M.Th. Missiology · Source-based learning

Miss 1: Methodological Issues in Missiology

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Area A · Methodology · Miss 1

Methodological Issues in Missiology

M.Th. Missiology · Source syllabus with original formative learning enrichment

Course description

A Study of the concepts of missiology, its place in theological discipline in historical perspective, and the basic differing approaches to missiology. It is a study of missiography.

Course objectives

The purpose of the course is to help better understand what Christian mission really is by means of acquainting students with the various writings on the theology/theory, principles and meaning of mission. The course aims to define the proper place missiology should occupy in theological studies as a whole, to identify various theological approaches to missiology, and to help students to arrive at their own definitions of mission and missiology.

Source methods and requirements

Reproduced source instructions, not newly scheduled LMS deadlines or extra formative assessments.

Method of Teaching
Combination of lectures and seminars which consists of paper presentations, critical responses and group discussions.

Original AGBS learning enrichment

Think beyond the outline.

These new exercises are formative suggestions, not changes to your official syllabus, deadlines or assessment weights. Your faculty decides which activities to use in class.

Your study record

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Use fictional or anonymised ministry cases. Do not enter another person’s counselling, medical or private family details.

My unit checklist

0 of 1 sections marked studied by you. This is self-reported learning progress.

Reflect

Pause and make a connection.

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Create and collaborate

Convene a missiological methods laboratory

Compare two approaches named in the source. Build an annotated argument map, distinguish a biblical interpretation from a contextual inference and invite a peer to challenge your assumptions. Revise a bounded research question and record what remains unresolved.

  1. 1. Prepare
    Read the relevant source unit and record your evidence.
  2. 2. Make
    Create a draft, diagram, dialogue or teaching resource.
  3. 3. Revisit
    Invite peer feedback in class; revise and explain what changed.

Check your understanding

Which methodological distinction is explicitly in this outline?

Practice only. No marks are posted to the gradebook.