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C2. TE Classification Complete WEB V

C2. TE Classification Complete WEB V

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Published by PaulCJBurgess
Classification of theological fields and topics of basic theological education up to M.Div level. Complete version. Also available in sections for easier downloading.
Classification of theological fields and topics of basic theological education up to M.Div level. Complete version. Also available in sections for easier downloading.

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Published by: PaulCJBurgess on Jan 25, 2010
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02/07/2012

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1
THEOLOGICAL CURRICULUM: A
 PROGRESSIVE 
CLASSIFICATION
THEOLOGICAL
 
CURRICULUM:
 A 
PROGRESSIVE 
CLASSIFICATION
A CLASSIFICATION LIST
for  
an Essential Theological Library,
including the titlesof over 500 Booksthat introduce the main fieldsand sub-sections listed therein doubling as
A TAXONOMY OF FIELDS AND TOPICS
 for consideration in
Curriculum Development 
October 2007 EDITION
C. Paul Burgess
 
- -
SCHEME OUTLINE
 Section 1.The Church’s MESSAGE: Salvation
100
BIBLICAL STUDIES
(
including
HERMENEUTICS
,
OT
and
NT
)
The Primary
SOURCE
of the Christian Faith
200CHRISTIAN DOCTRINE
 
The
CONTENT
of the Christian Faith
 Section 2.The Church’s MISSION: Witness
300 PHILOSOPHY
&
APOLOGETICS
 
The
PHILOSOPHY
that enquires into the basis of the Christian Faith
400CONTEMPORARY STUDIES
(including
ISLAM
)The
CONTEXT
in which the Christian Faith is lived
500COMMUNICATION
&
MISSIOLOGY
The
COMMUNICATION
of the Christian Faith
 Section 3.The Church’s MOVEMENT: Discipling 
600CHURCH HISTORY
&
HISTORICAL THEOLOGY
The
HISTORY
of the Christian Faith
 
 Section 4.The Church’s MINISTRY: Nurture, Care, & Worship
700PRACTICAL THEOLOGY
 
The
APPLICATION
of the Christian Faith
 
800PASTORAL THEOLOGY
The
(AD)MINISRATION
of the Christian Faith
900GENERAL (SECULAR)
subjects
2
 
- 6 -
PREFACE
This project began as a simple question put to a class of first-year students:“What do you think should be included in the curriculum of this Seminary to which youhave come to study?” Responses were listed on a blackboard and the classification was born. Months later, after much scanning of the “contents” pages of theologicaldictionaries, handbooks, journals and seminary syllabi, a fuller list was compiled of itemsidentified as important or worth including.Then came the problem of arranging the growing list of subjects. The classicalfour-fold grouping of BIBLE, DOCTRINE, HISTORY and PASTORALIA, is generallyconsidered today to lack a convincing rationale. Instead a way was sought to arrange thesubject matter in some kind of logical order that would bring everything together as arelated whole. (Note was taken of the current endeavour to re-discover the unity of 
“theologia”
as the true basis for Seminary studies.)In the end, there emerged
eight fields of theological concern
, each relating tothe Christian Faith in some direct way, with a ninth section providing a catchall for other areas of study not directly related to Theology.Later reflection suggested that, if it were possible to arrange the subjects withineach field in such a way that each subject led naturally to the next, a
 progressive
journeythrough the entire world of theological concern might be made with the minimum of  jumping from one field to another.Since most theological study is supported by the reading of theological books,
the
 
classification
 
created
 
for
 
its
 
curriculum
 
ideally
 
should
 
be
 
mirrored
 
in
 
the layoutof a Seminary Library.
Where this is so two advantages become apparent:
1.
Students are able to find books on a particular subject more quickly becausethey are looking along shelves that follow an easily understood progression.2. For the Librarian cataloguing new accessions, the nine-fold division of fieldsretains the advantages of Dewey’s decimal classification system withoutrestricting the theological class to the
200
range of numbers. (Note: Periodicalsand comprehensive series of books can be put under 
000 by
title/date/author.)In a few fields, notably those to do with CONTEXT, COMMUNICATION, andCHURCH HISTORY, detail is omitted. Also the emphasis given to a particular subjectmay not seem applicable to every situation. This is because local context will vary andgeneralisations are impossible. In any case
any
listing is bound to be subjective to agreater or lesser degree.This list is
de
scriptive rather than
 pre
scriptive. It is simply
a menu to consult
and from which to select according to agreed priorities. To include
every
subject listedhere in a working Seminary curriculum would no doubt take a lifetime to teach. May itrather inspire some teaching faculties to review their own curriculum more frequentlyand to ask questions about
the over-all balance
of their collective teaching!
 PAUL BURGESS Gujranwala Theological Seminary, Pakistan January 1997 This list 
has since been
revised 
in the light of a recent re-numbering of 2,000 of theSeminary Library’s more accessible theological books. The Progressive Classificationlisting was followed and various minor adjustments made.
June 1998

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