Whatever you do, for God’s sake don’t ask a question in class, that really makes Holmer mad,” said the older, wiser graduate student. This was my only preparation for entering Paul Holmer’s legendary class on Søren Kierkegaard at Yale Divinity School.
At the opening gathering during my first year at Yale Divinity School, the new students met in the beautiful chapel, with its tall ceilings and clear congregational-style windows. Someone smartly bearded told us how lucky we were to be there.
Sometime in the middle of my second year at New York’s Union Seminary, I made an appointment to consult with J. Louis Martyn about my prospects for graduate work in New Testament. I gathered together my undergraduate transcript, a list of courses I had taken at Union, copies of my seminary papers in biblical studies, and all the courage I could muster.
When I arrived at Yale more than 30 years ago to do graduate work in theology, I soon heard other students urging that I take a course with David Kelsey. Even as an undergraduate I had already learned an important lesson: to get the best education, don’t pay much attention to the topics of the courses; find out who the good teachers are and take whatever they happen to be teaching.
I believe I had a rare experience in my doctoral program in theology. I was given a seminar on the art of teaching. Often the challenge of mastering a discipline is so great that no attention is paid to this main activity of the theological professor’s vocation.
Seminarians preparing to serve as pastors are increasingly taking out low-interest government loans to pay educational costs, but researchers say that trend is dangerously compounding the struggles of fledgling ministers and small churches.
When the longtime professor of preaching at Bethsaida Theological Seminary retired, no one at the school could have predicted the ordeal that lay ahead. A search committee was appointed, and a position description crafted. The candidate needed to have a Ph.D., an appreciation for Bethsaida’s theological tradition and at least some experience as a pastor and as a teacher of preaching.
Several years ago I was part of a discussion of theological education which tackled two sets of questions: First, what skills does one need in order to be an effective clergyperson? What does one need to know? Second, how does one learn the skills and procure the knowledge? Where is it learned and procured? Who teaches?