We have been talking about the principles and practices of competency-based theological education (CBTE). Over the past few weeks, we have been exploring the three aspects of a platform: the operational or business model, the power structure, and the educational philosophy. This week, we will go over the third aspect: the educational philosophy.
We have been talking about the principles and practices of CBTE. Last week, I shared there are three aspects of a platform that are important to understand: the operational or business model, the power structure, and the educational philosophy. We began by going over the operational or business model. Today, let’s explore power structures in a platform.
Recently, we have been talking about the principles and practices of competency-based theological education. In my last article, I asserted that if we combine the principles and practices of CBTE we can create, “a platform on which an array of discipleship journeys can be built.” Before getting to principles and practices, here's what I mean by platform.
Last week, we introduced the principles of competency-based theological education (CBTE) by sharing some of the attributes of CBTE programs. This week, we turn our focus to the practices that reinforce these principles. Just like the educational journey is fully integrated (whether we want to believe it is or not), organizational systems are as well. That means that...
Last week, we introduced the concept of competency-based theological education (CBTE). Today, we will explore its principles. Several schools within the Association of Theological Education are attempting to live into this new reality. Currently, Kairos is the most widely distributed community of learning built around the concepts of CBTE.
We’ve been exploring the Kairos philosophy of education the past few weeks. Last week we took a deeper look at outcome-based and competency-based education and why they begin with the end in mind and how that differs from the approach often taken in modern higher education. Today, we introduce the concept of competency-based theological education.
Last week we kicked off a new series exploring the Kairos philosophy of education. The next few weeks, we will explain why “competency-based education” may not be the best phrase to describe what Kairos is doing. To start, we will look at outcome-based and competency-based education and how they differ from modern higher education.
For several weeks, David Williams, President of Taylor Seminary, led us through a conversation about a new way of learning. He invited us to consider everything from how we understand Paul’s words in Romans to the standards of excellence that are embedded in Kairos to how one’s context shapes their learning in profound ways.
While attending an on-campus Kairos Project gathering in Sioux Falls, SD, student Jesse Rider visited the Center of Hope. Little did he know at the time, this visit would inspire both his work as a campus pastor in Mansfield, OH, and his progress in the Master of Arts in Christian Leadership program. Rider found Center of Hope’s bike to work program.
Gatherings are a key part of the Kairos journey for students, and the highly-contextual model of learning in Kairos is intimately tied them. They provide students and mentors with the opportunity to gather for a week of learning, encouragement, and theological reflection. Gatherings are integral to building community and connections.