REFORMING THEOLOGICAL EDUCATION IN AFRICA (A CASE OF ABEL DAMINA’S APPROACH TO BIBLICAL INTERPRETATION)

REFORMING THEOLOGICAL EDUCATION IN AFRICA (A CASE OF ABEL DAMINA’S APPROACH TO BIBLICAL INTERPRETATION)

 

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Theological education in many African institutions has traditionally emphasized rote learning of doctrinal positions and confessional catechisms, often with limited engagement in critical exegesis or contextual hermeneutics. Abel Damina’s ministerial training programs, by contrast, prioritize interactive Bible study, original-language analysis, and application to contemporary sociocultural issues (Clair, 2018). His seminars encourage students to wrestle with textual ambiguities and historical contexts, fostering interpretive agility rather than passive transmission of inherited dogma.

 

Such pedagogical innovations align with global trends in theological education that advocate for praxis-oriented learning—where students engage scripture, tradition, and lived experience in a cyclical dialogue (Juergensmeyer, 2017). In the Nigerian context, where seminaries often lack resources for in-depth language study or intercultural exchange, Damina’s model—leveraging digital tools, small-group mentorship, and case-study methodologies—offers a template for reform. Psychologically, empowering learners to engage scripture critically has been shown to increase theological confidence and reduce intellectual anxiety when confronting difficult passages (Arango et al., 2018).

 

1.2 Statement of the Problem

Despite the recognized need for pedagogical reform, many African theological colleges remain anchored in curricula that insufficiently address contextual challenges or methodological diversity. There is a paucity of research on how Damina’s interpretive approach impacts learners’ exegetical skills, ministerial effectiveness, and capacity for cultural engagement. Without empirical evaluation, educators cannot discern which elements of his model can be scaled or adapted across varied institutional settings.

 

1.3 Objectives of the Study

To delineate the core components of Abel Damina’s biblical-interpretation pedagogy.

 

To assess its effects on students’ exegetical competence, critical-thinking abilities, and ministerial confidence.

 

To develop recommendations for integrating these pedagogical principles into African seminary curricula.

 

1.4 Research Questions

What teaching methods and resources characterize Damina’s approach to Bible interpretation?

 

How do students trained under this model describe changes in their interpretive skills and ministerial preparedness?

 

Which aspects of Damina’s pedagogy are most adaptable to resource-constrained theological institutions?

 

1.5 Significance of the Study

Seminary Educators & Administrators: Will gain evidence-based strategies to enhance curricular relevance and pedagogical effectiveness.

 

Theological Students: Benefit from learning models that cultivate critical engagement and contextual awareness.

 

Funding Bodies & Accreditation Agencies: Data will guide investment and accreditation standards that promote interpretive excellence and cultural contextualization.

 

1.6 Scope and Limitation of the Study

Scope: Focuses on participants in Abel Damina’s online and in-person Bible-training cohorts from 2022–2024.

 

Limitations:

 

Self-Selection Bias: Attendees of Damina’s programs may already possess higher motivation or resources.

 

Institutional Diversity: Variations in seminary contexts (urban vs. rural, denominational affiliation) may affect transferability of findings.

 

1.7 Definition of Terms

Praxis-Oriented Learning: Educational approach combining theory, reflection, and practice in a cyclical process (Juergensmeyer, 2017).

 

Exegesis: Critical interpretation of biblical texts, especially through linguistic and historical analysis.

 

Hermeneutics: The theory and methodology of text interpretation, particularly scripture.

 

Contextualization: Adapting theological content to the cultural, social, and historical realities of learners.

 

Theological Confidence: Learners’ assuredness in their ability to interpret and apply scripture faithfully (Arango et al., 2018).

 

List of References

Arango, C., Díaz-Caneja, C. M., McGorry, P. D., Rapoport, J., Sommer, I. E., Vorstman, J. A., … Carpenter, W. (2018). Preventive strategies for mental health. The Lancet Psychiatry, 5(7), 591–604.

 

Clair, M. (2018). Stigma. Core concepts in sociology, 318–321.

 

Juergensmeyer, M. (2017). Terror in the mind of God: The global rise of religious violence (Vol. 13). University of California Press.