Customer Reviews

Theologia: The Fragmentation and Unity of Theological Education

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This slim volume by Edward Farley has spawned an enormously important literature on theological education. Before this book was written, there was very little specifically theological discussion of what theological education ought to look like. Since its publication, an entire literature has come into being, all of which references this volume. For those who want to understand theological education and how it could and should be reformed, this book is the best place to begin. It richly deserves to be reprinted!

Do you sense that something is wrong with theological education but you just can't put your finger on what it is?

Farley traces the history of theological education to discover the roots of the four-fold division in theology: church history, Scripture, practical theology and systematic theology (with many more subcategories like ethics, languages, feminist studies, spiritual formation, etc.)

He laments this fragmentation and suggests "theologia" (or theological reflection) as the the proper aim of all theological education. This theologia includes starting with situations, reflecting on them in light of theology, reflecting on that theology, and deciding on proper actions. Farley criticizes courses that build clergy skills but contain little theological reflection.

I read this book for "Th.D. Seminar: Explorations in Practical Theology" at Duke Divinity School. Farley is strong in analysis - breaking down every concept into multiple parts. But this is also the book's greatest weakness. Because of its dense argumentation, it is a difficult read.

If you do a google search with the words: review farley theologia, you will find some more substantial reviews of the book and an interview with Farley.

Farley's book has stimulated deep questions about the direction of theological education since its publication in 1983. This is its enduring legacy.

This slim volume by Edward Farley has spawned an enormously important literature on theological education. Before this book was written, there was very little specifically theological discussion of what theological education ought to look like. Since its publication, an entire literature has come into being, all of which references this volume. For those who want to understand theological education and how it could and should be reformed, this book is the best place to begin. It is wonderful to see it back in print!