by Ken Gnanakan
Our modern education systems are mostly based in fragmented and disintegrated learning models. We study science, then history, move into philosophy and all these are in their compartments with little or no connection. In recent years, the relevance of these educational systems has come into question. What is education? Why are we doing what we are doing? What kinds of products are we delivering? What effect are our educational packages having on students within their own local contexts? And for biblical and theological institutions we ask - Are we really preparing men and women for effective ministry within their contexts?
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