statements ofethos and generalapproach. Theyhave the purpose of attracting attention. All the same, they tell us a lot about the institutions

concerned!


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SEMINARY PROFILESBelow are extracts of advertisements for various American Seminaries. Taken from a recent issue of

Christianity Today, they illustrate differing emphases in Seminary training. Not all portray an ethos wenecessarily would wish to share, but some could nudge us to further thought about our owngoals.

DISCUSSIONMake a List of points in these advertisements (above and on the other side) that appeal to you.

How you could adapt them to your programme? Write a profile advertisement for your institution.PTO

Columbia Biblical SeminaryDedicated professors who will push you academically,lead you spiritually,

and give you a rock-solid grounding in Gods Word.

You need to develop the spiritual character that comes

from applying what you learn to your life,

and by being held accountable to a body of believers

through personal discipleship and the highest standards of conduct.

So if you want to have an impact in the world,

choose the seminary that can have the greatest impact on you.

Fuller Theological Seminary

Our professors not only excel in the classroom, but are out there in the world, pastoringchurches, engaging in mission, practising psychology

e.g. Minister of a big church + chaplain to a high school football team. Subject: NT

Work among the poor: Subject: urban mission.

i.e. equally active on campus and in the community.

We practice what we teach.

Wheaton College Graduate SchoolAn educational experience that challenges students

to integrate personal faith with academic disciple.

Providing students with the knowledge and skills

to help build the church,confront social problems,

and bring a Christian perspective to any endeavour, anywhere in the world.

Beeson Divinity School

We pledge to nurture one another toward full maturity in Christ.

We believe the missionary mandate

should inform every aspect of a theological education.

We commit ourselves to a pattern of theological training which emphasises

The disciplines of the Christian faith,

a life of prayer and worship,

witness and discipleship,and social compassion with justice and peace.

Denver Seminary

Emphasis on hands-on learning directed by experienced mentors.

Innovative approach to knowing, beingand doing.We borrowed it from the best!


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Haggard Graduate School of TheologyDoctor of Ministry

with an emphasis in spiritual formation.

Start a change reaction in your church! with Richard Foster.

By design, the program allows for new ideas and perspectives.It takes into account how very individualised ministry can be.

Growth and learning are always reciprocal

- rooted in a solid scriptural foundation,

- tirelessly seeking truth and understanding.

Western Seminary Seattle

Reading is fundamental.

We teach out students to read on three levels:

the Bible,

the human soul

and todays culture.

International School of Theology

You will be personally mentored by faculty.

Helping students apply what they are learning

to their own intimate relationship to God

as well as their current and future ministries

has been a passion of Dr Alan Scholes throughout his career.

The Masters Seminary

A young seminary student once asked me what the secret is to a great sermon.

My answer wasnt what he expected. Stay in your chair until the hard workis done.

I stand by that. Theres nothing magical about being an effective student and

communicator of the Bible. Its a skill you learn, cultivate, then put to work. Gods

-

The Southern Baptist Theological Seminary

Most seminaries will have you read good books.But here at Southern Seminary, youll sit in classes taught by the authors.

Thats because professors in our School of Theology are writing

the texts that are setting the pace in theological education.

Alliance Theological Seminary

Students focus on three areas of development.

The Person Phase causes students to establish skills

in understanding the biblical text

and authentically apply it to their lives.

The Church phase gives students a clearer picture

of the nature and mission of the church they are callled to serve.The Ministry Phase allows student to apply these new perspectives

to specific issues and needs in ministry.


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CONSTRUCTING OBJECTIVES

Suppose we take the over-all purpose of Theological Education to be: the educationalfurtherance of Gods Kingdom. Upon this basic statement of general intent we could construct moremeasurable objectives for each domain.

Cognitive: To be able to list and explain the significance of

e.g. 10 major tenets of the Christian Faith;

4 key teachings of Scripture concerning the Kingdom of God.

Functional: To be able to perform (in the field)

e.g. the preaching to a rural congregation of a sermon on Gods grace that is both

Biblical and contextual.

the leading of evening worship in a busti (poor street community).

Affective: To be able to demonstrate (by behaviour and attitude)

e.g. godly concern for a bereaved church member whose unbelieving son

is killed in a road accident and offer counsel with integrity.

Sapiential: To be able to

e.g. in a case of congregational schism (split), interpret Scripture with relevancyand insight into the purposes of God for his Church.

counsel a husband whose wife has recently left him about how to cope with

infidelity in the light of Gods will for his people in marriage.

A Nursing Example for Course Construction

As an example of how this four-fold approach might be applied to a course, let us look at

some examples of learning objectives in a training course for nursing sisters:

Cognitive domain: Listing and being able to explain aspects of the anatomy, physiology

and medical conditions of a patient.

Functional domain: Enabling junior staff to work well with supervised practice.

Affective domain: Demonstrating care for the self-esteem and morale of the patient. (Note: in this area the modelling given by the tutor is very significant.)

Sapiential domain: Understanding the patient / doctors / colleagues / maids / superiors;the nature of the illness and its effects upon the patient.

DISCUSSION

What is the pre-determined goal of our whole training programme?

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What are the main objectives in each learning domain that will, if achieved, enable our students

to reach this end?

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Affective--------------------------------------------------------------------------------------------------------------------------

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Sapiential------------------------------------------------------------------------------------------------------------------------

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EXERCISES - for selection during an introductory work-shop, etcAt this point an all-day workshop to review and apply the principles discussed so far is recommended.The following exercises could be carried out. (A relevant Bible Study is included in Appendix J.)

A) What expectations do I bring with me to this retreat / conference / seminar / work-shop?

B) Compare 3 constructionmodels (Modern, Traditional European, N. American), noting

the strengths and weaknesses of each.

C) Imagine(This exercise is about the essentials of a minimum curriculum. It should be

done in pairs.)

Project yourself10 years hence into the following fanciful nightmare situation:

The institution has been taken over by baddies and the property sold; 100 of the

most useful Library books were rescued, but nothing else.A new Taliban government has expelled all missionaries; most went to Central Asia.

The Church leadership is in crisis and new leaders are urgently needed

for a persecuted church community dispersed into small groups.All the teaching faculty have dispersed.

You and one colleague have got together to start a programme of training for 5 or 6

young Christians who show promise as potential local church leaders.What would you plan to teach them and in what order?

D) You are asked to unpack yourcurriculumas it is at presentand declare what it

contains. Do thisfirstfor the total curriculum programme (as far as you are aware of it).

Then do it again for your own subject / field of study.Both times ask yourself these questions:

i. What kindofcontent does it cover? (e.g. mainly information?)

ii. Where is the trainingfocused? (e.g. on preaching? Church roles?)

iii. What is excludedfrom ourvision? (e.g. social issues, cultural hindrances?)

E) To what pre-determined end do we plan ourteaching? What are we aiming to achieve by

ourtraining?

F) Reflect on the benefits of studying in your field or subject. Now choose any 3 areas of

study shown on the sheet: PURPOSEFUL STUDY: Why Study this Course?

List in order of importance the three greatest benefits of studying these subjects.

G) Choose a level of leadership in church life, e.g. village padre, town SS superintendent,

etc).

List some qualitiesof this properly trained church leader under the headings:

i. What (s)he would know:

ii. What (s)he could do:

iii. What (s)he would see (understand clearly, have insight into, be wise about):

iv. What character qualities (s)he would be showing in her life-style:

H) Apply the learning domainspyramid (knowing, doing, being, seeing) to yourownparticular field + one otherfield of your choice.

I) How should we define or understand curriculum construction?

J) Looking at curriculum construction as meeting needs, whose needs might we try to meet?

Whoserequirements and whoseconstraints need we also to consider and in what

order?

Write down somespecific needs under each of the headings you have made.

K) What Expectations am I taking away with me? (At the end of the workshop)


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CURRICULUM CONSTRUCTION

based on EXTERNAL NEEDS and

REQUIREMENTS

Once the principles upon which the curriculum should be constructed have been

agreed, and the approach decided, the next stage is to work through the following steps to

produce a working timetable. This should provide a weekly framework for teaching all thatneeds to be learnt while truly reflecting the ethos, or principles, of the curriculum. This

process involves the following general stages:

STAGE 1. Listing the needs and requirements to be met by the training programme,

and its constraints.

STAGE 2. Identifying the subjects to be taught that will relate to these needs.Reference to the Classification list may help here as menu from which toselect

topics, but it should not be considered as a modelof what oughtto be included.

STAGE 3. Evolving a timetable to provide a structured framework for teaching.This includes first allocating credit hours (i.e. an appropriate weight to each subject)

in order to achieve a balance in the over-all teaching or training.)

These stages may be reached by taking the following steps:

(STAGE 1)

STEP 1. Make a list of as many interested parties as come to mind when you ask yourself:

For whose benefit is this curriculum being created?

Consider whose needs and what kind ofrequirements you are trying to meet,

and whether there are any groups involved that would place constraints on

what you are might be able to teach.

STEP 2.Now list all the needs, requirements orconstraints of each of these groups.

These two steps combined might result in something like this:

STEP 3. Place these groups in order of priority.

STEP 4. The next step attempts to sort out what is appropriate to teach at various educational

levels

Certificate (facts, examples),

Diploma (interpretations of a text, Biblical studies),Degree (concepts, theories, evaluations)

Identify for each need the appropriate level of learning.

Churchs

Needs

1.

2.

3. etc

Students

Needs

1.

2.3. etc

Worlds

Needs1.

2.

3. etc

Gods

Requirements

1.

2.

Facultys

Constrai

nts

1.

2.


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STEP 5. List, under the headings of the fourlearning domains, the learning objectives that

may be expected to meet each of the needs listed above. This is a brain-

storming exercise where the following key questions should be answered:

What information needs to be known?

What skills need to be learnt? (how to do things)

What attitudes need to be adopted? (how to be a better person) What insights need to be gained? (for greater understanding of design

and purpose)

i.e.

(STAGE 2)

STEP 6. Identify the subjects ortopics to be taught in order to achieve these objectives.

Add in any additional subjects suggested by scanning the CLASSIFICATIONlist.Considerwhy they should be added. (What needs do they meet?)

Check whether or not each of the fourlearning domainsis represented adequately.

Finally ask: is anything missed out that issignificantorimportantfor a balanced

coverage of this area of learning?

STEP 7. Decide the method to be used to teach each subject.

For each subject that is listed, it is necessary to decide upon

either:

A course subject under which this learningobjective can be achieved

through classes orpersonal study.or:

A practical workassignment where trainingcan be provided.

Either: Or:

Note the need to decide the methodof learning as well as the content.

To meet this need, (e.g. Gods R. No. 1) what does the student need to KNOW?

1.

2.

3. etc

Course Subject

to be studied / taught

by means of

(lectures,reading,research,

Practical Work

to provide experience / training

through doing

(field-work in,project, etc).

To meet this need, what does the student need to be able to DO?

1.

2.3. etc To meet this need, what does the student need to BE? (Character,attitude)

1.

2.

To meet this need, what does the student need to SEE? (Understand)

1.

2.

3. etc


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STEP 8.Group all subjects, with theirlearning objectives attached, under Course

headings.

STEP 9. [optional] Decide where subjects from different departments / domains could be

integrated. (See Appendix F)Note: This is a big and important area of planning. It should only be attempted when there

is sufficient time, experience and commitment to do the work of integrationcarefully.

Otherwise natural over-lapping of subjects may be a more practical option.

STEP 10. Decide what programmes leading to student accreditationto offer (e.g.Diploma,

B.Th., M.Div., etc.).

(STAGE 3)

STEP 11. Allocate credit hours.

Note: A Credit Hour usually = 1 classroom period per week per 10- or 12- week

term,

I.e. 10 or 12 classroom hours

(Note: an hour sometimes means only 45 minutes!).

DecideA) how many credithours would seem appropriate for each course in theory.Evaluate the weightinggiven to each subject in the context of the total

curriculum being planned.

Decide where balance means equalproportionand where appropriate proportion.

Ask: Is the time spent on each subject proportionate to its

significance?

B) how many credit hours in total to expect of each programme.

C) how, inpractice, to allocate credit hours to each course.

STEP 12. Evolve a Timetable

Use the Three Year Plan curriculum chart to plot the curriculum so produced. (See

Appendix C.) If there is not enough room for everything in the timetable it may be

necessary to do some more pruning. The question then is: which are the subjects that

do least to further the objectives of this programme of training? These must go!Read off from the Three Year Plan the subjects noted and plot them onto the

Time-table sheet.

Revise the Credit Hours allocation to ensure that the number of classroom periods

is realistic for both student and teacher.

This raises the question: how many class periods should students be expected to sit

through?

30 x 45 minute periods per week? (Too heavy?)

Or only 10 x 1 hour periods per week? (Too light?)


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REFORM, NOT REVOLUTION!

Change is always threatening. New ideas introduced in a rush often fail, especially if they are

not properly absorbed and digested. Old ways generally containsome merit and they have theadvantage of being tried, familiar and understood! For these reasons it is best to progress

slowly rather than swiftly, allowing everyone time to reflect on what is happening duringchange and to adjust at their own pace.

What has been set out in the preceding pages represents an approach that is closer to an ideal

than to what can be realistically achieved at a first attempt, given the pressures of time, the

probable lack of sufficient teachers and just the urgency of the need to teach the next class.

So at the first attemptat revising a Curriculum it may be best simply to select from many

possibilities (as shown on the CLASSIFICATIONlist) and then prioritise, selecting only themost important subjects (see Appendix B). In making such a selection the fourLearning

Domains should also be checked to assess what kind of balance is being achieved by thesuggested reforms.

Another way of developing a preliminary curriculum that is also subject-orientated is to

take one course subject at a time take an essential subject and construct from theCLASSIFICATION menu a preliminary course made up of the elements you decide to

include from this list. Against each item you have selected write an educational objective.

(For an example taken from the section onDiscipleship see Appendix E.) Bearing in mind thelimitations of a purely subject-orientated course, the resulting course must be thought of as

purely a preliminary start.

A later revision, say after three years of using the earlier attempt, might include additional

felt needs (identified through reflective research and expressed by formulating specificmeasurable objectives) and again prioritise. In this selection more attention will be made to

the needs of the student, of the work for which (s)he is being trained, of the church, of thecommunity, of the nation, and even of the world (e.g. ecology).

Ultimately it may prove possible to construct a Curriculum that begins in each learningdomain with key objectives relating directly to the issues of Christs Kingdom. Theselearning objectives would address first those issues that affect the honour of Gods name, and

then secondly the human needs of a fallen world, whether of the individual before redemption

or of the redeemed body of Christ visibly manifest in the Christian community. Such a

Curriculum would be need-related and integrated rather than degree-driven and

departmental.

In the meantime let us all, students, teachers and leaders alike, run with resolution the race which

lies ahead of us, our eyes fixed on Jesus who is our model, mentor and teacher in working out our

programmes in the complex but crucial process of Theological Education.

c1:3. a manual of theological curriculum development pt 3 web v

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