Theological Education and Anglican Identity in South Africa
Theological education should take full account of the context in which it operates and authors share a commitment to a broadly defined liberation theology which takes the experience of the poor as its starting point. Focus is on the College of the Transfiguration in Grahamstown, a city with an unemp...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Cambridge Univ. Press
2008
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| In: |
Journal of Anglican studies
Year: 2008, Volume: 6, Issue: 1, Pages: 59-67 |
| Further subjects: | B
Liberation Theology
B Contextualization B Anglican B South Africa B Identity |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Electronic
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| 520 | |a Theological education should take full account of the context in which it operates and authors share a commitment to a broadly defined liberation theology which takes the experience of the poor as its starting point. Focus is on the College of the Transfiguration in Grahamstown, a city with an unemployment rate of over 50 percent. The College supports not only theological education but also integrates ministerial and spiritual formation. The political context of South Africa has influenced the shape of theology even though students come from many other places. The contextualization thrust of the theology is shaped by a commitment to Outcomes Based Education. Anglican studies curriculum is shaped by this method and aims for a capacity to describe such things as Anglican identity, polity and beliefs. This is carried out in the absence of any sustained robust discourse on Anglican identity in the Anglican Communion. | ||
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