What work or research led you and Kenton to want to write this book?
Our journey toward writing this book began with a shared realization that theological education was facing significant challenges. Both of us, operating in different yet complementary contexts, observed a growing disconnect between the academy and the church. Our research and experiences revealed that traditional theological education methods were increasingly insufficient in preparing leaders for the dynamic and multifaceted demands of modern ministry.
We were particularly influenced by the broader competency-based education (CBE) movement, which emphasizes measurable outcomes and practical proficiency. This movement inspired us to explore how these principles could be adapted to theological education, leading to the development of competency-based theological education (CBTE). Our collaboration, which involved years of dialogue, institutional experimentation, and engagement with various stakeholders, highlighted the need for a more integrated, practical, and contextually relevant approach to preparing church leaders. This book is a culmination of those efforts, aiming to document and share our findings and methodologies.
What void do you hope this book fills in the academy and the church? How do you see your research already making a difference?
We hope this book addresses the critical void between academic theological education and practical ministry application. Traditional models often emphasize theoretical knowledge over practical skills and contextual understanding. Our book aims to bridge this gap by providing a framework for CBTE, which prioritizes real-world application, integrated outcomes, and holistic assessment without losing the important rigor of deep academic and theological study. Both can be accomplished.
We see our research already making a difference in several ways. Institutions that have adopted CBTE principles are reporting more effective preparation of their students for ministry roles. Students are entering their vocations with stronger senses of practical readiness and contextual awareness. Moreover, the collaborative nature of our approach has begun to restore trust and partnership between seminaries and local churches, fostering a more supportive and effective environment for theological education.
What has been the most challenging and the most fruitful part of the writing process?
The most challenging part of the writing process was capturing the dynamic and evolving nature of CBTE. As pioneers in this field, we often found ourselves in uncharted territory, continuously refining our ideas and approaches. Balancing the need for rigorous academic standards with the practical demands of ministry contexts required careful thought and persistent effort. Additionally, collaborating across different geographical and institutional contexts added layers of complexity to our writing process.
On the other hand, the most fruitful part has been witnessing the positive impact of our work. Seeing students thrive in their ministry contexts and hearing feedback from institutions that have successfully implemented CBTE principles has been incredibly rewarding. The process of writing also deepened our own understanding and commitment to these principles, reinforcing the value of collaborative and contextually grounded theological education.
Your book talks all about the benefits of a competency-based theological education—how has promoting this approach changed your perspective on the academy and the church?
Promoting CBTE has profoundly shifted our perspective on both the academy and the church. In the academy, it has challenged us to reconsider the purpose and methods of theological education. We have come to see the importance of flexibility, contextual relevance, and integration of character and practical skills alongside conventional ways of knowing. This shift has encouraged a holistic approach to education that values the development of the whole person in service to the church.
In terms of the church, promoting CBTE has highlighted the necessity of stronger partnerships between educational institutions and local congregations. We have seen that effective ministry training cannot occur in isolation from the contexts in which it will be applied. This realization has fostered a renewed appreciation for the church’s role in leadership development and has encouraged greater collaboration and mutual support between the church and the academy. Ultimately, this approach has deepened our conviction that theological education must be mission driven, focusing on the practical equipping of leaders who can faithfully serve their communities. When we do this by integrating multiple ways of knowing (i.e., content, character, and craft), the results are proving to be transformational.
