TY  - BOOK
AU  - Romero, Alejandro Adolfo 
TI  - La Enseñanza para la Comprensión como Marcoconceptual para el Mejoramiento de la Calidadeducativa en las Instituciones de Educación Teológica Evangélica de América Latina
PY  - 2017///
CY  - Johannesburg,  South Africa
PB  - South African Theological Seminary 
KW  - Christian education
KW  - Theological Education
KW  - Latin America
N2  - On Teaching As a Conceptual Framework for Better Comprehension, to Improve the Quality of Education in the Evangelical Theological Institutions in Latin America The  primary  point  of  my  thesis  is  to  suggest  an  educational  model  entitled ―teaching for an easier comprehension, to be used as a framework to help improve the quality  of  education  of  Evangelical  Theological  Institutions  in  Latina  America.  The reason that motivated me to write on the subject has been the scarce propositions of alternatives available in theological education.  The teaching hardly occupies a place of influence  as  a  tool  which  could  positively  affect  the  whole  teaching  and  learning process  as  well  as  the  logic  of  institutions.  Likewise  I  questioned  the  tasks  and approach  of  theological  institutions  being  more  doctrinal  rather  than  analytical  and prudent. The aim of this very work is to indicate three main points as follows: Firstly; to implement a pedagogical project which may produce a radical change in every area of theological  teaching.  Secondly;  to  revolutionize  the  very  approach  of  teaching  itself. Thirdly; to acquire new tools whenever theology is carried out. This work is relevant to theology  and  pedagogy,  it  is  based  on  bibliographic  elements.  The  method  and  the investigation  I  carried  out  can  be  classified  and  framed  in  a  qualitative  logic,  and  the argument  has  a  complementary  hint.    That,  can  only  fit  into  a  frame  of  new  ideas  to accomplish a model of logic and consistent pedagogy. I have hereby used a comparing methodology  of  analysis  based  on  different  points  of  view  comparing  their  similarities and differences. The first step forward was taken by answering a question divided into four points;Point  One:―What characteristics do educational practise have in theological institutions  in  Latin  America?‖To  look  in  depth  into  that question,  I  have  reflected  on the  very  definition  of  pedagogy  itself,  taking  the  chance  to  apply  hermeneutics  to  the theology  and  pedagogy  aspects,  working  as  well  on  the  teaching  plan.  Point  Two:―What  is  the  framework  of  teaching  toward  comprehension For   a   better understanding  of  the  concept,  I  made  a  journey  into  the  history  of  the  proposition  of comprehension  and  its  foundation,  on  which  it  stands.  I  showed  different  ways  of tutoring, and the importance to achieve an effective learning process for the students.  Point  Three:―What  challenges  do  contemporary  theological  education  bring?‖To answer this question, I compared different authors that showed there are diverse ways of experiencing theology, pointing how God acts and the church behaves. Point Four:I tried  to  answer  this  question  (as  last  point).―What contribuition could the conceptual frame bring to teaching for abetter understanding of theological education?‖First of all, I  set  a  mind  map  of  the  teaching  frame  itself  for  the  sake  of  comprehension,  which raised another question: ―How could we implement the teaching for comprehension in theological education?‖As a result I made a specific proposition to be formalized in one theological institution. In  conclusion  I  affirm  that  it  is  indispensable  to  deeply  reflect  on  how  we comprehend  pedagogy  and  its  implications  in  teaching  as  whole.  Likewise  it  is essential to consider the models of hope and the Kingdom of God, so that it may renew theology  and  pedagogy.  I  also  realized  that  there  are  different  ways  to  experience theology   which   could   significantly   transform   the   semblance   of   an   institution. Hermeneutics  as  well  as  the  above  mentioned  is  an  important  tool  to  innovate pedagogical  and  theological  practise  in  the  academic  community.  Not  to  mention  the importance  of  the  role  of  curriculum  (as  teaching  plan),  in  an  academic  institution encouraging  the  teacher  to  be  more  creative,  innovative,  reflexive  and  prudent.  The contemporary  challenge  of  theological  education  would  contribute  to  our  way  of teaching,  therefore  the  ability  to  transform  reality.  Finally,  considering  all  the  above mentioned,  the  pedagogical  and  educational  model  like  the  conceptual  framework  of comprehension, would be of benefit to any academic institution
ER  -