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The perspective of theological educa...

Ordonia, Arturo Garcia.

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The perspective of theological educators regarding the role of theological education in addressing the problem of poverty and oppression in the Philippines.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The perspective of theological educators regarding the role of theological education in addressing the problem of poverty and oppression in the Philippines./
Author:	Ordonia, Arturo Garcia.
Description:	270 p.
Notes:	Adviser: Muriel Elmer.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245979

The perspective of theological educators regarding the role of theological education in addressing the problem of poverty and oppression in the Philippines.
Ordonia, Arturo Garcia.

The perspective of theological educators regarding the role of theological education in addressing the problem of poverty and oppression in the Philippines. - 270 p.

Adviser: Muriel Elmer.

Thesis (Ph.D.)--Trinity Evangelical Divinity School, 2006.

The purpose of the research study is to ascertain the perception of theological educators in the Philippines regarding the role of evangelical theological education in addressing the problem of poverty and oppression in their context; and, how that perspective influences their teaching in theological education. The researcher interviewed 27 theological educators in the Philippines and the analysis of their responses resulted to the following conclusions: (1) The perceived purpose of theological education to be contextually relevant does not match up with the disciplines in which their graduates excel. (2) Theological educators exerted commendable efforts to equip their students to minister to the poor and oppressed. (3) Theological educators believed that that there Biblical and contextual rationales for theological education to address the problem of poverty and oppression. (4) Despite the commendable efforts of theological educators to raise social consciousness and to equip students to minister to the poor the relative lack of attention to poverty and oppression continues. (5) Theological educators pointed to colonialism, among other factors, as the major rationale for the relative lack of attention to poverty and oppression. (6) Theological and contextual factors enjoin theological education to address poverty and oppression. (7) Theological educators addressed poverty and oppression on a formal level.Subjects--Topical Terms:

783746
Education, Philosophy of.

The perspective of theological educators regarding the role of theological education in addressing the problem of poverty and oppression in the Philippines.
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100 1 $a Ordonia, Arturo Garcia. $3 1290982
245 1 4 $a The perspective of theological educators regarding the role of theological education in addressing the problem of poverty and oppression in the Philippines.
300 $a 270 p.
500 $a Adviser: Muriel Elmer.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4500.
502 $a Thesis (Ph.D.)--Trinity Evangelical Divinity School, 2006.
520 $a The purpose of the research study is to ascertain the perception of theological educators in the Philippines regarding the role of evangelical theological education in addressing the problem of poverty and oppression in their context; and, how that perspective influences their teaching in theological education. The researcher interviewed 27 theological educators in the Philippines and the analysis of their responses resulted to the following conclusions: (1) The perceived purpose of theological education to be contextually relevant does not match up with the disciplines in which their graduates excel. (2) Theological educators exerted commendable efforts to equip their students to minister to the poor and oppressed. (3) Theological educators believed that that there Biblical and contextual rationales for theological education to address the problem of poverty and oppression. (4) Despite the commendable efforts of theological educators to raise social consciousness and to equip students to minister to the poor the relative lack of attention to poverty and oppression continues. (5) Theological educators pointed to colonialism, among other factors, as the major rationale for the relative lack of attention to poverty and oppression. (6) Theological and contextual factors enjoin theological education to address poverty and oppression. (7) Theological educators addressed poverty and oppression on a formal level.
520 $a The implications are serious if theological education will give little attention to the problem of poverty. Theological education will remain foreign in the country; and, theological education will become irrelevant. As such, the following recommendations are made: (1) Define Biblical scholarship in a context beyond academia and toward the contextual realities of the church. (2) Emancipate theological education in the Philippines from colonial influences and mentality. (3) Emulate the incarnational and sacramental values of the Reign/Kingdom of God as model for theological education.
520 $a It is also further and strongly recommended that that further study about the ways and means to emancipate evangelical theological education in the Philippines from colonialism and the colonial mentality be considered; and what an indigenous Filipino theological education look like.
590 $a School code: 0641.
650 4 $a Education, Philosophy of. $3 783746
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710 2 0 $a Trinity Evangelical Divinity School. $3 1020177
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791 $a Ph.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245979