This post is part of a weekly series based on Patrick Nachtigall's new book, Mosaic: A Journey Across the Church of God. You are invited to read the book along with me and contribute to the discussion in the comments.
Following his look at the emerging generations in the Church of God, Nachtigall naturally moves on to a related topic: The education and training of leaders for the future. Following his previous argument he asserts that "A denomination or movement can preserve its theological identity by have scholastic institutions that educate a new generation of pastors and laypeople in their theology" (67). But, the reality is that the number of young people seeking to enter professional ministry is in rapid decline. This does not bode well for us.
To set the stage for all of this, Nachtigall does a great job of providing a helpful overview of the larger theological landscape in which the Church of God finds itself. Things are much more complex than they were when our movement was founded in the midwestern United States in the late nineteenth century. Today there are three theological worlds around us: traditional, post-Christian and "Book of Acts world" (65). Despite the challenges "Church of God theology is structured very well to reach all three worlds" (66).
The book's approach is to travel across the Church of God to see how various segments of our movement are addressing these challenges. The journey in this chapter is expansive. He starts in the post-modern influenced city of Portland, Oregon, home to Warner Pacific College. Both here and in his next stop, Anderson School of Theology, Nachtigall discovers that there are young people passionate about ministry, but a growing proportion are "shrinking away from pastoral ministry" (75). New models of church and ministry are capturing their attention instead. This is forcing institutions like our seminary to examine what ministerial and theological education will need to look like in the future.
The challenge of the complex theological world needs also to be seen alongside the conventional North American models. Nachtigall shares his visits to the German church in post-modern Europe, Kima International School of Theology in Kenya, and Thailand. The chapter concludes with a fascinating look at the unique leadership development models among our African American churches.
In all, this is an excellent survey of where the Church of God is in terms of ministry education and training, but few real solid recommendations are presented. From Nachtigall's overview I see two main points that must be part of our future roadmap. First, we must come to terms with the complex worldviews around us that have serious impact on our theological approaches and ministry. Our educational institutions must be flexible enough to meaningfully take on the culture within their context. Sadly, I am not convinced that we have always been as open to this happening as it needs to be. The second challenge for the future concerns models of leadership development and theological education. The examples in this chapter demonstrate that there are viable approaches other than the current college/seminary model that is becoming largely obsolete. This cannot be divorced from what needs to happen at the local church level (as Dr. Jay Barber points out on pages 73-74). In other words, as the church changes (either by design or necessity) our educational training must be closely in step. But, I question whether we are doing enough to make this happen.

Following his look at the emerging generations in the Church of God, Nachtigall naturally moves on to a related topic: The education and training of leaders for the future. Following his previous argument he asserts that "A denomination or movement can preserve its theological identity by have scholastic institutions that educate a new generation of pastors and laypeople in their theology" (67). But, the reality is that the number of young people seeking to enter professional ministry is in rapid decline. This does not bode well for us.
To set the stage for all of this, Nachtigall does a great job of providing a helpful overview of the larger theological landscape in which the Church of God finds itself. Things are much more complex than they were when our movement was founded in the midwestern United States in the late nineteenth century. Today there are three theological worlds around us: traditional, post-Christian and "Book of Acts world" (65). Despite the challenges "Church of God theology is structured very well to reach all three worlds" (66).
The book's approach is to travel across the Church of God to see how various segments of our movement are addressing these challenges. The journey in this chapter is expansive. He starts in the post-modern influenced city of Portland, Oregon, home to Warner Pacific College. Both here and in his next stop, Anderson School of Theology, Nachtigall discovers that there are young people passionate about ministry, but a growing proportion are "shrinking away from pastoral ministry" (75). New models of church and ministry are capturing their attention instead. This is forcing institutions like our seminary to examine what ministerial and theological education will need to look like in the future.
The challenge of the complex theological world needs also to be seen alongside the conventional North American models. Nachtigall shares his visits to the German church in post-modern Europe, Kima International School of Theology in Kenya, and Thailand. The chapter concludes with a fascinating look at the unique leadership development models among our African American churches.
In all, this is an excellent survey of where the Church of God is in terms of ministry education and training, but few real solid recommendations are presented. From Nachtigall's overview I see two main points that must be part of our future roadmap. First, we must come to terms with the complex worldviews around us that have serious impact on our theological approaches and ministry. Our educational institutions must be flexible enough to meaningfully take on the culture within their context. Sadly, I am not convinced that we have always been as open to this happening as it needs to be. The second challenge for the future concerns models of leadership development and theological education. The examples in this chapter demonstrate that there are viable approaches other than the current college/seminary model that is becoming largely obsolete. This cannot be divorced from what needs to happen at the local church level (as Dr. Jay Barber points out on pages 73-74). In other words, as the church changes (either by design or necessity) our educational training must be closely in step. But, I question whether we are doing enough to make this happen.