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A summation report for the Lexington Seminar project.
Describes the purpose and process of The Lexington Seminar as well as the rationale for and general structure of Practical Wisdom.
Introduces the major themes examined throughout Practical Wisdom.
Discusses the need for seminary faculty to refocus on the larger purpose of their role as teachers.
Addresses the importance of formation, not only for students but for faculty also.
Addresses two realities that bring stress into the lives of seminary faculty: lack of time and lack of money.
Presents an ethnographic study of one faculty's attempt to address issues of community and purpose.
Presents readers with the model of incarnational theology to help them perceive a more effective way of understanding the relationship between seminaries and their growing number of part-time, culturally diverse students.
Describes two historical trends — the evolution of the current university model and the cycles of spiritual revivals or awakenings of the past 200 years — that have influenced seminaries' sense of identity.
Asserts the importance of maintaining theological standards as seminaries adapt to change. Using cogent biblical exegesis, the chapter demonstrates that students' reliance on their personal experience predisposes them to a leadership role based on superiority that is contrary to the more humble leadership role affirmed in the New Testament — the leader as servant.
Considers current conditions from a postmodern perspective, highlighting specifically the growing importance of ethnic minorities, the drift from denominational traditions toward independent churches and movements, and the effect these conditions have on seminaries' preparation of ministers.
Examines teaching skills by reviewing the literature on intellectual development, learning styles, and the physiology of learning. It then discusses some of the most powerful methodologies for encouraging formative learning.
Walks the reader through the entire process of developing a course syllabus.
Challenges faculty to come to terms with technology in and out of the classroom. It demonstrates ways in which technology calls for a new approach to teaching and learning and disputes the assertion that the traditional classroom setting provides students with the best opportunities for meaningful interaction with the teacher and each other.
Uses the hermeneutics of Hans-Georg Gadamer to show how our understanding of prejudice and misunderstanding can be redefined to help us engage more successfully with diversity in modern seminary life.
Addresses not just the value of assessment but the necessity of assessment for any seminary that wants to grow and improve.