Commodification, decolonisation and theological education in Africa: Renewed challenges for African theologians

Higher education policy and knowledge commodification in the 2000s

In this article, the policymaking of higher education in the 2000s in Iran and the commodification of knowledge are discussed. The main indicator of the commodification of knowledge is defined in the type of financial relationship between the student and the university. The more the university's funding and expenses are financed by the student, the more commoditization has occurred. The researc...

Bioethics Education in Africa: Still Complex Challenges

In recent times, bioethics has emerged as a burgeoning interdisciplinary field of scholarly investigation which has in the past decades migrated from bedside consultations to public policy debates and wider cultural and social conversations that privilege all discourse about everyday life issues. Today, bioethics is increasingly seen as a field departing from a multi-disciplinary perspective to...

‘The wind of change’: decolonisation in British West Africa

British Prime Minister Harold Macmillan’s speech to the South African houses of parliament on 3 February 1960 has become firmly associated with the process of decolonisation in British Africa. Macmillan’s speech, however, had first been delivered almost unnoticed to an audience in Accra, the capital of independent Ghana, only a few days previously. If in South Africa he attempted to explain the...

WALKING FAR TOGETHER: THEOLOGICAL EDUCATION AND DEVELOPMENT IN AFRICAN PASTORAL FORMATION by

The Theology of Theological Education

What is it that makes something theological education? The obvious answer for many is that it is the content. That is, it is education that is specifically about theology, about God (or, for some, about the experience of God). It is also possible to suggest that the purpose is definitive of what makes something theological education. After all, is it enough to say that knowledge is sufficient t...