The Life Long Learner:
"The habits of thoughtful reading, careful research, dialogue that is more than just talk, writing, critical thinking and analysis, reflective practice, conceptual reasoning, spiritual reflection, the ability to ground knowledge in a disciplined theory base, the ability to access and use resources, communication, social interaction, justice and reconciliation, and so on, are the habits of a lifetime."
She continues...
"Embracing lifelong learning as normative for theological education is actually consistent with the deepest values and commitments of Christian faith. Many academic habits and artifacts were, for the most part, created by the forces of institutionalization, rationalism, and professionalism and not the values of Christ and the gospel. Conventional curricula, educational forms, assessment processes, and credentialing are largely inadequate to serve the mission of the church in the world. If Christians, committed to what Nietzsche described as the 'long obedience in the same direction' embraced the life of a disciple with its attendant obligation of a life of learning, all our educational enterprises would be transformed. At present, the development of skill and attitudes necessary for lifelong learning is not a priority in conventional theological education. Wisdom is not cultivated easily in a few semesters. Understanding does not mature in a short burst of formal education. Theological education can no longer simply be a course of studies in a seminary. The future of theological education is found in a commitment to life long learning for the whole people of God."
Linda Cannell, Opportunities for 21st Century Theological Education
"The habits of thoughtful reading, careful research, dialogue that is more than just talk, writing, critical thinking and analysis, reflective practice, conceptual reasoning, spiritual reflection, the ability to ground knowledge in a disciplined theory base, the ability to access and use resources, communication, social interaction, justice and reconciliation, and so on, are the habits of a lifetime."
She continues...
"Embracing lifelong learning as normative for theological education is actually consistent with the deepest values and commitments of Christian faith. Many academic habits and artifacts were, for the most part, created by the forces of institutionalization, rationalism, and professionalism and not the values of Christ and the gospel. Conventional curricula, educational forms, assessment processes, and credentialing are largely inadequate to serve the mission of the church in the world. If Christians, committed to what Nietzsche described as the 'long obedience in the same direction' embraced the life of a disciple with its attendant obligation of a life of learning, all our educational enterprises would be transformed. At present, the development of skill and attitudes necessary for lifelong learning is not a priority in conventional theological education. Wisdom is not cultivated easily in a few semesters. Understanding does not mature in a short burst of formal education. Theological education can no longer simply be a course of studies in a seminary. The future of theological education is found in a commitment to life long learning for the whole people of God."
Linda Cannell, Opportunities for 21st Century Theological Education