an accredited theological seminary, I received a Master of Divinity degree and was ready to launch into my first full-time ministry role. Of course, this was not true, and I realize that no one at the seminary I attended ever promised me that I was.
A theological education is important. I have had the opportunity teach classes at two seminaries and serve as an adjunct faculty member at another. But I have discovered that engaging in Christian ministry requires lifelong learning and some unlearning.
To its credit, the Association of Theological Schools understands that ministers find themselves being asked to do things that they never learned in seminary. In an article published in the Pinnacle Leadership Associates e-news in January, I provided a brief overview of a study conducted by ATS that suggests a disconnect between how students in theological schools are being trained and what alumni say is required in their places of ministry.
This research is now the basis of an academic paper titled “Reimagining the Role of Graduate Theological Education in Clergy Formation.” This study explores the alignment (or lack thereof) between the self-reported needs of clergy leaders and the ways theological schools are addressing these needs.
Two survey items addressed these needs:
- In your current role, what character traits/dispositions do you rely on most heavily to do your work? (dispositions)
- What skills/knowledge/competencies do you rely on most heavily to do your work? (competencies).
Alumni reported that the top ten competencies they need are spiritual disciplines, preaching, interpersonal competency, quality job performance, administration, pastoral care and counseling, leadership, active listening, and intrapersonal competency.
Topics such as communication, Bible, and theology ranked lower.
The report contrasts the areas of reported need and the emphasis that the seminaries give to areas of study as reflected by the number of faculty teaching in those areas. The top concentrations are in Bible, theology, formation, and church history, as you might expect.
The researchers state, “Among the top five competencies that alums reported needing, only one is found in the top half of the lists of faculty disciplines. Preaching is the second most commonly reported competency by alums, the seventh most commonly found topic in MDiv courses, and the eighth most common faculty teaching area. Spiritual disciplines and Administration, however, are first and fifth in the alum list but 12th and 14th (about one-third down) on the course list, and indeterminable and last, respectively, in the faculty list.”
There are several ways to interpret this. Some theological faculty may be offended that their disciplines are not higher on the list of “skills/knowledge/competencies” alums rely on most heavily to do their work. In reality, many of these ministers may take their education in Bible and theology as second nature and it has become embedded in their ministries. At the same time, their situations are challenging them to develop additional skills in order to be effective.
I encourage you to read the paper for yourself and draw your own conclusions. The authors provide suggestions of potential directions for the future of graduate theological education in their conclusion. They observe that “schools are beginning to break out of a system defined primarily in terms of academic disciplines and are designing alternative educational models that will be relevant for forming the workforce of the future.”
For example, perhaps church history courses might integrate information about the various spiritual disciplines practiced throughout the history of the church. Pastoral care and counseling might provide information about self-care and emotional intelligence. Theology courses could consider a theology and practice of leadership. Cross-disciplinary courses might be helpful as well.
My primary takeaway is that the study points to the need for effective ministers to continue to see themselves as lifelong learners, seeking ongoing professional development through peer groups, continued academic study, guided reading, mentoring, and coaching. Seminaries, denominations, and consulting groups are resources available for that purpose.
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