The Challenges of an Ecumenical Education
I have been on the faculty of the Ecumenical Theological Seminary (ETS) since 1984. When I think of how my life has been enriched and broadened by the challenge of teaching theology in an ecumenical environment, I am amazed at how much I have learned and been stretched!
Ecumenical Theological Seminary prepares people for ministry that may happen in a variety of settings. Much of the “preparation for ministry” takes place in the classroom. It is here that the rich life experience, training, education, and wisdom of the instructors form the foundation of the learning experience. Our faculty members represent many denominations. We are Roman Catholic (Pat Benson, OP, and myself – and Lynne Hannum, OP, who was the very face of ETS until her passing last October), Presbyterian, African Methodist Episcopal, Episcopalian, United Methodist, American Baptist, United Church of Canada, National Baptist and nondenominational.
Students of varied cultures, ages, Christian traditions and occupations – bringing their unique experiences – seek to broaden their understanding through reading and research. With these tools, they enter into dialogue with the faculty, with one another and with the truth they have encountered in various ways to deepen the knowledge from which they will draw in the day-to-day work of the ministry. ETS students also represent a broad cultural diversity.
Often students will hesitate to enroll at ETS, because they don’t understand the meaning of the word ecumenical. They fear they might be encouraged to abandon the faith community in which they have experienced their call to ministry. They discover, however, that, not only do they not come to reverence their religious “home” in a new way, but they become more able to build upon that rich tradition.
I find that my task in teaching theology is to continually ask, “What does that (any theological statement) mean?” Students find that they need to explore and deepen their “pat” answers to such questions as Who is God? Who is Jesus Christ? What is faith? deepened. This deepening comes not only from my questions but also from being in class with women and men from a variety of Christian denominations and ethnic groups.
But I’ve only mentioned what students have learned. I can’t begin to articulate what I’ve learned from them m reading theology from an “ecumenical” perspective. And most important, I believe, is that I’ve learned that the variances in our theological statements are much more the results of political conflicts than real theological differences. I am far richer for having broadened my library and my reading to include not only the myriad of Christian traditions, but also the many cultures in which they have developed. I have also learned about prayer. In my teaching ministry, I find that I had to be open to allow their spirituality to challenge and stretch my own. I began to realize that they, too, had much to teach me in the very depths of my deepest relationship with God and others.
I think that, as Catholic Christians, we tend sometimes to neglect the challenge of Vatican II, that ecumenism is not an option but a mandate. When I teach the course, Ecumenism, I try to challenge the students with questions such as, What ecumenical documents do you have on your shelf? What was the last ecumenical experience in which your congregation had a chance to participate? How many of the churches (pastors, etc.) do you know within a mile radius of your congregation?
We might raise similar questions for ourselves. Many of us work in ecumenical environments, but perhaps never have a conversation about faith, God, Jesus or worship. Our experience at ETS is that such an effort is very rewarding and terribly enriching.