Eastell, John Kevin.; (1992) The continuing religious education of the clergy within the Church of England with specific reference to the Diocese of London. Doctoral thesis , Institute of Education, University of London.

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Abstract

The basic questions addressed by the thesis are concerned with the nature of the ordained ministry of the Church of England as it approaches the twenty first century and what educational provisions are required to prepare and sustain that ministry. Following an introduction, which outlines in detail the methodology of the thesis and the specific terms of reference for the study, the various strands which suggest the constants of ministerial being and function are traced from the New Testament evidence through Church History. The exploration identifies the influences which shaped the ordained ministry and provided it with variable roles and identity within its changing historical context. The specific terms of its being and the functions of oversight, pastoralia and teaching were retained as traditional constants within ministerial formation. The New Testament evidence gives attention to the relationship between discipleship and the Rabbinical teaching tradition as the basis for Apostolic ministry. The emerging structure of ministerial forms is identified by comparing the earliest with the latest of the New Testament documents. The investigation into Church History isolates three periods which are considered to be germane to the study. The first is the rise of Christianity within the multi-racial, cultural and religious Roman world. The second period looks at the medieval Church in England and how it educationally managed its resources in terms of its personnel and parochial provision. Thirdly, the study looks at the Victorian Church as an example of how ministerial change was organised and as the Church which left the present Church of England its immediate legacy. The thesis then examines the current provision of theological preparation for the ordained ministry which is offered in the residential theological colleges and non-residential training courses. A critique of this provision is offered along with an analysis of the educational features which can be found within it. The investigation continues with an examination of post-ordination training and continuing ministerial education. In the concluding chapter, a summary is provided about the main findings of the thesis and the principles of educational reform are identified. This leads to the construction of a new pattern of educational training for and within ministry based upon a continuum principle and one that is related closely to the changing parochial context.

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