Theologische Ausbildungsstätten und ihr Beitrag zur Persönlichkeitsentwicklung ihrer Studierenden im Blick auf Mission: eine exemplarische Konzeptentwicklung am Beispiel des Theologischen Seminars der Liebenzeller Mission = Theological Seminaries and their contribution to the personality development of their students in respect to mission: an exemplary development of a concept for theTheological Seminary of the Liebenzell Mission

Abstract

Based on the "Cycle of mission praxis" developed by Karecki the present study develops a model for personality development for institutions of theological training. This model presents a conceptual framework which these institutions can use to develop a concept for the personality development of their students. The model serves as methodological basis for the development of character traits which qualify a prospective full-time Christian worker for his/her ministry in the kingdom of God. In a second step the model will be applied to the specific context of the Theological Seminary of the Liebenzell Mission (ThSLM). This requires a context-analysis which grapples with the societal developments during the last decades in Germany with a special emphasis on the developments in German evangelicalism. The analysis also deals with the ThSLM. And it focuses on the individual student with his/her development and potential. The theological reflection develops framework principles of a biblically oriented anthropology, points out the pastoral theological demands of potential employers, and relates these insights to Clinton's discoveries regarding leadership development. The next chapter deals with the theme of identification. The question of motivation is central for a concept like this. This applies also to the expectation with regard to the motivation and views of lecturers who teach in a school which is committed to a triadic view of education. These investigations lead to the development, definition and description of spiritual and social quality markers which are expected from future fulltime ministers in mission work and which are therefore part of the curriculum of the ThSLM. The development of the concept is rounded off by the explication of concrete steps for its implementation. These steps show how an institution can assist students in the development of these quality markers. The present study develops a model and applies this model by means of an example. The model answers to the call which repeatedly appears in missiological debates for a comprehensive, holistic development of spiritual leaders. The study points out which steps institutions for theological training can undertake to contribute to this goal in the early phase of ministry preparation.