Developing an "Oslo model" of theological education by distance learning for the contemporary British Church of the Nazarene

Abstract

This thesis brings together areas of research in the common theme of theological education for the ordained ministry. Its goal, through original critical analysis and original research, is to develop an "Oslo model" of theological education by distance learning for the ordained ministry of the Church of the Nazarene in the United Kingdom. This is done by drawing on the emerging competencies from the recent ecumenical Oslo debate on theological education together with the contemporary principles of distance learning. Its application is in the context of the Church of the Nazarene where theological education for the ordained ministry is a live issue. To develop the model, the argument moves through several stages in which original critical analysis and original research is done. Chapter one summarises the three year ecumenical Oslo debate in ministerial formation and theological education. Chapter two, describes the emerging "Oslo model" through the six competencies agreed at its final consultation held in 1996. The formation of the minister is seen as central to the theological education endeavour, therefore the competencies are primarily formative in being educative. Chapter three critically reflects on the context of the Oslo consultation in the knowledge that similar arguments for a new vision had already been rehearsed in the debate which led up to the formation of TEE a generation earlier. A critique of TEE is done through an examination of its philosophy and historical development. Chapter four analyses and critiques, through original documentation, a working model of TEE in its historical and philosophical context within the Church of the Nazarene. This throws more light on the reasons why Oslo may have been so reticent in its promotion of TEE. It also raises significant questions for the Church of the Nazarene of its use of the method. Chapter five considers the set of core competencies drawn up by the Church of the Nazarene for its theological education programme. Are these compatible with those from the Oslo consultation? It so, should they take precedence over the Nazarene competencies