Steunargel

points to the initial foreign influenced approach to studying theology in Brazil and how this has collapsed, often due to financial restraints ¹(203-205)

Latin American critique of Western theology necessary, but too often "narrow tools of interpretation" e.g. oppressor vs. oppressed were used ²(205)

Western presuppositions brought to Latin American theological study:

(1) Christian faith understood in Cartesian terms in an academic environment

(2) use of scientific methods focusing on evidence, consistency.

(3) possibility of objective study

(4) separation study of theology exercise of ministry yet to study theology led to becoming part of the professional clergy³(206)

multiplication of seminaries without contextual experimentation ⁴(206)

celebrates growth of Latin American church, and its missionary passion especially the way it is "moving fast into the worldwide missionary community." ⁵(206) yet "this church has not done well in terms of doing theology or shaping theological education." ⁶(206)

Liberation theology as a sign of despair, offering an illusory solution ⁷(207)

Theological advance, questioning the package which came from the North⁸ (207)

Ideological, excluding those who did not "embrace the package" creating "a pedagogy of conflict that made it quite difficult to work in a democratic environment and according tot he democratic rules...did not form people for belonging to an open society or for building Christian communities" ⁹(208)

claims that Lib. The "disappeared quite quickly from the horizon of theological education. While continuing here and there the excitement was gone and its captivating effect had vanished."¹⁰ (208)

in a footnote suggest that the impetus has moved to (1) macro-ecumenism (2) some ecological concerns (3) aim at conquering political power within institutional churches. ¹¹(207 n.1)

o

Brazilian evangelical growth:

dynamism, creativity, initiative, pragmatism, experimentation, mixture and syncretism¹² (209)

despite prosperity theology and excesses in spiritual warfare, celebrates the number of people coming to know Christ ¹³(210)

4 concerns raised:

1. excessive experimentation and promises brings "big shadows over the credibility of the gospel and are producing too many victims in the name of the Lord...Some early data seem to show that in those same areas where the church is growing most, the number of people who declare themselves non-believers is growing."¹⁴ (210)

2. lack of concern for the consequences in the next generation¹⁵ (210)

3. loss of capital of credibility through ethical problems¹⁶ (210-211)

4. lack of impact on poverty and social inequality ¹⁷(211)

1V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 203–205.

2V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 205.

3V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 206.

4V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 206.

5V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 206.

6V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 206.

7V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 207.

8V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 207.

9V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 208.

10V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 208.

11V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 207 footnote 1.

12V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 209.

13V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 210.

14V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 210.

15V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 210.

16V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 210–211.

17V Steurnagel, ' The Relevance and Effects of European Academic Theology on Theological Education in the Third World', The Evangelical Review of Theology 27:3 (2003), 203–212, 211.