In Monday’s blog (you can read it here) I walked through some points to think about when considering training pastors and church planters. I received a few replies and e-mails of people who are thinking through this very same thing - which was encouraging! What I’ve learned is the educating and training future leaders, particularly pastors and planters is incredibly important. It also requires collaboration in order to succeed. My passion has always been to see people trained both theologically, ecclesiologically and missiologically. Yet, the need for collaboration is important because each of our ‘tribes’ is strong in one, maybe two of these, but we need to work together in order to see our towns, cities and regions reached reached for the glory of God. It is in this we all agree, and must be the basis of our collaboration. Of course we will have differences, but if these can be understood and appreciated, we can work together to learn from one another.
I’d love to continue the conversation along these lines, and if you are in theological education, or an organisation who is thinking along these lines, get in touch and I’d love to learn from your approach. I have 5 more opportunities that I think are worth consideration:
Technological Integration
In many ways this is one of the most encouraging areas of growth in the last few days. Leveraging technology for online courses, webinars, and virtual resources increases accessibility and widens the reach of training programs. We have access today to the most incredible teachers and teachings, as well as a wide variety of resources at our fingertips. Online platforms enable theological educators to connect with aspiring church planters globally, facilitating learning in diverse geographical locations. In the rural west of Ireland we have previously had to travel for theological education. Sometimes we have sent aspiring pastors and planters to the UK or US only for them not to return, but that’s a lament for another day! As much as online courses are good, they also do not substitute for peer-to-peer learning through conversation and presence. Spending days in classrooms, coffee and meals together stimulates questions and learning in a way that online platforms struggle to provide. Going forward I think institutions must consider how to provide its ‘content’ and expertise to a wider field of students, and how online platforms provide meaningful presence and conversation.
Research and Resources Development
As I sat in my initial conversation with the theological college I eventually studied with, I was asked a question as to my hope for a dissertation. I waxed on about understanding the modern history of the evangelical church in Ireland, specifically church planting in the last 50 years. One of the lecturers helpfully pointed me to the reality that there was a lack of resources and research into this area, and literature to support my arguments. It was helpful because it uncovered a reality that I hadn’t considered prior to this - how do we discover historical trends, encouraging approaches, and formulate resources without someone doing it in the first place - particularly in the field of pioneer church planting and it’s associated challenges. Engaging in research to identify emerging trends, effective strategies, and best practices in church planting contributes to the ongoing development of the field. Producing relevant resources ensures that theological educators remain at the forefront of current trends, providing valuable insights to church planters. A lot of the materials pitched at church planters come from contexts that are so different to be almost irrelevant in pioneering contexts. They assume numbers, resources, finances, and the presence of core teams and mature Christians that are often deflating for pioneering planters. Giving opportunity for research and resource development, or even encouraging students to think about these things in pioneering contexts will go a long way to changing this.
Global Perspectives and Missiology
Having spent some time church planting in Mexico, and in conversation with brothers and sisters in Acts29 I have been privileged and blessed by insights from those in global contexts. Including global perspectives and missiological insights in the training of church planters prepares them for diverse cross-cultural contexts. One of the realities in our culture is that we are becoming more and more strangers, and also less and less able to rely on an understanding of Judeo-Christian teachings and arguments. Training pastors and planters with this mindset will help them broaden their understanding and be more aware of the cultural baggage that we all carry with us. The other aspect of this is that it church planters equipped with a global mindset are better positioned to engage with the challenges and opportunities of a culturally diverse world. It was said that we are called to go to the nations, yet now in our towns and cities the nations are coming to us. Ministering in a multi-cultural church has been one of the greatest experiences of my life, and theological educators must consider how to incorporate this into learning. If our networks, associations and denominations are culturally and ethnically homogenous, then our students will struggle in the real-life aspect of ministry.
Continued Education and Professional Development
I wrote about my post-graduate studies previously (here), but rather than simply undertake a post-graduate degree, it’s important for theological educators to consider how to to provide opportunities for further development and education in an accessible and affordable way. Of course, the responsibility for this also lies with the pastor and planter, but knowing that options are out there is quite important. Providing opportunities for ongoing education and professional development for seasoned church planters ensures lifelong learning. This lifelong learning ensures that church planters stay updated on current trends, cultural shifts, and innovative strategies, enhancing the overall quality of their ministry.
Collaboration with Practitioners
For me this is an area that I’ve wrestled with a lot because as much as it seems straightforward, I now know that when it appears that way to me it’s more often not! Fostering collaboration between theological educators and experienced church planters, particularly in pioneering environments creates a dynamic learning environment. I’m not sure any theological educator would disagree with this, but not everyone who ‘does’ can explain how others can learn from this experience. Also some courses require supporting teachers have some background or theological attainment due to accreditation. As I mentioned on the last blog, often theological training is focused on a specific need, so will be tailored for that. Having experienced pastors does help people understand the rigours of pastoral ministry and faithfulness. On the other hand I would argue that there is a entrepreneurial (or apostolic) approach to pioneering ministry that would be helpful for all aspects of theological education. Sometimes those who thrive in theological education can think theoretically and be happier in the office than out with people. In the area of church planting this isn’t the best approach to seeing the Gospel planted and churches established. Collaboration ensures that theoretical knowledge is informed by practical insights, enriching the educational experience for aspiring church planters. It also could help with assessing those who desire to plant churches to see where their strengths and weaknesses are in order to shape education.
Conclusion
I realise that it’s easier to ask questions than to come up with answers, or even develop and sustain theological education that is both consistent and replicable. This might be anecdotal and I’d love to know some facts to this regard but it appears that the number of those attending theological institutions for pastoral training is falling. Coupled with this, I wonder if accessing more online courses results in a larger number of people entering ministry or church planting. I would imagine that we would all agree that theological education is important, and also that people are trained in both theory and practice. As stated above, I would be greatly interested in talking to those currently providing this training in Ireland, and how it could be identified and supported by local churches as well as gleaning from the experience that is currently on the island.
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