Abstract
This study offers an account of the origins and evolution of the D.Min. programme, with particular reference to the Toronto School of Theology and the influence of contemporary biblical hermeneutics. Inductive and deductive methods of learning are considered, leading to a discussion of a community model of learning. Theological education is also seen to require an integration of theory and practice. Attention is drawn to the nature of the student in advanced ministry studies today, and differences from the past. Finally, the requirements of teaching in such programmes are considered, with particular emphasis on the need for imagination, vulnerability and courage.
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