Session 1: Why Urban Ministry - Missions Mandate

3. Embrace a mentorship model
a. More effective in the majority world context
In an article, “Education for Ministry in an Urbanized World,” Stockwell stresses the importance
of pastoral candidates learning from those who are actively involved in urban ministry. Note his
perspective on the current seminary model:
While the established models have served the churches well, new models are necessary,
especially ones that address issues arising in the two-thirds world. The emerging realities
require an innovation and a rethinking of how we train emerging pastoral leadership – clergy and
laity. Such training must be developed with indigenous people everywhere. This is the essence
of the mentoring program, Globalization for Theological Education. (Beyond Theological
Tourism, 53)
Overview of the Pastoral Mentorship Model:
b. Heavy emphasis on experience
Stockwell makes six observations of the common themes found in effective mentorship
programs. These observations are worth noting for pastors seeking to engage in a mentorship
process with ministerial candidates. (54-57)
1. Most programs that seek to prepare people for ministry in urban or multicultural
contexts stress the importance of experience and so-called “action-reflection”
methodology.
2. Many of these programs are linked institutionally to churches and judicatories,
contexts, and situations.
3. Teaching is interdisciplinary. A holistic and comprehensive vision of ministry
and ministry-preparation needs to bring experts and practitioners together for
dialogue and mutual exchange.
4. Such programs have small groups to allow people to discuss issues articulate their
theologies, and identify skills or ministry.
5. Students must have opportunity to learn public skills. The skills should include
community organization, administration, fund-raising, leadership development,
program development and implementation, advocacy, and networking or coalition
building.
6. Relationship building or personal contact over an extended period of time
between the mentor and student.