Assessment of the Level of Relevancy of Theological Education in the Chinese Context

<p>Problem</p> <p>The contextualization of theological education has been a topic of academic discussion for many years with scholars exploring various angles related to this subject. Despite the ongoing need for contextualized theological education, an assessment of its relevancy in the Chinese setting has not been extensively studied. This dissertation aims to fill this research gap by assessing the relevancy of Adventist theological education in China and providing recommendations for improvement.</p> <p>Method</p> <p>The study employs a mixed-method approach, combining both quantitative and qualitative research methods to gain a comprehensive understanding of the issue. The quantitative stage involves a survey administered to current and former students of three theological schools in China. The survey aims to measure the perceived level of relevancy of theological education in the Chinese context and to examine the relationship between perceived relevancy and demographic variables such as gender, age, and years of ministry experience. The qualitative stage involves semi-structured interviews with selected participants to gain deeper insights into their experiences and perceptions of theological education in China.</p> <p>Result</p> <p>The findings reveal that the majority of participants perceive Adventist theological education as relevant to the Chinese context, particularly in helping students understand biblical and theological knowledge, preparing them for ministry in the local context, and meeting the needs of the local church and society. However, the study also identifies areas for improvement, such as the need for more contextualized curriculum and training that addresses the specific cultural and social realities of the Chinese context. The qualitative data further highlight the importance of involving the local church in theological education and the needs of education in practical skill.</p> <p>Conclusion</p> <p>In conclusion, this dissertation contributes to the existing literature on Chinese theological education by providing an assessment of its relevancy and offering recommendations for enhancing its contextualization. The study underscores the importance of contextualized theological education in equipping future church leaders to minister effectively in their local contexts and calls for ongoing efforts to adapt theological education to the unique cultural and social realities of the Chinese setting.</p>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Religious Education, PhD

Year dc:date.available

2025

Author dc:creator

• Yeung, Jacky

Contributors dc:contributor

• Lori Imasiku
• Petr Cincala
• David Sedlacek

• Theological Education
• Chinese
• Context
• Relevancy
• Religious Education

Repository record dc:identifier

https://digitalcommons.andrews.edu/dissertations/1835

OAI identifier oai:identifier

oai:digitalcommons.andrews.edu:dissertations-3106