Thriving Seminaries Admit What They Don't Know

November 10, 2011 by David Lose

Continued from Page 1

Seminaries—not just guardians but active transmitters of the heritage and traditions of the performative age—understandably hesitate to abandon tried and true practices, particularly when none of us yet knows what practices will serve best in today's world, let alone tomorrow's. But if we are willing to reconsider what we thought we knew, we will discover that there are all kinds of faithful Christians—from missional and emergent church developers to entrepreneurial educators and business leaders—eager both to share what they are learning about our changing context and to enter into conversation about how new practices and insights interact with historic ones. But before seminary educators can enter into these potentially generative and life-giving exchanges, we need not only to honor what we know but also be willing to admit what we don't. For it's at the edges of our knowledge, the places where we recognize and embrace what we don't yet know, that the potential for salutary learning and growth is greatest.

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