Strategies for Seventh-day Adventist Theological Education in the South Pacific Islands
Problem: Theological education is an important concern of the Seventh-day Adventist Church in the South Pacific Islands. Current concerns include ascertaining the best type of theological education for the Adventist Church in this region; determining cultural influence on curriculum; designing a model for the coordination of theological education in Oceania; outlining alternative three-year diploma and four-year bachelor’s-degree curricula; and offering recommendations for the development of Adventist ministerial education in Oceania. The purpose of this study was to present strategies that may assist the Seventh-day Adventist Church to find possible solutions to these concerns. Method: This study utilizes the historical, descriptive, and developmental methods. Conclusions: The study arrived at the following conclusions; (1) until the early 1970’s, Adventist theological education kept abreast academically with most other Protestant denominations; (2) to keep pace with academic developments, a degree in theology needs implementing; (3) some indigenous persons will require advanced theological education overseas; (4) plans and policies should be implemented so ministerial students can learn to cope with new societal demands and situations; (5) degree training needs to be centralized; (6) theological training should be academically equivalent with other professional studies so the ministry cannot be considered an irrelevant and unimportant profession; (7) a balance should be maintained between theory and practice, faith and action, and study and work; (8) courses should concentrate less on Western academic curricula and more on practical skills and professional studies; (9) schools need to provide married students’ accommodations, 910) Fulton College may be the best institution to commence degree-level training; (11) the content of model three of the diploma-curriculum outlines is favored by the researcher; (12) of the bachelor-degree curriculums outlined, model eight, with its emphasis on practical-professional studies is favored by the researcher; (13) theological educators have the greatest impact and influence on students; (14) the Adventist Church should not rely upon vernacular training schools for its ministry; (15) degree-level training that provides an understanding of urban problems, marriage, and family life, and youth ministry is essential; and (16) training should prepare men for pastoral-evangelistic ministry. Recommendations: Recommendations arising from the study were: (1) establish an Inter-Union Educational Coordinating Committee to locate a degree-awarding training center and implement a coordinating master-plan, (2) introduce a Bachelor of Theology degree, (3) include Third World theological educators on the proposed training staff, (4) educate three indigenous ministers on the graduate-level annually, (5) replace expatriate staff with educated indigenous personnel, (6) provide accommodation for married students, (7) raise prerequisite, educational entrance levels to lay training schools, and graduate students with a Certificate of Theology, (8) and (9) alter Fulton and Sonoma college prerequisite levels, (10) commence theological extensions classes, (11) develop continuing theological-education programs for field personnel, (12) contextualize theological curriculum, (13) support cultural values in curricular content and methods, (14) conduct a needs assessment, (15) involve students in concurrent field education, (16) seek accreditation of proposed curricula with Association of Seventh-day Adventist Colleges, and (17) apply for non-accredited membership in local associations of theological schools for Fulton and Sonoma Colleges.
Curriculum and Instruction, Other Education
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