Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe

Vhembo, Webster (2019-04)

Thesis (MTh)--Stellenbosch University, 2019.

Thesis

ENGLISH ABSTRACT: Many church leaders in Zimbabwe are not equipped for the struggle against poverty in their context. This study is prompted by the desire to provide the church with expertise to meet the challenges and subsequently effect the desired change in the society. The study, therefore, deals with the question of an educational strategy that could be employed in order to equip the future clergy of the Reformed Church in Zimbabwe (RCZ) to meet the contextual challenges. The research attempts to provide (as an outcome) some guidelines towards the introduction of a curriculum design that could eventually produce ministers who are able to contextualise the theology in an African context - a brand of ministers who are sensitive to the needs of the community and ready to work as agents of change in the community of their service. When approaching the context of Zimbabwe, the church is viewed as a non-partisan agent that is likely to contribute to a holistic development as mandated in the Bible. It is, however, argued that the Biblical mandate could be hampered, when the seminary training of ministers offers little or no preparation for the kind of transformational ministry that incorporates Community Development. Its introduction within the Theological curricula at Murray Theological College will, therefore, enable the prospective ministers in the RCZ to become successful agents of change in both Church and society. To be credible, theological education should produce (as its outcome) responsible and productive ministers who have the ability to think critically on social related matters. Its curriculum should have multiple foci that stretch beyond a specific set of knowledge. Inserting development within a theological curriculum at Murray Theological College could possibly lead to that end and this could be the first phase of an educational strategy that could be employed in order to equip the future clergy of the Reformed Church in Zimbabwe to meet the contextual challenges.

AFRIKAANSE OPSOMMING: Baie kerkleiers in Zimbabwe is nie toegerus om die uitdagings van armoede in hul konteks aan te spreek nie. Hierdie studie vloei uit die behoefte om die kerk te voorsien van die kundigheid om hierdie uitdagings die hoof te bied en gevolglik die gewenste veranderings in die samelewing mee te bring. Die studie gaan dus oor die vraag na „n opvoedkundige strategie wat gebruik kan word om toekomstige predikante van die Reformed Church in Zimbabwe (RCZ) toe te rus om kontekstuele uitdagings aan te spreek. Die navorsing streef om (as uitkoms) riglyne te bied vir die ingebruikneming van „n kurrikulum-ontwerp wat uiteindelik predikante kan oplewer wat teologie in „n Afrika-verband kan kontekstualiseer – predikante wat sensitief is vir die behoeftes van die gemeenskap en gereed is om te werk as agente van verandering in die gemeenskap waarin hulle dien. In die Zimbabwe-konteks word die kerk gesien as „n nie-partydige agent met die potensiaal om by te dra tot holistiese ontwikkeling soos die Bybel opdrag gee. Daar word, egter, geargumenteer dat die Bybelse opdrag belemmer kan word wanneer die kweekskool-opleiding van predikante min of geen opleiding bied vir die soort transformatiewe bediening wat ook Gemeenskapsontwikkeling insluit nie. Die insluiting daarvan by die teologiese leerplan van die Murray Theological College sal dus voornemende predikante van die RCZ in staat stel om doeltreffende agente van transformasie in die kerk en samelewing te word. Om geloofwaardig te wees, moet teologiese opleiding (as uitkoms) verantwoordelike en produktiewe predikante oplewer wat die vermoë het om krities te dink oor maatskaplike kwessies. Die kurrikulum behoort veelvuldige foci te bied wat meer is as „n spesifieke kennis-stel. Die insluiting van Gemeenskapsontwikkeling by die teologiese leerplan van Murray Theological College kan moontlik hierdie doel dien, en kan die eerste fase wees van „n opvoedkundige strategie wat gebruik kan word om toekomstige predikante van die RCZ toe te rus om kontekstuele uitdagings die hoof te bied.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/105814
This item appears in the following collections: