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Sioux Falls Seminary offers accredited theological education that's affordable, accessible, relevant, and faithful. We invite you to learn more about why we are now recognized as one of the most innovative seminaries in the nation, helping change theological education and how it is done both in North America and throughout the world. We encourage integrated learning and shape theological education around moments in time instead of an academic calendar. Walk alongside a mentor team and in community with fellow students, while being immersed in a community of learning and faith.
In the last couple of weeks, we have drawn attention to how theological education began to recognize and then address problems that we were experiencing in educating students. Treating the problems as if they were piece meal and solutions were “add-ons” assumed we only needed “technical changes” (in the language of Ronald Hiefiz).
Last week, we began reflecting on the implications of context, community, and contingency. We had uncovered that doing well (or poorly) in ministry had little connection to doing well (or poorly) in school. There was a perception that what was being taught wasn’t really what was needed for ministry and was, sometimes, detrimental.
We’ve spent the last three weeks talking about some key observations related to Kairos Project standards of excellence. We have recognized the standards to be contextual, communal, and contingent. Now, let’s explore the implications that these observations have on the Kairos Project. When we talk about being “educators” ...
We have been working through some observations related to these standards. This week, we look at a third: standards of excellence aren’t static; standards of excellence change. This might sound strange at first. Many of us were taught to believe that if standards change then they can’t really be binding and must be essentially arbitrary. But this isn’t true.