Today, we are excited to welcome Houston Graduate School of Theology (HGST) as the newest Kairos legacy partner! After considerable prayer and with much enthusiasm, the board of Houston Graduate School of Theology unanimously accepted our invitation to join Kairos, our global network.
As we have been developing the Kairos Project over the better part of the past decade, a significant number of organizations, denominations, schools, and others across the landscape of theological education have asked us questions about the various principles of CBTE. Very few have asked about the organizational practices.
At the close of last week’s post, I wrote, “How then, one may ask, does the seminary ensure students develop and display mastery of each outcome with the level of specificity needed for a particular context?” It is a question I am commonly asked. Sometimes people are not always pleased with my answer because I usually respond with the question.
Let’s look another CBTE principle that undergirds Kairos. We have reviewed collaborative mission, mentored teamwork , contextualized discipleship, and customized mastery. Our focus today is integrated outcomes. We contend that competency-based theological education has the potential to call us back to a form of education that values relationships.
Let's look at what it means to customize one’s journey toward and demonstration of mastery. This builds on our previous reviews of collaborative mission, mentored teamwork, and contextualized discipleship. Mastery can be an intimating word. Do we ever really “master” anything? We should all be invested in a process of ongoing development.
We continue our deeper dive into the six principles of CBTE by looking at contextualized discipleship. Looking at contextualized discipleship, we must continue to think of ourselves as stewards who are invited to explore and discover how God is inviting us to participate in the Great Commission!
A few weeks ago, we started talking about how Kairos is a pioneering approach to theological education that encourages students, partners, resource providers, faculty, authors, etc. to build new experiences for students, mentors, and all participants. Last week, we explored collaborative mission. Now, let’s talk about mentored teamwork.
Last week, we shared how Kairos is a pioneering approach to theological education that encourages students, partners, resource providers, faculty, authors, and more to build new experiences for students, mentors and all participants. The goal is for the Kairos to be the connector between multiple points. This week we are going to explore collaborative mission.
The past few weeks, we explored what it might mean to envision Kairos as a platform on which an array of educational journeys could be constructed. Such an approach requires us to reconsider how quality, excellence, and mastery are understood. David Williams of Taylor Seminary walked us through several helpful ideas to consider in that process.
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.