Barnabas File

In previous posts, we have looked at the context in which future clergy leaders will serve, one in which resources may be more limited, but there are options for those who are open to them. There are still churches with strong traditions on which to build.     The challenge is that they may no longer have full-time pastors.     We have also looked at the people who are training for pastoral roles in churches and realize that their numbers are declining.     We have also seen that these ministers in training bring specific gifts to ministry—some with strong life experiences and some with a focused approach to ministry.    Here are some possibilities for the future.   Large congregations that are stable and have adequate resources will continue to seek out pastoral leaders with Master of Divinity degrees as a minimum expectation but will most likely search for a Doctor of Ministry or Ph.D. graduate (or equivalent).  More will be open ...

If we are looking toward the future of clergy leadership, a good place to start is with theological education.  Who is in the “pipeline”?  The best source of this information is The Association of Theological Schools (ATS), the accrediting body for seminaries and schools of theology in North America.  Their report on students as of fall 2024, shows that theological education is experiencing a significant demographic and structural shift.     ATS data shows a total enrollment of approximately 76,500 students across member schools, representing a 1.8% increase from the previous year. Here are some trends:   Age and Life Stage.   The student body is getting older, reflecting a surge in mid-career professionals and "second career" seekers.  The average age of an entering student has risen to 40.4 years.   Approximately 14.8% of degree-seeking students are aged 56 or older.   Racial and Ethnic Dive...

I ironically refer to May 8, 1970, as “the day I knew everything.”  After three years of study at  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 disconn...

With the cooperation of its member institutions, the Association of Theological Schools does an excellent job of tracking student enrollment.    The latest report provides insight into trends in the field and approaches to ministerial formation.   As of November 20, 2024, nearly all ATS schools have reported enrollment data. This study analyzes 260 schools that reported enrollment in both fall 2023 and to-date fall 2024.    Here are some highlights:   Master of Divinity  enrolment continues its annual decline, reflecting a decrease of 1.5 percent.  Although the basic degree for ordination in most ecclesial traditions, the number of students choosing this path shows a significant shift as a preparation for ministry.   Master of Arts  enrollment has increased by 1.3 percent. This includes some academic degrees (for example, Master of Arts in Theology) and more professionally oriented programs (such as emphases in spiritual formation,...

In recent years, seminaries have made many changes in their basic degree program, the Master of Divinity.  This degree has traditionally prepared individuals to serve churches and is required for ordination in many denominations.    The number of hours in the program have been reduced, and most schools offer a full degree online. Even so, the enrollment in MDiv programs has declined.    During the same period, Master of Arts programs have grown. Some of these have provided basic theological education for those who will serve churches in specific areas and have designations such as the MA in Christian Ministry, Christian Leadership, and Educational Ministry.  Other programs are more oriented toward research and may be designated as the MA in Theological Studies or Biblical Studies.  Some programs are professional in nature such as the MA in Counseling or Christian Counseling.   Concentrations and options continue to multiple, bu...

Twenty years ago, the Tennessee Cooperative Baptist Fellowship partnered with Central Seminary in Shawnee, KS, to open a satellite center in middle Tennessee.  The seminary also opened two other sites at that time.  Classes took place on Friday evenings and on Saturdays.  Professors came from Kansas to teach, and we also enlisted supplemental faculty from the local area. In the following years, Central added online classes that our students could access. Eventually, the seminary was able to offer a full Master of Divinity degree online.  When COVID struck, this strategy was a godsend! Today most institutions of higher learning including theological schools offer both hybrid programs and online programs. Hybrid programs combine online and in person experiences. Online learning offers flexibility, accessibility, and scalability and in-person learning providing opportunities for hands-on experience, collaboration, and networking. ...

Theological education as we have known it will never be the same. The changes that seminaries must adopt are driven by the North American context in which they work and the constituencies they serve.   First, the church constituency has changed.   The number of Christian churches is in decline.  It is not just that many churches are closing their doors.   One source indicates that more than 4000 churches close their doors every year, but there are just over 1000 new church starts!  The number of churches is not keeping up with population growth. Every year, 2.7 million church members fall into inactivity. In addition, half of all churches in the US did not add any new members to their ranks in the last two years. Those mainline churches that are still active tend to have fewer participants and a lower level of giving.   In a recent article , Denise Craig noted that church salary increases are not keeping up with the ...

If you are involved in a church or denomination, you may has asked the question, “Where are our future clergy leaders?”     Many denominations struggle to find pastors or to bring women and men into the ordination track.     Seminaries address this from the standpoint not only of how they can serve the churches’ needs, but how can they provide theological education and spiritual formation for the society at large.     They ask, “Who is in the next generation of seminary students?”   If I may use the term, here are key “markets” for theological education to consider in the new future:   “Pipeline” clergy.  These are individuals who are active in their congregations and have experienced a vocational call to ministry.  In the past, these tended to be young adults who either came to faith in the church or in a parachurch ministry. There are still many of these folks out there, but increasingly the seminaries are enrolling women and...

What does today’s seminary student look like?    This is a big question, but I would like to address this from one perspective.   This week I will wrap up two years as interim director of Contextualized Learning at Central Seminary in Shawnee, KS.  Over the past twenty years, I have been associated with the seminary in various ways—director of the Tennessee site in Murfreesboro, supplemental instructor in several areas, designer of the contextualized learning component of the CREATE program, interim director of the Doctor of Ministry program, faculty advisor, and financial supporter.   Over those twenty years, the Master of Divinity program has evolved in structure and in accessibility.  Central aggressively developed satellite centers in the early 2000’s and programs specially for Korean students.  Central had already moved to an online program prior to the COVID-19 pandemic, so they were ahead of the game in offering a degree that was ...

“The best way to predict the future is to create it.”   This quote is attributed both to Abraham Lincoln and Peter Drucker.  It is a challenge that many theological institutions are taking to heart.  The course of theological education is uncertain due to the culture, the economy, and the evolving needs of churches.  Contextual changes call for internal changes, and every internal change has implications.   Acadia Divinity College (ADC) recently developed a Futuring Lab on the possible futures of theological education and the church.  This was developed with a Pathways Grant from the Association of Theological Schools funded by the Lilly Endowment.   One of the tools developed was a Theo-Futures Wheel and Activity Guide.  In one section of this worksheet, participants are asked to consider the implications or possible effects of any specific change.  These are clustered in four areas:   Human/Relational:...

For those who have never experienced theological education, the response to this question might Your “Isn’t that what theological education all about?”  Well, “yes” and “no.”  Theological education is a spiritual, educational, and skill development experience.  In addition to learning about biblical interpretation, theology, and doctrine, seminary students learn how to lead worship, preach, provide pastoral care, and lead congregations.  Although one would assume that spiritual formation is an intrinsic part of this experience, the assumption is based on intentionality on the part of the students, the faculty, and the seminary leadership.  It doesn’t just happen!   Perhaps today more than ever before, there is agreement that spiritual formation is integral to preparing well-rounded, effective religious leaders. One reason is that many students now come to seminary with only a marginal experience in being part of a community of faith...

Predicting the future is always tricky, especially when it comes to something as complex and constantly evolving as theological education. Clientele, cultural, and delivery methods continue to evolve.     The Association of Theological Schools provides robust research on the changing face of theological education.     Based on current trends and discussions, here are three areas of change to consider.     Emerging Models: Greater Flexibility: Traditional classroom learning is being supplemented by online modules, blended learning models, and micro-credentials for specific skills. This caters to diverse needs and schedules, especially for non-traditional students. Lifelong Learning: Theological education is shifting more towards ongoing learning rather than one-time degrees. This involves professional development programs, short courses, and online communities for continuous engagement.  This “just in time” l...