A proposed model for in-service pastoral training for the Wesleyan Church in southern Africa / by Robert W. Bagley. [print]
Material type: TextPublication details: 1986.Description: iii, 100 leaves, bound ; 29 cmContent type:- text
- unmediated
- volume
- BV4070.B146.P767 1986
- BV4070.C683.B146.P767 1986
- COPYRIGHT NOT covered - Click this link to request copyright permission:
Item type | Current library | Collection | Call number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Dissertation/Thesis (7-day checkout) | G. Allen Fleece Library Dissertations - First Floor behind nursing collection | Non-fiction | BV4070.C683B34 1986 (Browse shelf(Opens below)) | Available | 31923000728770 |
Typescript.
A Ministry Perspective Project submitted in partial fulfillment of the requirements for the degree of Master of Arts, Columbia Graduate School of Bible and Missions, Columbia, South Carolina, 1986.
COPYRIGHT NOT covered - Click this link to request copyright permission:
Columbia Bible College Learning Resources Center.
I. The Wesleyan Church in Southern Africa
Overview Analysis of Leadership Needs Present Pastoral Training Programs Analysis of the Weaknesses of the Training Programs Characteristic weaknesses of residential programs Specific weaknesses of W.E.S. and E.W.B.C. ; Characteristic weaknesses of extension programs Specific weaknesses of the T.E.E. and MiniSession programs Connclusion.
II. Foundational Presuppositions in Developing An Effective Training Program
Educational Philosophy 1. Perception of need 2. Learner involvement 3. Balance 4. Field experience 5. Life-long learning 6. Learning atmosphere 7. Funcitonal equivalence 8. Culturally appropriate strategies 9. Levels of learning Theology of Church Leadership 1. Mutual ministry 2. Leaders--a necessity 3. Qualifications for church leaders 4. Servanthood--the appropriate leadership style 5. Spiritual reproduction--the leader's goal 6. The role of the pastor Contextual Issues 1. Religious context 2. Economic context 3. Political context 4. Educational context 5. Culturally defined learning processes 6. Availability of learning resources 7. Leadership patterns Conclusion.
III. The Proposed Model
Format Who Where What Relation to existing training programs Role of training coordinators Finances Steps to Implementation Adaptation and approval Development.
Appendices
Structure of a Major Study Unit Sample of Learning Activities Recommended Reading.
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