dissertation

Recommendations

Info

xi 7.3 Church Structures 174 7.4 Authority and Power 177 7.5 Decision Making 181 7.6 Leadership Styles, Roles, and Tasks 183 7.7 The Organic Leadership Paradigm 185 7.7.1 The Classical, Transactional, and Visionary Leadership Paradigms 186 7.7.2 The Organic Paradigm 187 7.7.3 The Organic Paradigm Compared to EMC Views on Leadership 190 Table 7.1 The Organic Paradigm Compared to EMC Leadership Views, Labels and Metaphors 191 7.7.4 Concluding Reflections 193 CHAPTER 8. ENVISIONING MISSION: REFLECTIONS ON A DEFINITION OF ‘MISSIONAL LEADERSHIP’ 199 8.1 Introduction 199 8.2 Conversational Processes 201 8.2.1 Three Central Terms 203 8.3 Envisioning 205 8.4 Cultural Formation 207 8.5 Spiritual Formation 211 8.6 Structuring 212 8.6.1 Missional Leadership in a Dynamic Configuration 214 Figure 8.1 A Dynamic Configuration of Missional Leadership 214 8.7 Within a Christian Community 216 8.8 Individual Participants, Groups, and the Community as a Whole 217 8.9 That Enable…to Respond…and to Engage 218 8.10 Concluding Reflections 221 PART C. LEADER EDUCATION 225
xii CHAPTER 9. ‘TRANSFORMISSIONAL’: LEADER EDUCATION IN THE EMERGING-MISSIONAL MILIEU 227 9.1 Introduction 227 9.1.1 Defining Our Terms 227 9.2 A Framework of Nine Questions 228 9.2.1 What Is the Purpose of Theological Education? 228 9.2.2 What Is the Ideal Internal Culture of a School? 230 9.2.2.1 Community 231 9.2.3 How Is ‘Spiritual Formation’ Perceived and Given Form? 232 9.2.4 What Is Emphasized in Regard to the Institutional Dimension? 234 9.2.5 What Is the Preferred Relationship between Theological Institutions and the Local Context, Specifically the Local Church? 235 9.2.6 What Are Essential Elements of the Curriculum? 237 9.2.7 What Educational Philosophy and Teaching Practices Are Adopted? 239 9.2.7.1 Teaching Practices 241 9.2.8 What Are Important Requirements of the Faculty? 244 9.2.9 What Views Are There on the Recruitment of Students? 245 9.3 Leader Education in the Emerging-Missional Milieu 247 9.3.1 What Is the Purpose of Theological Education? 248 9.3.2 What Is the Ideal Concerning the Internal Culture of the School? 250 9.3.2.1 Shared Symbolic Forms 251 9.3.2.2 Intentional Community 253 9.3.3 How Is ‘Spiritual Formation’ Perceived and Given Form? 254 9.3.4 What Is Emphasized in Regard to the Institutional Dimension? 256 9.3.5 What Is the Preferred Relationship between Theological Institutions and the Local Context, Specifically the Local Church? 257 9.3.6 What Are Essential Elements of the Curriculum? 259 9.3.7 What Educational Philosophy and Teaching Practices Are Adopted? 262 9.3.7.1 Teaching Practices 264 9.3.8 What Are Important Requirements of the Faculty? 265 9.3.9 What Views Are There on the Recruitment of Students? 266 9.4 Summary and Concluding Reflections 269 CHAPTER 10. MAINLINE, REFORMED, AND EVANGELICAL: LEADER EDUCATION IN THEOLOGICAL INSTITUTES IN THE LOW COUNTRIES 273 10.1 Introduction 273 10.1.1 Semi-structured Interviews 274 10.1.1.1 Interview Analysis 277
Page 1 and 2: An Exploration of the Emerging-Miss
Page 3 and 4: ISBN 978 90 5972 623 9 Eburon Acade
Page 5 and 6: promotor: copromotor: prof.dr. R.R.
Page 8 and 9: vii CONTENTS FOREWORD XVII CHAPTER
Page 10 and 11: CHAPTER 4. DISCERNING THE TIMES: TH
Page 14 and 15: xiii 10.1.2 Focus Groups 278 Exhibi
Page 16: xv 12.7 What Are Salient Views and
Page 19 and 20: xviii At different stages, I receiv
Page 22 and 23: 1 CHAPTER 1. INTRODUCTION: ‘EMERG
Page 24 and 25: 3 sphere face comparable adaptive c
Page 26 and 27: 5 The influence of the Gospel and O
Page 28 and 29: 7 gical) vision - although the exac
Page 30 and 31: 9 ches (particularly those in leade
Page 32 and 33: 11 First, many new ways of ‘being
Page 34 and 35: 13 be described as helping to show
Page 36 and 37: 15 iv. Discourses within the EMC, i
Page 38 and 39: 17 7. In the light of proposals for
Page 40 and 41: 19 1.3.1.2 Critical My methodology
Page 42 and 43: 21 unjustified, or experiments (e.g
Page 44 and 45: 23 my final draft. In this way, I h
Page 46 and 47: 25 described above, I already expla
Page 48: 27 Figure 1.1 Overview of the Disse
Page 52 and 53: 31 CHAPTER 2. A CHOIR WITHOUT A CON
Page 54 and 55: conversation, a term that refers to
Page 56 and 57: the boundaries between religion and
Page 58 and 59: Although each emerging church 39 is
Page 60 and 61: Second, Innovators are interested i
Page 62 and 63:
espected - Scot McKnight 61 and Ed
Page 64 and 65:
“relevantism, by which doctrinal
Page 66 and 67:
2.3.3 ‘Revisionists’ ‘Revisio
Page 68 and 69:
Jesus too.” 108 But Miller also s
Page 70 and 71:
them and then join themselves to th
Page 72 and 73:
51 vertical dimension, for example,
Page 74 and 75:
2.4.2 The Vocation of the Church Ou
Page 76 and 77:
“the church is responsible to tra
Page 78 and 79:
To conclude, the path of the Emergi
Page 80 and 81:
It might, however, be helpful to vi
Page 82 and 83:
ture are called to be “modern-day
Page 84 and 85:
logical distortion? 210 Miroslav Vo
Page 86 and 87:
65 munitas there is no rigid social
Page 88:
The church, however, is called to b
Page 91 and 92:
70 to models and practices of leade
Page 93 and 94:
72 3.2.1 Three Levels of Paradigm T
Page 95 and 96:
74 Next, the author(s) prescribe a
Page 97 and 98:
76 steinian, evolving one.” 58 Mc
Page 99 and 100:
78 ved and a paradigm is accepted,
Page 101 and 102:
80 The first caveat that should be
Page 103 and 104:
82 The risk is also there for the a
Page 105 and 106:
84 kers tend to deny the usefulness
Page 107 and 108:
86 More importantly, speaking in te
Page 110 and 111:
CHAPTER 4. DISCERNING THE TIMES: TH
Page 112 and 113:
a counterpoint to these authors, we
Page 114 and 115:
postmodern people are not looking f
Page 116 and 117:
On the other hand, reconstructionis
Page 118 and 119:
spectives, but the focus is differe
Page 120 and 121:
New Philosophy and what may still u
Page 122 and 123:
101 spirituality, 70 without the ne
Page 124 and 125:
103 less the same conclusions as Ly
Page 126 and 127:
105 4.4 ‘Post-Christendom’ and
Page 128 and 129:
107 Thus far, we conclude that the
Page 130 and 131:
109 First, Murray thinks the term
Page 132 and 133:
111 society whose institutions and
Page 134 and 135:
113 a “spiritual turn.” 131 Whe
Page 136 and 137:
115 Many of these migrants are musl
Page 138 and 139:
117 refer to, 158 emphasizing that
Page 140:
119 Furthermore, in what respects,
Page 143 and 144:
122 cate the truths of a transcende
Page 145 and 146:
124 at the top who are surfing chan
Page 147 and 148:
126 lightenment epistemology. 41 Hi
Page 149 and 150:
128 i.e. apart from occasional over
Page 151 and 152:
130 metaphors may, for example, cha
Page 153 and 154:
132 6. The quest creator who seeks
Page 155 and 156:
134 note that analogous to the thre
Page 157 and 158:
136 ronment. These churches should
Page 159 and 160:
138 ence, and that metaphoric langu
Page 161 and 162:
140 ever, to shed light on some of
Page 163 and 164:
142 tion, can be viewed as a dinosa
Page 165 and 166:
144 responsible way. Having a conti
Page 167 and 168:
146 First, in literature about the
Page 169 and 170:
148 “Chaos/complexity theory crea
Page 171 and 172:
150 tions, or when an already exist
Page 173 and 174:
152 Jacob Klapwijk, “the emergenc
Page 175 and 176:
154 group together in clusters.”
Page 177 and 178:
156 shaping it. (2) They adapt them
Page 179 and 180:
158 ciety’ 78 - are not similarly
Page 181 and 182:
160 nically, the “commitment of e
Page 183 and 184:
162 While he uses metaphors exubera
Page 185 and 186:
164 tion one example, the underlyin
Page 187 and 188:
166 thought, 132 which can potentia
Page 190 and 191:
CHAPTER 7. “WE WANT LINUX, NOT WI
Page 192 and 193:
171 7.2.1 Leadership Labels and Met
Page 194 and 195:
173 responsive leadership, sense-ma
Page 196 and 197:
175 based. “What is required is a
Page 198 and 199:
177 7.4 Authority and Power Ideally
Page 200 and 201:
179 Second, in regard to the author
Page 202 and 203:
181 that the willingness to immerse
Page 204 and 205:
183 ture, authority, hierarchy and
Page 206 and 207:
185 vide appropriate structures, i.
Page 208 and 209:
187 of the organization and thereby
Page 210 and 211:
189 Finally, the underlying philoso
Page 212 and 213:
191 Table 7.1 The Organic Paradigm
Page 214 and 215:
193 surface as well, such as the pr
Page 216 and 217:
195 not consider it to be theologic
Page 218:
197 We conclude that framing EMC vi
Page 221 and 222:
200 First, the definition of leader
Page 223 and 224:
202 sional leaders.” 12 In additi
Page 225 and 226:
204 Bolman and Deal mention “thre
Page 227 and 228:
206 Furthermore, the process of env
Page 229 and 230:
208 Furthermore, it is assumed that
Page 231 and 232:
210 ability of individuals to be ac
Page 233 and 234:
212 called aspects of missional lea
Page 235 and 236:
214 tions should be asked: What att
Page 237 and 238:
216 missional community has an impa
Page 239 and 240:
218 attention to processes that occ
Page 241 and 242:
220 changes 121 that challenging ci
Page 243 and 244:
222 particular kind of learning. 13
Page 245 and 246:
224 What are the implications of th
Page 248 and 249:
227 CHAPTER 9. ‘TRANSFORMISSIONAL
Page 250 and 251:
229 goes on in the school.” 7 For
Page 252 and 253:
231 vative evangelical seminaries,
Page 254 and 255:
233 world, special programs of spir
Page 256 and 257:
235 Second, in the last decade, sev
Page 258 and 259:
237 should work more closely with t
Page 260 and 261:
239 cal curriculum, then, should no
Page 262 and 263:
241 from individual knowledge to pa
Page 264 and 265:
243 The topic of teaching practices
Page 266 and 267:
245 lum. 137 In turn, “a revised
Page 268 and 269:
247 9.3 Leader Education in the Eme
Page 270 and 271:
249 First of all, he claims that fe
Page 272 and 273:
251 fices to note the fact that the
Page 274 and 275:
253 9.3.2.2 Intentional Community A
Page 276 and 277:
255 Alan Kreider notes, in a more g
Page 278 and 279:
257 curricular strategy did not exi
Page 280 and 281:
259 therefore always partly or even
Page 282 and 283:
261 Missional Missiology helps stud
Page 284 and 285:
263 4. Relational empowerment: rela
Page 286 and 287:
(2) an emphasis on the integration
Page 288 and 289:
267 little more than manage the cur
Page 290 and 291:
269 High-cost operation Lone Ranger
Page 292 and 293:
271 8. Teachers. The appointed teac
Page 294 and 295:
CHAPTER 10. MAINLINE, REFORMED, AND
Page 296 and 297:
275 views of Dutch theological univ
Page 298 and 299:
277 acquired them?” or “I read
Page 300 and 301:
279 take unexpected directions or o
Page 302 and 303:
281 Exhibit A. The Survey Issued Be
Page 304 and 305:
283 with what was gleaned from writ
Page 306 and 307:
285 Another research interest was t
Page 308 and 309:
287 been endemic for the still youn
Page 310 and 311:
289 prehensive conception of leader
Page 312 and 313:
291 council is supposed to provide
Page 314 and 315:
293 was negatively associated with
Page 316 and 317:
295 This question did not receive m
Page 318 and 319:
297 De weg van de groep, 78 which f
Page 320 and 321:
299 them for the pastorate, 81 whic
Page 322 and 323:
301 * Missional leadership All the
Page 324 and 325:
303 cient attention to spirituality
Page 326 and 327:
305 6. In what ways - including spe
Page 328 and 329:
307 church leaders and evangelists.
Page 330 and 331:
309 lenses. These are those of situ
Page 332 and 333:
311 4a. What are the most important
Page 334 and 335:
theology. Then they could pursue th
Page 336 and 337:
315 Emerging-Missional milieu (whic
Page 338 and 339:
317 and ecclesiology, ‘mission sh
Page 340 and 341:
319 CHAPTER 11. SEMPER REFORMANDA:
Page 342 and 343:
321 sed in chapter 9, these themes
Page 344 and 345:
323 ceive little - if any - schooli
Page 346 and 347:
325 and enable others in mission an
Page 348 and 349:
327 agreement and conflict is perma
Page 350 and 351:
329 red by someone who did not offi
Page 352 and 353:
331 ness to recognize that “innov
Page 354 and 355:
333 Furthermore, as indicated earli
Page 356 and 357:
335 5. Coaching is contextual becau
Page 358:
337 studio, teachers do not necessa
Page 361 and 362:
340 question what being church mean
Page 363 and 364:
342 sional’ terms, what are the c
Page 365 and 366:
344 12.3 What is Characteristic of
Page 367 and 368:
346 mation in small groups, 20 and
Page 369 and 370:
348 tendom’. With some caveats th
Page 371 and 372:
350 12.3.3.1 Concluding Reflections
Page 373 and 374:
352 nity. In addition, church struc
Page 375 and 376:
354 entrepreneur, spiritual sage, t
Page 377 and 378:
356 is the result of the ascendency
Page 379 and 380:
358 aim to be mission-shaped. Its m
Page 381 and 382:
360 This last point deserves some e
Page 383 and 384:
362 for the twenty-first century is
Page 385 and 386:
364 On the topic of missional leade
Page 387 and 388:
366 vistic vision on learning than
Page 389 and 390:
368 12.8 In the Light of Proposals
Page 391 and 392:
370 Avolio, Bruce J. Full Range Lea
Page 393 and 394:
372 Beyer, Peter and Lori Beaman, e
Page 395 and 396:
374 Brierley, Peter and Heather Wra
Page 397 and 398:
376 Cecil, Brad. “I Told You We W
Page 399 and 400:
378 Cornelissen, Joep P., Mario Kaf
Page 401 and 402:
380 Dietze, Erich von. Paradigms Ex
Page 403 and 404:
382 Elkington, Robert. Missional Im
Page 405 and 406:
384 Frost, Michael. Exiles: Living
Page 407 and 408:
386 Goldstein, Jeffrey, James K. Ha
Page 409 and 410:
388 Hancock, Steve. “Nurseries of
Page 411 and 412:
390 Hill, Harold. Leadership in the
Page 413 and 414:
392 ------. “The Emerging Church:
Page 415 and 416:
394 Kanter, Rosabeth Moss. When Gia
Page 417 and 418:
396 Kolb, Darl G. “Exploring the
Page 419 and 420:
398 Livermore, Dave. “Emerge or S
Page 421 and 422:
400 McDaniel, Mike. “Case Studies
Page 423 and 424:
402 Mills, David M. “Mountain or
Page 425 and 426:
404 Nickel, James. Mathematics: Is
Page 427 and 428:
406 Palmer, Parker. To Know as We A
Page 429 and 430:
408 Radman, Zdravko. “How to Make
Page 431 and 432:
410 ------. Missional Map-Making: S
Page 433 and 434:
412 Shapere, Dudley. “The Structu
Page 435 and 436:
414 Stetzer, Ed. “The Emergent/Em
Page 437 and 438:
416 Torry, Malcolm. Managing God’
Page 439 and 440:
418 Weber, Max. The Theory of Socia
Page 441 and 442:
420 Wright, Johnson Kent. “‘A B
Page 443 and 444:
422 ding van leiders. 2 De term Eme
Page 445 and 446:
424 Hoofdstuk 3 vraagt aandacht voo
Page 447 and 448:
426 tijdgenoten, onder meer door af
Page 449 and 450:
428 met het zogeheten ‘organische
Page 451 and 452:
430 EMC bronnen te ondervragen. Dez
Page 453 and 454:
432 text van post-Christendom, word
Page 455 and 456:
434 e. missionair leiderschap en al
show all

dissertation

Create successful ePaper yourself

Delete template?

Save as template?