Missional-Theological Education: Contextual Methodologies

Context determines the methodologies applied in the missional-theological education setting. Both Jesus and Paul taught and made disciples in a variety of settings and ways. The setting for the present proposal is located in the classroom of a local church. This place of the educational process is to be sharply distinguished from that of the academy (1). “If discipleship has to do primarily with becoming like Jesus, then it cannot be achieved by the mere transfer of information outside of the context of ordinary lived life” (2). Instead, only active missional practitioners (i.e., active church leaders) are allowed to church. “Engaging in training in this way, the [missional student] increases his or her ability to grasp the issues, to resolve and integrate them. Mission is, and always was, the mother of good theology” (3).

(1) Chester, Tim. Total Church: A Radical Reshaping Around Gospel and Community. (Wheaton: Crossway, 2008), 159.

(2) “The academy demands passivity in the student, whereas discipleship requires activity.” Hirsch, Alan. The Forgotten Ways: Reactivating the Missional Church. (Grand Rapids: Brazos Press, 2006), 122.

(3) Ibid.


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