Transforming Missiology

With this book Fohle Lygunda has successfully responded to the global cry that all theological education and especially Missiology should equip leaders to equip church members to be missional churches. Transforming Missiology will help seminaries, theological schools and Bible schools to offer missiological education that will contribute to the Church becoming the hands and the feet and the compassionate heart of Jesus Christ.

Fika J. van Rensburg, ThD
Professor of New Testament,
former Dean of Faculty of Theology,
Presently Rector of the Potchefstroom Campus,
North-West University, South Africa

In colonial times missiology was created and established by Europeans and Americans. In postcolonial times Asians and Africans contributed to this academic discipline as well. His study is balanced because it fruitfully combines new African insights with a thorough recognition of the European and American scholarly tradition.

Jan A. B. Jongeneel, PhD
Author and Professor emeritus of Missiology,
Utrecht University

Fohle Lygunda’s alternative approach to missiological education deserves careful reading by mission administrators and theological educators everywhere. This is not the work of a mere theorist. This is the work of a well-informed, deeply committed, and experienced practitioner/educator whose familiarity with both the theory and practice of mission makes credible this innovative model of missiological education.

Jonathan Bonk
Author, Editor, and Director emeritus,
Overseas Ministries Study Center

The vibrant churches of majority world hold great hope for the future vitality of the global Christian movement. Speaking from the challenging but vibrant context of Congo, Fohle’s Transforming Missiology is a timely call to see God’s mission as the defining hub for programs of theological education. Both the theory and practical advice given here hold genuine potential to see the church transformed by the divine call and agents of missional transformation in a needy world.

Perry Shaw, EdD
Author and Professor of Education,
Arab Baptist Theological Seminary

In Transforming Missiology, Fohle has provided a valuable, well-documented resource for envisioning a complete missiological program in academic settings. Most helpful is his recognition that missiology as a discipline cannot be isolated from the rest of theological education nor from the goal of helping the local church fulfill its local and global mission.

Judith L. Hill, PhD
Missionary with SIM in Africa
Professor of New Testament,
Faculté de Théologie Evangélique de Bangui

I wholeheartedly endorse this important book, Transforming Missiology by Fohle Lygunda. It is both scholarly in nature and applicable to the desperate situation for the church in Africa to help fulfill the Great Commission of Jesus Christ. This book will transform readers’ perspective as to spearhead change and expand God's Kingdom throughout the world.

Michael Wicker, PhD
Director of Education and Communication,
International Leadership Foundation
Professor of Educational Leadership,
International Leadership Universities

Transforming Missiology is a thorough endeavor, a genuine call to always assess and adjust our missiological education to the purpose of God’s mission in the world. The church leadership will also be transformed in the process for a greater openness and broaden the horizons of ecumenism.

Symphorien Ntibagirirwa
Senior Lecturer of Leadership Ethics and Social Responsibility
Director, Institute of Development and Economic Ethics,
Rwanda

I have had the immense privilege of knowing Fohle Lygunda first as my student in Congo and now as a colleague in missions. Born of his own experience and praxis, he applies a vibrant personal insight and a rather intense understanding of missiology to the Congolese context, but applicable to other contexts as well. Not to be missed!

Bradley N. Hill
Senior Pastor of Selah Covenant Church
Former educational missionary in the DR Congo,
Adjunct Faculty at Fuller Theological Seminary NW and at North Park Seminary

In Transforming Missiology, Dr Lygunda calls for the expansion of missiological education to help Congolese Christians become mission-sending rather than mission-receiving churches. His perspective will be welcomed by all who care about mission education in Africa today.

Dana L. Robert, PhD
Truman Collins Professor of World Christianity and History of Mission
Boston University School of Theology

I followed Fohle Lygunda’s first steps in academic mission studies in Bangui and it is now a great pleasure to commend his Transforming Missiology. In the new context of the Missio Dei paradigm, the shift of gravity in the worldwide Church and the contextualisation of theological education, Fohle’s work will surely contribute to a transformed and transforming missiology in Africa and elsewhere.

Göran Janzon, PhD
Former missionary in Central Africa,
Lecturer in Mission studies, Orebro School of Theology,
Visiting professor of Missiology, Faculté de Théologie
Evangélique de Bangui

While Fohle details meticulously the integration of missiological education at the bachelor’s, master’s, and doctoral levels of tertiary education, he never loses sight of the goal that it must “lead to the practice of God’s glocal mission.” I pray this volume will contribute mightily to a nascent but growing passion for missiology in Francophone Africa – a vibrant missiology that not only stimulates missional engagement in the central Africa region but also informs missional praxis globally.

Richard L. Starcher, PhD
Professor of Intercultural Education & Missiology,
Cook School of Intercultural Studies, Biola University
Editor-in-Chief of Missiology: An International Review

Impressive! This book is primarily an African response to Northern missiology, rather than an African missiology in dialogue with African theologians who hold different positions. This is not a negative judgement, since the dialogue that is pursued is an important dimension of our task as African missiologists.

J. N. J. Kritzinger, ThD
Professor Emeritus of Missiology, University of South Africa (UNISA)

In its comprehensive grand design, this fascinating book demonstrates how “transforming” missiology is clarified and articulated. This book is a longawaited and amazing work for those seeking to be engaged in God’s mission and missiological education.

Masanori Kurasawa
Executive Director, Faith and Culture Center
Former President, Tokyo Christian Univeristy

1. List of Tables
2. List of Figures
3. Foreword
4. Preface
5. Abbreviations
6. PART I: THE SIGNIFICANCE OF THE RESEARCH IN MISSIOLOGY AND MISSIOLOGICAL EDUCATION TODAY
7. Chapter 1
1. The Need for a Research on Missiological Education
1. 1.1 Background: Motivation and Context
2. 1.2 Problem Statement and Substantiation
3. 1.3 Research Questions
4. 1.4 Aim and Objectives
5. 1.5 Central Theoretical Statement
6. 1.6 Methodology
1. 1.6.1 Literature Analysis
2. 1.6.2 Empirical Investigation
7. 1.7 Concepts Clarification
1. 1.7.1 Transformation
2. 1.7.2 Missionary-Sending Country
3. 1.7.3 Missiology
4. 1.7.4 Missiological Education
5. 1.7.5 Educational Approach
6. 1.7.6 Missio Dei
7. 1.7.7 Theology of Mission
8. 1.8 Organizational structure of the study
8. PART II: EXPLORING LITERATURE ON MISSIOLOGY AND MISSIOLOGICAL EDUCATION
9. Chapter 2
1. Trends in Missiology as a Scientific Reflection on Christian Mission
1. 2.1 Introduction
2. 2.2 Exploring Variant Trends in Missiological Literature
1. 2.2.1 Towards a comprehensive understanding of missiology
2. 2.2.2 Missiology as threefold scientific reflection on mission
3. 2.3 Emerging Trends in Missiology from Nineteenth to Twenty-first Centuries
1. 2.3.1 Working time-frame
2. 2.3.2 Craig Van Gelder’s framework
4. 2.4 Missiology as a Threefold Scientific Reflection during the Period 1811-1910
1. 2.4.1 General context
2. 2.4.2 Theory and practice of mission: A missiology for foreign missions
3. 2.4.3 Study and teaching of mission: Preparing people for foreign missions
5. 2.5 Missiology as a Threefold Scientific Reflection during the Period 1910-1950
1. 2.5.1 General context
2. 2.5.2 Theory and practice of mission: A missiology of foreign missions
3. 2.5.3 Study and teaching of mission: Preparing people for foreign missions
6. 2.6 Missiology as a Threefold Scientific Reflection during the Period 1950-1975
1. 2.6.1 General context
2. 2.6.2 Theory and practice of mission: A missiology of mission versus missions
3. 2.6.3 Study and teaching of mission: Preparing people for missions in context
7. 2.7 Missiology as a Threefold Scientific Reflection during the Period 1975-1995
1. 2.7.1 General context
2. 2.7.2 Theory and practice of mission: A missiology for convergence and divergence
3. 2.7.3 Study and teaching of mission: Preparing people for mission in context
8. 2.8 Missiology as a Threefold Scientific Reflection during the Period 1995 to Present
1. 2.8.1 General context
2. 2.8.2 Theory and practice of mission: A missiology for missional ecclesiology
3. 2.8.3 Study and teaching of mission: Preparing people for mission in context
9. 2.9 Some Significant Conclusions
1. 2.9.1 Mission and missiology: Beyond mere practical perspective
2. 2.9.2 Mission: Its purpose, methods and locus
3. 2.9.3 Ecumenical and evangelical divergences
4. 2.9.4 Missiological education as the missing link
10. Chapter 3
1. Conceptual and Philosophical Considerations in Missiological Education
1. 3.1 Introduction
2. 3.2 The Concept of Missiological Education
1. 3.2.1 Understanding missiological education
2. 3.2.2 Missiological education in theological curriculum
3. 3.3 Contemporary Models of Missiology in Theological Education
1. 3.3.1 Mission studies
2. 3.3.2 Ecumenism, mission and religious studies
3. 3.3.3 School of world missions
4. 3.3.4 Intercultural studies
5. 3.3.5 World Christianity and mission
6. 3.3.6 Missiology
7. 3.3.7 Synthesis
4. 3.4 Missiological Education in the Light of Typologies of Theological Education
1. 3.4.1 From Athens typology to Antioch model
2. 3.4.2 Another face of theological education in the African context
5. 3.5 Missiological Education in the Light of Philosophies of Education
1. 3.5.1 Learning theories of adult education
2. 3.5.2 Threefold mandate of higher education
3. 3.5.3 The transformative purpose of higher education
4. 3.5.4 The Bolognization of educational system
1. 3.5.4.1 Outcome-based education
2. 3.5.4.2 Problem-based education
3. 3.5.4.3 From subject-oriented courses to content-oriented modules
4. 3.5.4.4 From teacher-centered to learner-centered apprenticeship
5. 3.5.4.5 Field education
6. 3.6 Some Concluding Considerations
1. 3.6.1 Missiology in the context of theological education
2. 3.6.2 Missiology in the context of higher education
11. PART III: MISSIOLOGY AND MISSIOLOGICAL EDUCATION IN THE DR CONGO
12. Chapter 4
1. Mapping the Historical Roots of the Protestant Missiology and Missiological Education in the DR Congo
1. 4.1 Introduction
2. 4.2 Important Terminologies
3. 4.3 Discussion about Frameworks to Understand the Missionary Work
1. 4.3.1 An analysis of existing frameworks by McGavran, Riddle, Johnson and Fieldler
2. 4.3.2 Towards a new framework to understand missionary work in the DRC
3. 4.3.3 Timeframe referring to missions and global mission trends
4. 4.4 Protestant Missions, Mission and Missiological Education in the DRC from 1878 to 1970
1. 4.4.1 From one mission to several missions: Revisiting their history
2. 4.4.2 The significance of the Congo Missions News
3. 4.4.3 The significance of the International Review of Mission(s)
4. 4.4.4 Educational background of missionaries
5. 4.5 Some Roots of Missiology and Missiological Education in the DRC
1. 4.5.1 Protestant missiology in the DRC: Theory and practice of mission
2. 4.5.2 Protestant missiology in the DRC: Training for mission
6. 4.6 Protestant Church, Mission and Missiological Education in the DRC from 1970 to Present
1. 4.6.1 Understanding the legacy of Protestant missions in the DRC
2. 4.6.2 From several churches to one church: Revisiting our history
7. 4.7 Concluding Remarks
1. 4.7.1 Problems to expect in reconstructing the historical facts and events
1. 4.7.1.1 The problem related to the reliability of the source of information
2. 4.7.1.2 The problem related to the availability of the source of information
3. 4.7.1.3 The problem related to the interpretation of the information
4. 4.7.1.4 The problem related to a plurality of Western missions and local communautés
2. 4.7.2 Profound root causes of the current status of missiology
1. 4.7.2.1 Historical legacies
2. 4.7.2.2 Theological convictions
3. 4.7.2.3 Educational realities
4. 4.7.2.4 Ecclesiastical structures
5. 4.7.2.5 Economic and political factors
13. Chapter 5
1. Missiology in Theological Education in the DR Congo Empirical Investigation and Findings
1. 5.1 Introduction
2. 5.2 Research Design
1. 5.2.1 The nature of this research
2. 5.2.2 Understanding descriptive research applied to this study
3. 5.2.3 The choice of case study
4. 5.2.4 Research questions
5. 5.2.5 Research instruments
1. 5.2.5.1 Participant observation
2. 5.2.5.2 Documentary research
3. 5.2.5.3 Questionnaire
4. 5.2.5.4 Some informal interviews and focus groups
6. 5.2.6 Population
1. 5.2.6.1 Target population
2. 5.2.6.2 Accessible population
7. 5.2.7 Variables
8. 5.2.8 Validity and accuracy
3. 5.3 Data Analysis
4. 5.4 Ethical Considerations
5. 5.5 Findings Presentation and Interpretation
1. 5.5.1 Paradigms of theology of mission
2. 5.5.2 Theological education and missio Dei
3. 5.5.3 Educational and conceptual frameworks
4. 5.5.4 Missiological education and research
5. 5.5.5 Summary of the findings
14. PART IV: AN ALTERNATIVE APPROACH TO MISSIOLOGY AND MISSIOLOGICAL EDUCATION
15. Chapter 6
16. Towards a Transforming Missiology for a Fruitful Missiological Education
1. 6.1 Introduction
2. 6.2 Need for a Transforming Missiology
1. 6.2.1 The need for a well-structured missiological program
2. 6.2.2 The need for a transforming missiology
3. 6.3 Attributes of Missiology
1. 6.3.1 Missiology as a scientific and an applied discipline
2. 6.3.2 Missiology as an interdisciplinary discipline
3. 6.3.3 Missiology as an intentional discipline
4. 6.3.4 Missiology as a discipline of God’s glocal and holistic mission
4. 6.4 The Tripartite Concern of Missiology
1. 6.4.1 Concern for a transforming mission theory
1. 6.4.1.1 The inspiration and authority of the Scripture
2. 6.4.1.2 The nature and destiny of human-being
3. 6.4.1.3 The nature and task of the church
2. 6.4.2 Concern for a transforming mission education
1. 6.4.2.1 Missiology: A dependent or an independent degrees-granted discipline
2. 6.4.2.2 Missiology through a department within the faculty of theology
3. 6.4.2.3 Missiology through a faculty with some specific departments
4. 6.4.2.4 Missiology through a research center
5. 6.4.2.5 The essence of a productive missiological higher education
3. 6.4.3 Concern for a transforming mission practice
5. 6.5 A model of missiological higher education study program
1. 6.5.1 Conditions for a transforming missiological education
2. 6.5.2 A three-level study program: Undergraduate, graduate and postgraduate
1. 6.5.2.1 Undergraduate program: Bachelor of Theology in Missiology
2. 6.5.2.2 Graduate program: Master of Theology in Missiology
3. 6.5.2.3 Post-graduate program: Doctor of Theology (or PhD) in Missiology
3. 6.5.3 Evaluating missiological education
4. 6.5.4 Need for applied research projects in missiology
5. 6.5.5 Serving meaningfully the community
6. 6.6 Summary
17. Chapter 7
1. Conclusions, Implications and Recommendations
1. 7.1 Introduction
2. 7.2 Conclusions
3. 7.3 Implications
4. 7.4 Recommendations for future research
18. Bibliography
19. Appendix
20. Person Index
21. Subject Index
22. Scripture Reference Index