Nonformal pastoral ministry training in the majority world: four case studies

John Morrison Balmer

Etd

Nonformal pastoral ministry training in the majority world: four case studies

Público Deposited

MLA citation style (9th ed.)

John Morrison Balmer. Nonformal Pastoral Ministry Training In the Majority World: Four Case Studies. Columbia Biblical Seminary and School of Missions of Columbia International University. rim.ir.atla.com/concern/etds/b88b51b3-a1ea-413a-af6b-962bd5207367?locale=pt-BR.

APA citation style (7th ed.)

J. M. Balmer. Nonformal pastoral ministry training in the majority world: four case studies. https://rim.ir.atla.com/concern/etds/b88b51b3-a1ea-413a-af6b-962bd5207367?locale=pt-BR

Chicago citation style (CMOS 17, author-date)

John Morrison Balmer. Nonformal Pastoral Ministry Training In the Majority World: Four Case Studies. Columbia Biblical Seminary and School of Missions of Columbia International University. https://rim.ir.atla.com/concern/etds/b88b51b3-a1ea-413a-af6b-962bd5207367?locale=pt-BR.

Note: These citations are programmatically generated and may be incomplete.

O Criador

John Morrison Balmer

Palavra-chave

Theology, Contextual

Declaração de Direitos

In Copyright

Abstrato

The purpose of this research is to study the programs of four indigenous, nonformal pastoral ministry training centers in the Majority World in order to identify core values, key principles, and training strategies. The research conclusions reflect various core values, key principles, and training methodologies and strategies as they are realized in the philosophy of the program design, the characteristics of the student population, the cultural context, the training needs of the target audience, the personalities and philosophies of the main leadership core staff, and other factors of the specific training institution. The final recommendations to educators in Majority World ministry training programs are: (1) develop a strong indigenous infrastructure before launching the program, (2) avoid dependence on foreign funding and expatriate faculty, and (3) develop a healthy training model that plans for measured growth. Therefore, any ministry training program should not be uncritically transported to cultural contexts in the Majority World without contextualizing the curriculum and program design.

Editor