REVISITING DOCTRINAL TEACHINGS THROUGH DIGITAL PLATFORMS

CHAPTER ONE
INTRODUCTION

1.1 Background of the Study

In recent decades, digital platforms have significantly transformed how religious teachings and theological discourses are disseminated and engaged with by diverse audiences. The rise of online sermons, podcasts, social media, and digital publications offers new avenues for theological reflection, critique, and education beyond traditional church settings (Gulo & Tapilaha, 2024). In this context, theologians and religious advocates have embraced digital media to revisit, reinterpret, and sometimes challenge established doctrinal teachings. Abel Damina, a prominent Nigerian pastor and theologian, is notable for his innovative use of digital platforms to communicate theology to a broader audience, especially among younger generations who consume religious content primarily online.

Damina’s ministry exemplifies the intersection of modern technology and theology, leveraging platforms such as YouTube, Instagram, and online seminars to articulate Christian doctrines in ways that resonate with contemporary believers (Lee & Givens, 2012). His approach reflects an emerging trend in modern theology that emphasizes accessibility, critical engagement, and adaptability to changing cultural contexts (McGrath, 2011). As traditional religious institutions face challenges in retaining congregants amid secularization and changing social norms, digital theology offers a complementary or alternative route for doctrinal instruction and spiritual formation (Lunn, 2009).

Moreover, the digital medium allows for a more dialogical form of theology, where believers actively participate in questioning, debating, and reshaping theological understandings (Braunstein, 2012). This dynamic is critical in the African context, where Christian doctrines historically intertwined with colonial legacies and diverse indigenous beliefs (Doyah, 2024). Abel Damina’s digital presence offers an opportunity to revisit doctrines critically and adapt them to contemporary Nigerian realities, thereby promoting theological clarity and renewed spiritual vitality (Vondey, 2010).

However, this shift also raises questions about the authenticity, authority, and theological soundness of teachings delivered online, given the relative democratization of religious voices and the absence of traditional ecclesiastical gatekeeping (Aden, 2013). This study explores how Abel Damina’s use of digital platforms influences the reception, reinterpretation, and impact of doctrinal teachings, providing insight into the evolving landscape of modern theology.

1.2 Statement of the Problem

Traditional modes of doctrinal instruction through sermons, catechism classes, and printed theological materials face declining engagement in many Christian communities, especially among younger demographics. Concurrently, digital platforms have become primary channels for religious education, yet little is known about how effectively these platforms convey complex doctrinal teachings. Abel Damina’s widespread digital ministry serves as a case study for this phenomenon, but there remains a gap in scholarly understanding of how his teachings reshape theological perspectives and practices.

Concerns also arise regarding the potential fragmentation of doctrine due to varying interpretations proliferated online, which may lead to confusion or dilution of core Christian beliefs (Lindbeck, 2009). Furthermore, questions linger about the credibility and influence of digital theological advocacy in comparison to traditional church authorities. The problem this study addresses is the need to critically assess the role and impact of digital platforms, through the example of Abel Damina, in revisiting doctrinal teachings and shaping modern theological discourse.

1.3 Objectives of the Study

1. To examine how Abel Damina utilizes digital platforms to communicate and reinterpret Christian doctrines.

2. To assess the impact of Abel Damina’s digital teachings on public understanding and acceptance of doctrinal changes.

3. To evaluate the challenges and opportunities presented by digital theology in maintaining doctrinal integrity.

 

1.4 Research Questions

1. How does Abel Damina employ digital platforms to revisit and communicate Christian doctrines?

2. What is the public perception of Abel Damina’s doctrinal teachings delivered through digital media?

3. What are the theological implications of disseminating doctrine via digital platforms?

 

1.5 Significance of the Study

This study contributes to the growing scholarship on digital theology and religious communication by providing an in-depth analysis of a significant contemporary figure in Nigerian Christianity. Understanding Abel Damina’s role in modern theology helps religious leaders, theologians, and digital content creators appreciate the potentials and pitfalls of digital platforms for doctrinal instruction. The findings will aid churches and religious organizations in strategizing effective theology dissemination in the digital age, ensuring doctrinal clarity while embracing technological innovation.

 

1.6 Scope and Delimitations

The study focuses specifically on Abel Damina’s digital ministry, analyzing his use of social media and online sermons from 2015 to 2024. It is delimited to doctrinal teachings within Christian theology and does not cover broader aspects of his ministry such as social services or political engagement. The research concentrates on Nigerian Christian audiences and may not fully represent global perceptions.

 

1.7 Definition of Terms

Doctrine: Official teachings or beliefs held by a religious organization.

Digital Theology: The study and practice of theology using digital media and platforms.

Doctrinal Teachings: Instruction on fundamental beliefs within a religion.

Digital Platforms: Online media channels such as social networks, video streaming services, and websites used for communication.

 

List of references used
Aden, R. (2013). Religion today: A critical thinking approach to religious studies. Rowman & Littlefield.
Braunstein, R. (2012). Storytelling in liberal religious advocacy. Journal for the Scientific Study of Religion, 51(1), 110-127.
Doyah, C. T. (2024). Achieving Unity amidst Diversity in Christian Doctrines Beliefs and Practices: An In-Depth Analysis. NIU Journal of Humanities, 9(1), 93-105.
Gulo, R. P., & Tapilaha, S. R. (2024). Reforming Christian Religious Education: Integrating Spirituality and Critical Reasoning in the Digital Era. Didaché: Journal of Christian Education, 5(2), 105-123.
Lee, H., & Givens, R. (2012). Critical consciousness and the Christian conscience: Making the necessary connections between faith-based learning and critical pedagogy. Journal of Research on Christian Education, 21(3), 195-210.
Lindbeck, G. A. (2009). The nature of doctrine: Religion and theology in a postliberal age. Westminster John Knox Press.
Lunn, J. (2009). The role of religion, spirituality and faith in development: A critical theory approach. Third World Quarterly, 30(5), 937-951.
McGrath, A. E. (2011). Christian theology: An introduction. John Wiley & Sons.
Vondey, W. (2010). Beyond Pentecostalism: The crisis of global Christianity and the renewal of the theological agenda (Vol. 3). Wm. B. Eerdmans Publishing.