THE NEED FOR CONTEMPORARY THEOLOGICAL REFORMS: A CASE STUDY OF ABEL DAMINA’S TEACHINGS

THE NEED FOR CONTEMPORARY THEOLOGICAL REFORMS: A CASE STUDY OF ABEL DAMINA’S TEACHINGS

 

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Theological education in Nigeria has often been critiqued for its reliance on inherited catechetical methods and insufficient engagement with evolving cultural, social, and intellectual challenges. Abel Damina’s ministry offers a compelling case study in contemporary reform: through his PowerCity International Church training programs, he integrates critical hermeneutics, digital pedagogy, and contextual ethics to reshape how scripture is taught and applied (Clair, 2018). Damina’s approach attends to pressing issues—gender justice, mental‐health stigma, socioeconomic inequities—by reading biblical texts through lenses attuned to 21st-century realities (Juergensmeyer, 2017).

 

Such reforms resonate with global movements in theological education that advocate for “glocal” curricula—rooted in local contexts yet conversant with international scholarship. Damina’s model emphasizes small‐group dialogue, ministry practicums in urban slums, and interdisciplinary seminars that bring psychology, sociology, and economics into conversation with biblical studies (Arango et al., 2018). By fostering a theologically literate laity and clergy capable of navigating contemporary ethical dilemmas, his teaching exemplifies the transformative potential of reform in an African setting.

 

1.2 Statement of the Problem

Despite the urgent need for theological curricula that address modern societal challenges, many Nigerian seminaries remain entrenched in traditional pedagogies ill‐equipped for contextual ministry. There is a dearth of empirical research examining how innovations like Damina’s impact learner outcomes—spiritual formation, ministerial efficacy, and community transformation. Without such evidence, educational stakeholders cannot discern which elements of contemporary reform warrant broader adoption, nor how to adapt them responsibly to varied institutional capacities.

 

1.3 Objectives of the Study

To identify the key pedagogical reforms embodied in Abel Damina’s theological training programs.

 

To evaluate the effects of these reforms on participants’ theological competence, ethical reasoning, and social engagement.

 

To formulate recommendations for integrating successful reform strategies into mainstream Nigerian seminary curricula.

 

1.4 Research Questions

What innovative teaching methods and curricular components characterize Damina’s approach to theological education?

 

How do graduates of his programs report changes in their ministerial skills, critical thinking, and community impact?

 

Which reform practices are most feasible for implementation in resource‐limited seminary settings?

 

1.5 Significance of the Study

Seminaries & Bible Colleges: Will receive evidence‐based guidance for curricular redesign to meet contemporary challenges.

 

Clergy & Lay Leaders: Enhanced training models can produce ministry leaders better equipped for urbanization, pluralism, and social justice initiatives.

 

Educational Policy Makers & Accrediting Bodies: Data will inform accreditation standards that encourage innovation, contextual relevance, and interdisciplinary integration.

 

1.6 Scope and Limitation of the Study

Scope: Focuses on participants (2022–2024 cohorts) in Abel Damina’s in-person and online theological training modules across Lagos and Port Harcourt.

 

Limitations:

 

Self‐Selection: Participants may already be predisposed toward reform, skewing outcomes positively.

 

Institutional Variability: Findings from PowerCity training may not directly transfer to seminaries with different governance or resources.

 

1.7 Definition of Terms

Contemporary Theological Reform: Deliberate curricular and pedagogical innovations that align theological education with modern cultural and ethical contexts.

 

Glocal Curriculum: An educational framework that integrates global academic standards with local cultural relevance.

 

Hermeneutical Innovation: New or revised methods of interpreting scripture that respond to current social issues.

 

Social Engagement: Active participation in addressing community needs through faith‐inspired initiatives.

 

Interdisciplinary Integration: The blending of theological study with other academic disciplines to foster comprehensive understanding (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.