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.
A few weeks ago, we began talking about the important dimensions of standards of excellence associated with the Kairos Project. Last week, we discussed a first observation about the educational journey of Kairos: context. This week, we will look into a second observation. This observation is that standards of excellence are communal.
In our last post, we began talking about how we ensure quality through the Kairos Project. Because we don’t require many of the traditional aspects of education that have been associated with securing and maintaining quality, we often get questions on the topic. Starting this week and going into the next several weeks, I will be making a few observations.
When people talk to us about the Kairos Project, one of their first questions is about quality. More specifically, how do we ensure quality when we don’t require so many of the traditional aspects of education that have been required for the explicit purpose of securing and maintaining quality in education? It is one of the most important questions we get asked.
Over the past several weeks, we have looked at how following Christ is an invitation to be transformed by the renewing of our mind. We have learned that when Paul refers to the “mind” he has much more in view than we have traditionally understood. Transformation requires us to break from the molds in which we are often so comfortable. This can be a challenging process.
Last week, we talked about how the cultural conditions we are living in today are bringing about rapid changes in almost every dimension of life. These changes are causing significant disruption to our behaviors. One such change is the abundance of information that is now available. There are countless benefits from the information revolution.
Today, we are picking up on the topic of cultural conditions and why sometimes patterns of behavior can be good in one context but not in another. Last week, I talked about driving. It’s something that when first learned takes a lot of focus and concentration. However, over time, it becomes a learned behavior that can be done with little thought.