It is both a pleasure and a privilege to introduce this volume of essays in honour of John and Bea Carter. I have known the Carters for about 30 years and have appreciated their gracious and forthright approach to both ministry and the Christian life. Friends and colleagues have contributed to this volume, with the underlying theme of Christian Education specifically in an intercultural environment. . . . The authors of these articles come from different streams within Pentecostalism, and from differing ethnic backgrounds. This is a fitting testimony to the influence that John and Bea have had in their ministry. . . . John's influence in the development of the Asia Pacific Theological Association, and in later years, in the World Association of Pentecostal Theological Educators, has been both visionary and significant in encouraging high academic standards in Pentecostal Education around the world. Bea's constant support, encouragement and hospitality has facilitated this ministry. A. Kay Fountain, Ph.D APTS Academic Dean (From the Introduction)

The growth of the church around the world has led to an increased need for qualified theological educators, both locally and from the global community. Yet teaching cross-culturally is fraught with overlooked challenges, and lack of cultural sensitivity can undermine educators’ credibility, distort their message, and threaten the fruit of their ministry. Teaching across Cultures is a deeply practical guidebook for teaching theology beyond one’s own cultural context. The first section of the book provides a rich theoretical framework for cross-cultural engagement, exploring the intersections of theology, anthropology, and pedagogy. It is followed by over thirty country-specific reflections as local contributors provide practical guidelines for living, teaching, and ministering within their contexts. The only resource of its kind, this book is straightforward and easy-to-use while providing a powerful reminder that transformative teaching has humility and careful listening at its core. It is a must-read for anyone embarking on the joyful journey of cross-cultural ministry.

This book is a series of essays in honor of John and Bea Carter--John Carter being one of the most influential educators in this generation of the world-wide Assemblies of God movement. This wide influence is reflected in the contributing authors, all of whom have extensive ministry experience in the Majority World. The articles themselves reflect great variety in approaches to theological education; historical, theological, pneumatological, missiological, psychological and philosophical, etc. All of these are important in cross-cultural theological education in the 21st century.

CONTRIBUTORS: E. Byron Anderson, K. K. Yeo, Margaret Eletta Guider, OSF, Lester Edwin J. Ruiz, Brent Waters, Namsoon Kang, Luis R. Rivera, and David Esterline. Theological education in the United States finds itself in untested circumstances today. Rapid social change is creating an increasing multicultural, multiracial, and multireligious context for leadership formation. At the same time, international enrollment, cross-border educational initiatives, student and faculty exchanges, and more are connecting US theological schools with a global community of Christian teaching and learning. How do US theological institutions "locate" themselves within this global ecology of theological formation so as to be both responsible participants and creative shapers within it? That is, how do they discern their proper place and role? It is questions like these that the contributors to this volume explore. Building on the decades-long discussion about the globalization of US theological education, this book argues that, in engaging such questions, US theological institutions have much to gain from a sustained conversation with the burgeoning literature on the internationalization of American higher education. This research offers theological institutions a trove of insights and cautionary tales as they seek to discern their rightful place and role in educating leaders in and for a global Christian church. CONTRIBUTORS: E. Byron Anderson, K. K. Yeo, Margaret Eletta Guider, OSF, Lester Edwin J. Ruiz, Brent Waters, Namsoon Kang, Luis R. Rivera, and David Esterline

There remains a considerable gap in discussion of Pentecostal theological education in and by the Majority World. This volume seeks to fill that gap and offer ways for such conversations to progress among educators and institutions globally. Theological education may be conceived in broad terms as inclusive of discipleship within the local church, for instance, yet the phrase is used in this volume regarding formal engagement within higher education that is specifically focused on theological development and discipleship within the academic disciplines. This volume takes up an initial foray into the narrow approach in seeking to address those persons, institutions and organizational bodies concerned with the graduate/post-graduate levels of theological education with the intent of a following volume more specific to the undergraduate (bachelor's and certificate) levels of higher education. The further intent is to include a third volume on non-formal theological education, which is critical for the continuance of the global Pentecostal/Charismatic revival. The collection of essays included in this volume represent a diverse authorship globally as seeking to address pertinent issues of Pentecostal theological education in the Majority World. The opening contributions by Gary Munson, Vee J. Doyle-Davidson, and Amos Yong offer introductory observations and underlying theological and socio-cultural underpinnings for better engaging Pentecostal theological education in the Majority World. Dave Johnson and Josfin Raj each carry the conversation into areas of advancing research engagement and maturation that may be imported, local or globalized, and make good use of the tools available in each context. The three chapters by Daniel Topf, Peter White, and Jeremiah Campbell provide histories and prospective futures in several Majority World contexts across regions of Africa and Latin America. A volume such as this would be remiss to not have a contribution speaking to the role of the Holy Spirit in theological education. Temesgan Kahsay provides just such an essay that seeks to consider ways in which the Spirit has and ought to be more directly engaged through the educational processes. The volume is rounded out by the chapter of Dean D. O'Keefe and Jacqueline N. Grey that provides some biblical theological reflections drawn from the exilic and post-exilic texts of the Old Testament as bases for reflecting upon Pentecostal practices in conversation with Scripture.

'Features of A Curriculum Design Manual for Theological Education: A Learning Outcomes Focus 'by LeRoy Ford - Fifteen complete descriptions for courses in various disciplines of theological education. All descriptions are in the learning outcomes format. - A complete set of goals and objectives upon which each chapter is based. These statements, when combined with the goals and objectives for the manual itself, constitute a complete description for a course in "Curriculum Design in Theological Education." - Guidelines for elaborating the essential elements of curriculum design: institutional purpose; program, division, and department purposes; scope; educational goals and objectives for learners; multiple contexts; methodology; and instructional and administrative models. - Four hundred learning outcomes at the level of meaningful performance. - An emphasis on making spiritual formation part of every course in the curriculum plan. - Three essentials for the learning outcomes approach: a statement of goals and objectives, use of appropriate methods and activities, and development and use of appropriate testing and evaluation procedures. - An emphasis on the multiple contexts which constitute an element of curriculum design. - Twenty questions which designers must confront in considering the role of affective goals and objectives in curriculum design in theological education. - Appropriate reader response opportunities. - The essentials of a core curriculum. -Glossary of terms used in curriculum design.

The book presents a theological basis for theological education based on the Great Commission (Matt 28:18–20) within the context of Asia. The first part of the book asserts that theological education that is sound and biblical fulfills the purpose of the Great Commission by making disciples of all nations. The second part of the book considers the key text on discipleship in Matthew 16:24, emphasizing that suffering is an essential aspect of following Jesus. Discipleship and a theology of suffering must feature prominently in theological education. These crucial aspects of the Christian life are often missing in the teaching of pastors and churches today. Therefore, there is an urgent need in theological education to highlight and to remedy these deficiencies. The book also contains three appendices that are valuable for theological educators: a set of graduate attributes for theological students, a code of professional ethics for ministers, and a statement on spiritual abuse. The book provides invaluable reading for theological educators, church leaders, elders, pastors, and teachers.