b'MINISTRY AND EDUCATIONfruitful part has been witness- partnerships between educa-ing the positive impact of ourtional institutions and local work. Seeing students thrivecongregations. We have seen in their ministry contexts andthat effective ministry train-hearing feedback from insti- ing cannot occur in isolation tutions that have successfullyfrom the contexts in which it implemented CBTE principleswill be applied. This realiza-have been incredibly reward- tion has fostered a renewed ing. The process of writing alsoappreciation for the churchs deepened our own understand- role in leadership development ing and commitment to theseand has encouraged greater principles, reinforcing the valuecollaboration and mutual of collaborative and contex- support between the church tually grounded theologicaland the academy. Ultimately, education. this approach has deepened our conviction that theologi-Your book talks allcal education must be mission about the benefits ofdriven, focusing on the prac-a competency-basedtical equipping of leaders who theological education can faithfully serve their com-munities. When we do this by how has promotingintegrating multiple ways of this approach changedknowing (i.e., content, char-your perspective on theacter, and craft), the results academy and the church? are proving to be transforma-tional.Promoting CBTE has pro-foundly shifted our perspec- To read our interview with tive on both the academy andDr. Henson, please visit the church. In the academy, itour blog: has challenged us to reconsider the purpose and methods of theological education. We have come to see the importance of flexibility, contextual relevance, and integration of character and practical skills alongside conventional ways of knowing. This shift has encouraged a holistic approach to education that values the development of the whole person in service to the church.In terms of the church, pro-moting CBTE has highlighted the necessity of stronger 36kregel.com/academic'