A Blog of Geek Eccentricities
Here's a few, in no specific order1. Lots of contextual education / field education requirements and opportunities. I think it works best when the churches and diaconal placements have supervisors who maintain strong relationships with the seminary and its study requirements. This helps with integration of learning.2. Intentional integration - the multiple disciplines (spiritual formation, education, scripture studies, language studies, theology) interlock in such a way that graduates gain a broad, integrated perspective on their education.3. A commitment to excellence in chapel worship.4. A conversational-dialogical approach with those whose theology may be different than the ethos of the school.5. A well-rounded faculty (they should not all be of the same theological bent, nor should they have all graduated from the same universities).6. A sense of community.
My experience is that D.Min's are pride degrees for minister that are comprised of a few classes and a writign project. But for it to be true doctoral work there has to be more than just a few weekendclasses and a hard bound 20 page paper.The Garrett D.Min in Pastoral Care and Psychotherapy is a good example of contextual, professional doctoral work. The degree requires a two year internship (1 1/2 days a week) doing counceling, course work for 4 semesters in a local counseling center, graduate theological work at the seminary (done in four two week intensives). And then you have to do a traditional reserach project (empirical or qualititative study) that is approved by faculty and adds to the work of the field and is based in context of ministry. The degree is so rigorous -- that it is license-able int he state of Texas for professional counseling.Now that is a D.Min.
Oooops! I misread that - I was describing an MDiv. Sorry.
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