Sexy Syllabi and Theological Education?

This popped up in my Facebook feed the other day and reminded me that while we have spent a lot of time, money and resources on course structures, content, delivery and evaluation, and even what should be in a course outline or syllabus, the actual document is just plain (boring). It doesn’t really engage students the way we’d like them to do with the rest of the course.

See Extreme Makeover, Syllabus Edition « Tona Hangen for one attempt to address this.

This is something on my mind at the moment as I’ve been thinking a lot about theological education (and higher education in general) in the NZ setting. Piled up beside my bed and on my desk at the moment are the following books, each of which gives a view into theological education in various contexts:

“Revitalizing Practice” (Malcolm L. Warford, Mary E. Hess, Timothy C. Tennant, Joseph A. Bessler, Peter T. Cha)

“Uncovering Theology: the Depth, Reach and Utility of Australian Theological Education” (Charles Sherlock)

“Future of Christian Learning, The: An Evangelical and Catholic Dialogue” (Mark A. Noll, James Turner)

“English for Theology: A Resource for Teachers and Students (Dominican Series)” (Gabrielle Kelly)

“Transforming Theology: Student Experience and Transformative Learning in Undergraduate Theological Education” (Les Ball)

“Finding God at Harvard: Spiritual Journeys of Thinking Christians” (IVP Books)

“Quality Research Papers: For Students of Religion and Theology” (Nancy Jean Vyhmeister)

“Engaging Technology in Theological Education: All That We Can’t Leave Behind (Communication, Culture, and Religion)” (Mary E. Hess)

“A Genuinely Educated Ministry” : Three Studies on Theological Education in the Uniting Church of Australia (Andrew Dutney)

Any other suggestions