FROM TRADITION TO CONTEXTUAL THEOLOGY: ABEL DAMINA’S ADVOCACY FOR A REVAMPED THEOLOGICAL CURRICULUM

FROM TRADITION TO CONTEXTUAL THEOLOGY: ABEL DAMINA’S ADVOCACY FOR A REVAMPED THEOLOGICAL CURRICULUM

 

CHAPTER ONE

INTRODUCTION

 

1.1 Background of the Study

Traditional theological education in Nigerian seminaries has often emphasized classical languages, systematic theology, and inherited doctrinal formulations—with less attention to the pressing social, cultural, and economic realities confronting contemporary congregations (Clair, 2018). Abel Damina, through PowerCity International Church’s training programs, advocates a shift toward contextual theology, where biblical interpretation is inseparable from the lived experiences of African believers (Juergensmeyer, 2017).

 

His curriculum redesign integrates modules on urban poverty, ethno-religious conflict, gender justice, and mental-health stigma, inviting students to apply scripture directly to these arenas (Arango et al., 2018). By leveraging case studies from Nigerian communities, small-group praxis workshops, and interdisciplinary dialogues with sociologists and psychologists, Damina’s approach contrasts sharply with rote, context-neutral pedagogy that may leave graduates ill-prepared for ministering in rapidly changing societies.

 

Scholars note that contextualization—adapting theological education to cultural and social settings—enhances ministerial effectiveness and fosters deeper community engagement (Clair, 2018; Juergensmeyer, 2017). Yet, few African institutions have systematically adopted such reforms, often constrained by resource limitations or institutional inertia. Damina’s model thus offers a valuable case for examining how seminaries might revamp curricula to align tradition with contemporary needs.

 

1.2 Statement of the Problem

Despite growing consensus on the need for contextual theology, most Nigerian seminaries remain anchored in traditional curricula that inadequately address local social challenges. Consequently, clergy may lack critical skills for engaging issues such as interethnic tension, youth unemployment, or spiritual trauma. There is scant empirical research on how Damina’s advocacy and curricular innovations influence student competencies and community impact, leaving educators without an evidence-based template for reform.

 

1.3 Objectives of the Study

To identify the pedagogical strategies Abel Damina employs to integrate contextual theology into his curriculum.

 

To evaluate the effects of these strategies on students’ ministerial readiness, contextual awareness, and community engagement.

 

To develop recommendations for theological institutions seeking to implement similar curricular reforms in resource-constrained settings.

 

1.4 Research Questions

What specific curricular components characterize Damina’s contextual theology program?

 

How do participants describe changes in their ability to apply theological insights to local social issues?

 

Which elements of Damina’s model are most adaptable and sustainable for broader adoption in Nigerian seminaries?

 

1.5 Significance of the Study

Theological Educators & Administrators: Will gain a tested framework for curricular innovation that bridges doctrine and context.

 

Students & Clergy: Enhanced training may improve ministerial effectiveness in addressing community needs.

 

Accrediting Bodies & Donors: Evidence-based reforms can inform accreditation standards and targeted investments in seminary education.

 

1.6 Scope and Limitation of the Study

Scope: Focuses on students and instructors involved in Abel Damina’s contextual theology workshops and modules from 2023–2025 in Lagos and Port Harcourt.

 

Limitations:

 

Self-Selection Bias: Participants may be predisposed toward reform, influencing outcomes positively.

 

Institutional Diversity: Variations in governance and resources across seminaries may affect transferability.

 

1.7 Definition of Terms

Contextual Theology: The practice of interpreting and applying scripture in light of specific cultural, social, and economic circumstances (Clair, 2018).

 

Praxis: The cycle of reflection and action by which learners integrate theory with practice (Juergensmeyer, 2017).

 

Interdisciplinary Dialogue: Collaborative engagement across academic fields to enrich theological understanding (Arango et al., 2018).

 

Ministerial Readiness: The preparedness of graduates to lead congregations and address community challenges effectively.

 

Curricular Reform: Deliberate redesign of educational content and pedagogy to meet evolving needs.

 

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.