Copyright holder: Tyndale University, 3377 Bayview Ave., Toronto, Ontario, Canada M2M 3S4 Att.: Library Director, J. William Horsey Library Copyright: This Work has been made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws of Canada without the written authority from the copyright owner. Copyright license: Attribution-NonCommercial-NoDerivatives 4.0 International License Citation: Accepted Manuscript (AM) Citation: Siew, Yau Man. “Forming the Practice of Theological Education.” Insights Journal for Global Theological Education (2016): 1-4. This is a pre-copyrighted, author-produced version of an article accepted for publication in Insights Journal for Global Theological Education. The version of record is available at: https://insightsjournal.org/forming-the-practice-of-theological-education Version of Record (VOR) Citation: Siew, Yau Man. “Forming the Practice of Theological Education.” Insights Journal for Global Theological Education 1, no. 2 (May 2016) https://insightsjournal.org/forming-the-practice-of-theological-education [accessed: April 23, 2021] ***** Begin Content ****** TYNDALE UNIVERSITY 3377 Bayview Avenue Toronto, ON M2M 3S4 TEL: 416.226.6620 www.tyndale.ca Note: This Work has been made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws of Canada without the written authority from the copyright owner. Accepted Manuscript (AM) Citation: Siew, Yau Man. “Forming the Practice of Theological Education.” Insights Journal for Global Theological Education (2016): 1-4. This is a pre-copyrighted, author-produced version of an article accepted for publication in Insights Journal for Global Theological Education. The version of record is available at: https://insightsjournal.org/forming-the-practice-of-theological-education Version of Record (VOR) Citation: Siew, Yau Man. “Forming the Practice of Theological Education.” Insights Journal for Global Theological Education 1, no. 2 (May 2016) https://insightsjournal.org/forming-the-practice-of-theological-education [accessed: April 23, 2021] [ Citation Page ] Forming the Practice of Theological Education A Tribute to my late mentor, Ted W Ward, who after 30 years as Professor of Education at Michigan State University (1955-85), occupied the Aldeen Chair as Professor of Missions, Education and International Studies at Trinity Evangelical Divinity School (1985-1994). This tribute was part of a series of short reflections from some former students of Prof. Ward. The full article, “Ted Ward: A Global Legacy,” is found in Insights Journal for Global Theological Education. https://insightsjournal.org/forming-the-practice-of-theological-education/ As a teacher, Ted Ward valued, and practiced respect for the learner, learning in community, and holistic inquiry. He was one of the chief influences on my life as a seminary professor. Respect for the Learner I will not forget my first seminar with Ted as a new doctoral student. My notion of the teacher was that of a “sage” and the good student is one who passively receives wisdom. When I saw seminar participants engage passionately with the material and each other, I quickly realized that I was in a totally new model of learning. I thought, “I’d better say something or Ted will wonder why he accepted me into the doctoral program.” I blurted out something and Ted immediately responded with some remarks. He then commended me for my contribution. I felt as though Ted was holding my hand, allaying my fears and inviting me to trade in the marketplace of ideas. That day, I found my voice!1 Teaching is enabling others to discover truth for themselves. A teacher guides toward resources, and helps the birth of ideas. In Ted’s seminars, we pre-read texts/articles and came prepared to engage. Working in small groups we critiqued and debated ideas, and it was not uncommon for the class to develop new paradigms and models. Ted was a prolific author and he required us to be familiar with precedent literature in the field. However, for Ted, knowledge is not just found in textbooks; it is also in life experience. He often encouraged “reflective praxis” (action-reflection feedback loop), and believed that reflected experience is wisdom. Many in the doctoral program had ______________________________ 1 David Tracy notes that theological education involves “genuine conversation” with “hard rules” that include speaking and defending one’s ideas, endurance of necessary conflict, and changing one’s mind if persuaded by evidence. David Tracy, Plurality and Ambiguity (Harper & Row, 1987), chapter 1. Susan Simoniatis’ question to students is important, “Are your commitments based on unreflective choices?” Susan Simoniatis, “Teaching as Conversation,” in The Scope of Our Art: The Vocation of the Theological Teacher, edited by L. Gregory Jones and Stephanie Paulsell (William B. Eerdmans Publishing Company, 2002), 99-119. [ Page ] 1 significant years in ministry and Ted encouraged a dialectic between what we read and our life experience. Ted developed the “rail fence” model while at Michigan State University. From his research into effective professional development, he found that the best programs were those that integrated learning (knowledge) with the actual life situations of learners. We recognized this model in Ted’s seminars. Most adults are “self-motivated” learners. They seek immediate application and prefer “transformational learning” in contrast to the “informational learning” of younger learners.2 Ted often reminded us that the learners’ questions and contexts are a window to their needs. Once I met a missionary on furlough in Chicago after several years in an African country. When he found out that I was studying with Ted, he touched my shoulder many times (as though I was a precious commodity). He told me that Ted was one of the most amazing teachers he had ever met. He described a conference in Africa where before Ted said anything, he asked the missionaries what issues and challenges they faced. After hearing them out, he gave his presentation. The missionary told me he had never met a teacher who was so courageous. Learning in Community Another critical value that framed Ted’s learning space is “community.” Trinitarian theology and the church as body of Christ were critical foundations in Ted’s epistemology. For Ted, there was no education without a prior relationship between instructor and learners. We used first names with him and other professors in the doctoral program; he reminded us that we were colleagues in learning and ministry. Ted and Margaret invited the doctoral students to their home at the beginning of the semester. Every faculty member in the program would be there (with spouses if married). Ted reiterated the values of the program and we would get to know each over dessert and coffee. Friendships with our professors and colleagues persisted long after we graduated. Ted cared for us. We were treated as his brothers and sisters, and he would do whatever he could to help us succeed. I will not forget a time when I was stuck in my data analysis for my doctoral thesis; I could not proceed. I called Ted and asked if I could consult him at home. When I arrived he had a cup of coffee for me, and he spent about an hour reviewing and clarifying my issues, with suggestions for a way forward. I told him later, “Ted, coming to see you is like visiting the doctor’s office. Even though I still have my problem, I am already feeling much better.” He laughed. As a learning community we engaged in collaborative learning. Ted expected us to help one another. Ted encouraged joint major projects and we regularly shared resources and ____________________________ 2 Sharan Merriam, Rosemary Caffarella and Lisa Baumgartner, Learning in Adulthood (Jossey-Bass, 2006), 130. [ Page ] 2 ideas. Ted criticized Christian higher education for its solitary-ness—students studying and researching on their own. However, ministry is most often a team effort. Ted warned that if we had not learned collaborative work, it could lead to disastrous results in life and ministry. One important room in the doctoral wing at Trinity Evangelical Divinity School was the “doctoral reading room” set aside for our doctoral student community. We often ate lunch together and continued our seminar discussions there—sharing ideas for research projects and socializing. Holistic Inquiry The third value I learned from Ted is the integration of theology and social science in a holistic search for truth. Ted famously said, “Christian education is neither.”3 It is not “Christian” because teachers would embrace practices that they may not realize are antithetical to biblical principles of teaching; it is not “educational” because many teachers are ignorant of sound educational theory. One of Ted’s favorite passages is Psalm 19, which speaks of God’s self-revelation in Word and world. With his conviction that “all truth is part of God’s truth,” Ted rejected a “sacred-secular” division in the academy and encouraged us to find links between the internal (disciplinary) and external (wider) truth found in God. Given that all truth is God's truth, there needs to be as great a concern in ‘rightly dividing the general revelation’ as in ‘rightly dividing the Word.’ The world is much more truth-oriented toward the things (of general revelation) with which we are most casual, and so we often violate ‘their truth’ while promoting ‘our truth.’ We don't get growth and honor God by mishandling the truth that he has revealed. We can't manipulate, suppress or be casual about truth in either domain.4 Ted often began a seminar with a meditation on Scripture—reflecting not as a Bible scholar, but as an educator and social scientist. If we discussed educational philosophy, he would inquire into Christ’s model of teaching and the theology of the human person. If we were learning about leadership, he would look at the biblical principles governing leadership. In discussing human growth and development, Ted brought insights from developmental psychology, but he also offered a theological critique. Ted brought ethnographic research into our doctoral program, fully convinced that pastors, educators and missionaries needed those tools to exegete culture. _____________________________ 3 Ted W Ward, “Facing Educational Issues,” National Christian Education Study Seminar Church Leadership Development (Scripture Press 1977) 31-46. 4 Ted W. Ward, Lecture in Ethnographic Research Methods, at TEDS (1992/93). [ Page ] 3 Conclusion I always aspire to carry on Ted’s legacy, his values and practices in my own teaching.5 Ted taught me that students are people made in the image of God, and they are to be respected for their rationality, creativity and rich life experience. Teaching is to enable learners to develop a framework of intellectual commitments, so they can judge between competing truth claims. Second, the class is a community of learners in Christ. Genuine care and trust are foundational to all teaching. A learning community emphasizes collaborative, not competitive learning. Last, but not least, education is a holistic process of seeking God’s truth in both his Word and world. Ted, you not only showed us why we teach; you showed us how we should live. I really miss you. ___________________________________ 5 For a detailed description of how I structure and teach my classes, see Yau Man Siew, “Fostering Community and a Culture of Learning in Seminary Classrooms: A Personal Journey,” Christian Education Journal, vol. 3, no. 1 (2006), 79-91. [ Page ] 4 ***** This is the end of the e-text. This e-text was brought to you by Tyndale University, J. William Horsey Library - Tyndale Digital Collections *****