Multiplying Laborers for the Urban Harvest

T h e R o l e o f M i n i s t r y i n Y o u r I n s t i t u t e

Ministry Practice Is Foundational to the Educational Experience The core assumptions of The Urban Ministry Institute’s approach are that theo- logical education: • is intended for people already serving in church leadership, • is meant to directly impact the practice of urban ministry, and • requires learners to constantly move back and forth between theory and practice during the educational process. Every student will be required to discuss their lessons in light of their current ministry experiences and each set of courses will require students to engage in formal ministry projects that guide them through the process of applying what they have learned in class to their local church setting. Ministry Practice Requires That Theological Education Be Spiritually Focused Christian leaders lead out of who they are, not simply out of what they know or do. To be a Christian leader who practices ministry in the Church requires the formation of character and spirituality as well as knowledge. Faculty should not only teach principles of Christian leadership but serve as models of those values. The personal spiritual growth of the student is a significant part of their continuing development as leaders. The faculty should encourage discussion about spirituality issues faced by Christian leaders and seek to help students grapple with their implications. Time for chapels and worship (led by students) are a useful part of the program of theological education. Scripture memory is consistently assigned, not only as a way of acquiring the basic knowledge necessary for ministry, but also as a part of the student’s continuing spiritual growth. Students are not in class primarily to master concepts, but rather to acquire increasing depth of wisdom and maturity in their roles as leaders whom God has called and given responsibility. At times this may require the faculty to make important decisions about the priority given to each part of the educational process. One study of successful models of theological education notes that in these programs:

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