The year that has been…
Besides newness bringing excitement and blessings, it also carries with itself a dose of uncertainty in the new experiences. When it was evident that I was coming to Hungary and after the excitement of an academic door opened, uncertainty knocked at my door. I and those I love asked many questions that only enhanced the uncertainty. As I embarked on the journey, I fully trusted that my steps shall be ordered by the compass of God’s will and I had a deeper conviction all shall be well.
My academic journey has been insightful and indeed helpful. I have interacted with new thoughts in missiology as well as reading the experiences of other people who have walked on the same path. The library of the mission institute has been of great value to me and the wisdom I have drawn from it is immensely wealthy.
I here below highlight some of the great lessons I have learned throughout the year:
It is surprising that I needed to be out of Africa to learn about some things about Africa in missiology, like the change of center of gravity of world Christianity.
The concept of mission dei and its connection to the doctrine of the holy trinity.
Coming from a context where mission is exclusively evangelistic, the multidimensional nature of mission has been a great eye opener especially through the emerging missionary paradigms of David Bosch.
The understanding of historic missions paradigms.
Mission spirituality.
Also, through seminars, roundtable meetings, conferences and other forums organized in the mission institute, I have learned so much and also met so many people from different parts of the world and hearing their experiences and interacting with them has not left me the same. I was also able to share my stories and experiences with these people and we have since developed an ongoing relationship with some of them and we continue praying for each other and listening to each other.
The greatest of all uncertainties was where I will be staying. When I was admitted at the student’s hostel I definitely had fears and worries on issues like language and how I will fit in, in a totally different nation and continent. As an African, I thought I will be lost and isolated but I thank God because a few months down the line all the fears and worries that had initially invaded me have been fully frustrated by the hand of friendship and fellowship that I have received here. Having being a student’s pastor before, I felt that my presence in the hostel was actually a continuation of my ministry. I have actively participated in the social life of the hostel especially in prayer meetings, sports and other communal activities. The pre-Christmas experience at the hostel was reminiscent of carol service of my own church back home, St. Andrews Presbyterian church, Nairobi with wonderful singing of carols and the New Year’s Eve was a blast, where in excitement we ushered the New Year with brothers and sisters of the hostel. In a nutshell I have loved being in the hostel and have really enjoyed the friendship and fellowship of all the people in the hostel and I pray that God will make it possible for me to stay there for my last year.
It has not been very easy for me all the times because I have experienced some down experiences on the journey especially family challenges. However, the prayer sessions and sharing we regularly did in the institute were more than valuable to me, becoming like a support system for me when am crumbling down. One of the English football clubs has a slogan that says, “You will never walk alone” and indeed I have not walked alone, I have received all the assistance I needed for my stay in Budapest and even though the solitude of being away from my family was real, I never felt lonely, thanks to the many people God brought on my way here. It’s amazing that the people I love back home in Kenya sent me off with love and it is indeed love that received me here in Hungary!
I pen off with some words of the great hymn, Anywhere with Jesus, which has been my portion here : “Anywhere with Jesus I can safely go, Anywhere He leads me in this world below; Anywhere without Him dearest joys would fade; Anywhere with Jesus I am not afraid…Anywhere with Jesus will be home, sweet home.”
I have been heartily welcomed and accepted, I have grown academically, spiritually and socially, and I can boldly say that my coming was indeed directed by God to whom I owe all gratitude. To his glory and to the blessing of us his people.
Always grateful!
Stephen Kariuki Apollo
Showing posts with label Student Evaluations. Show all posts
Showing posts with label Student Evaluations. Show all posts
Saturday, June 23, 2012
Friday, June 22, 2012
MA Thesis Writing Consultations
KRE-CIMS, Spring Semester 2012
In the spring semester of 2012 Prof. Kool has been the consultant professor for master thesis for 6 students at the Baptist Theological academy (of which 3 have submitted their theses this semester and the other 3 is planning to submit in autumn 2012), 1 student at the Faculty of humanities of KRE and 1 student from the Faculty of Theology (the latter with the submission deadline March 2013).The group met every second Monday at the premises of CIMS. Participants had to present the current status of their MA thesis followed by a discussion in which evry student could as questions about the concept, methodology and the work of the candidate. The events were concluded by a presentation by Prof Kool which were to help the students in certain methodological and writing issues. The consultations were obligatory to those whose official consultant was Prof. Kool, however every time more students took part in the meetings, whose thesis was connected to missiology. Students came along other occasions, sometimes for a whole week to the library for their research, using the facilities of the guestroom at CIMS.
Some feedback from the students:
Péter Balogh, Baptist Theological Academy:
I have found the consultations very useful. I received feedbacks form Dr. Kool and form my felow students that have brought new thaoughts and prospectives to my research. Being able to see my fellow students’ research methods and working methods shaped my own research methodology.
It was very helpful t hat I had to present my research topic to an academic group even at the phase of drafting. Thus i had an academic control form the begining. As a result of the consultations I narrowed my research, made several amendments, and included new topics in my thesis. I have receive sugestions for literature also which I had not found previously.
It was the result of the consultations that I understoodthe real purpose of a thesis research and that it is written in an academic environment. I am in particular thankful to Dr. Kool who carefully examined my thesis in the course of writing and with her comments was a great help to accomplish it.
Péter Márki Baptist Theological Academy:
The consultations were really motivating because „more eyes see more”. Geting an insight to other people’s work wasinspiring to me. The consultations helped me in getting an overview and a good research plan, though I could not finish it this semester. Ihope these consultations will continue.
Zsolt Kapitány Baptist Theological Academy:
I have found the consultations of the research group helpful in many ways: We met regularly, so we had a constant push to work, because we had to present what progress we had made since the last meeting. This helped us also to practice presenting a topic to an acedemic public. Also we experienced a community in which we could encourage each other for perseverance in the work. Also the comments and questions of my fellow students helped me to clarify my own concept. In addition they enlightened me which part should I avoid and which sould I emphasize in my thesis. The methodological issues presented by Dr Kool helped me to carry out a profound and well structured research.
Judit Györfi Lutheran Theological University:
I gained much form the consultations. Looking at my thesis research from the outside my fellow students draw my attention to parts which I would have never thought about sitting in a room on my own. On the other hand meeting regularly students in a similar situation was a great encouragement. After every meeting I gained new impulse and inspiration to carry on with the work. Also the information from dr Kool on methodology helped me to pay attention to the footnotes, the clear linking of the chapters , to the conclusion, etc. I think these consultations were good occasions by which we could benefit a lot.
Imre Szólláth Baptist Theological Academy:
MY fellow students adressed to me many questions during and after my presentation. I really felt as being in a defence where I have to defend my concept ad hipothesis. As a result of this discussion I could see my topic from another prospective as well. It helped me to keep balance between the various opinions and also inspired me to make many interviews.
Ruzsa Nagy Zoltán, 22 June 2012
In the spring semester of 2012 Prof. Kool has been the consultant professor for master thesis for 6 students at the Baptist Theological academy (of which 3 have submitted their theses this semester and the other 3 is planning to submit in autumn 2012), 1 student at the Faculty of humanities of KRE and 1 student from the Faculty of Theology (the latter with the submission deadline March 2013).The group met every second Monday at the premises of CIMS. Participants had to present the current status of their MA thesis followed by a discussion in which evry student could as questions about the concept, methodology and the work of the candidate. The events were concluded by a presentation by Prof Kool which were to help the students in certain methodological and writing issues. The consultations were obligatory to those whose official consultant was Prof. Kool, however every time more students took part in the meetings, whose thesis was connected to missiology. Students came along other occasions, sometimes for a whole week to the library for their research, using the facilities of the guestroom at CIMS.
Some feedback from the students:
Péter Balogh, Baptist Theological Academy:
I have found the consultations very useful. I received feedbacks form Dr. Kool and form my felow students that have brought new thaoughts and prospectives to my research. Being able to see my fellow students’ research methods and working methods shaped my own research methodology.
It was very helpful t hat I had to present my research topic to an academic group even at the phase of drafting. Thus i had an academic control form the begining. As a result of the consultations I narrowed my research, made several amendments, and included new topics in my thesis. I have receive sugestions for literature also which I had not found previously.
It was the result of the consultations that I understoodthe real purpose of a thesis research and that it is written in an academic environment. I am in particular thankful to Dr. Kool who carefully examined my thesis in the course of writing and with her comments was a great help to accomplish it.
Péter Márki Baptist Theological Academy:
The consultations were really motivating because „more eyes see more”. Geting an insight to other people’s work wasinspiring to me. The consultations helped me in getting an overview and a good research plan, though I could not finish it this semester. Ihope these consultations will continue.
Zsolt Kapitány Baptist Theological Academy:
I have found the consultations of the research group helpful in many ways: We met regularly, so we had a constant push to work, because we had to present what progress we had made since the last meeting. This helped us also to practice presenting a topic to an acedemic public. Also we experienced a community in which we could encourage each other for perseverance in the work. Also the comments and questions of my fellow students helped me to clarify my own concept. In addition they enlightened me which part should I avoid and which sould I emphasize in my thesis. The methodological issues presented by Dr Kool helped me to carry out a profound and well structured research.
Judit Györfi Lutheran Theological University:
I gained much form the consultations. Looking at my thesis research from the outside my fellow students draw my attention to parts which I would have never thought about sitting in a room on my own. On the other hand meeting regularly students in a similar situation was a great encouragement. After every meeting I gained new impulse and inspiration to carry on with the work. Also the information from dr Kool on methodology helped me to pay attention to the footnotes, the clear linking of the chapters , to the conclusion, etc. I think these consultations were good occasions by which we could benefit a lot.
Imre Szólláth Baptist Theological Academy:
MY fellow students adressed to me many questions during and after my presentation. I really felt as being in a defence where I have to defend my concept ad hipothesis. As a result of this discussion I could see my topic from another prospective as well. It helped me to keep balance between the various opinions and also inspired me to make many interviews.
Ruzsa Nagy Zoltán, 22 June 2012
From Jerusalem to Manus, the Mission of the Church
Missiology Course „From Jerusalem to Manus, the Mission of the Church”
In the spring semester of 2012 Dr. Kool taught a mission course at the Faculty of Theology of the Károli Reformed University. Altogether 7 Theological students took part in the course, one from the 5th, the rest form the 1st and 2nd years. The course was held regularly on Thursday afternoon at the premises of CIMS. The topic was divided into two parts: during the first six weeks of the semester the students examined the major steps in mission history of the universal church as well as the mission of the Hungarian proterstant churches through studying the biographies of selected persons. The students had to work in pairs: each pair had a period of Christian History and in that each individual had to research on the life of a missionary of that era. As part of their research students had to reflect on the given misionary according to some criteria:
• What was his or her motivation for mission?
• What was the focus of his/her mission?
• Where was he or she serving?
• Through which organization did the missionary go to the mission field and how did he/she kept contact with the sending churches?
• What conclusion can we draw from the life of that misionary to our lives and to today’s church?
At the second part of the semester students in the same pairs as before were asked to visit some of the mission organizations who have active missionaries from Hungary serving somewhere in the world. The task was to present the mission organization and for each student to make an interview with a present missionary.
As a result of that course first the students have gained an overview of the Christian misssion since the apostolic age until today. This overview is far more than information, but a reflection on the necessity of mission and on the different forms of mission. Second, by visiting the mission organizations the students not only got a picture of the mission work and service opportunnites of today but also have gained enthisuasm for mission.
Some comments form teh students:
• „As a result of the course now I gained a mision historical vision in addition to the Biblical and missiological understanding.I could se that the mission command of Jesus has been taken seriously by many people in the history of the Church and their work gained fruit.”
• „I have learnt a lot about mission organizations in the course and gained a broad vision on mission.”
• “Through the course we gained new knowledge and got a more open prospective on the topic of mission. Besides it is building our faith, as the topic of the course was the work of God in the world.”
• “We got a good overview on mission history.”
• “We learnt about mission organizations and possibilities for world mission.”
• “The course was not to give us information only, but we were studying a topic that we can include in our daily prayer topics and it was for the edification of our faith.”
• “I learnt a lot more about the missionary field and I hope to take part in a mission’s trip one day.”
In the spring semester of 2012 Dr. Kool taught a mission course at the Faculty of Theology of the Károli Reformed University. Altogether 7 Theological students took part in the course, one from the 5th, the rest form the 1st and 2nd years. The course was held regularly on Thursday afternoon at the premises of CIMS. The topic was divided into two parts: during the first six weeks of the semester the students examined the major steps in mission history of the universal church as well as the mission of the Hungarian proterstant churches through studying the biographies of selected persons. The students had to work in pairs: each pair had a period of Christian History and in that each individual had to research on the life of a missionary of that era. As part of their research students had to reflect on the given misionary according to some criteria:
• What was his or her motivation for mission?
• What was the focus of his/her mission?
• Where was he or she serving?
• Through which organization did the missionary go to the mission field and how did he/she kept contact with the sending churches?
• What conclusion can we draw from the life of that misionary to our lives and to today’s church?
At the second part of the semester students in the same pairs as before were asked to visit some of the mission organizations who have active missionaries from Hungary serving somewhere in the world. The task was to present the mission organization and for each student to make an interview with a present missionary.
As a result of that course first the students have gained an overview of the Christian misssion since the apostolic age until today. This overview is far more than information, but a reflection on the necessity of mission and on the different forms of mission. Second, by visiting the mission organizations the students not only got a picture of the mission work and service opportunnites of today but also have gained enthisuasm for mission.
Some comments form teh students:
• „As a result of the course now I gained a mision historical vision in addition to the Biblical and missiological understanding.I could se that the mission command of Jesus has been taken seriously by many people in the history of the Church and their work gained fruit.”
• „I have learnt a lot about mission organizations in the course and gained a broad vision on mission.”
• “Through the course we gained new knowledge and got a more open prospective on the topic of mission. Besides it is building our faith, as the topic of the course was the work of God in the world.”
• “We got a good overview on mission history.”
• “We learnt about mission organizations and possibilities for world mission.”
• “The course was not to give us information only, but we were studying a topic that we can include in our daily prayer topics and it was for the edification of our faith.”
• “I learnt a lot more about the missionary field and I hope to take part in a mission’s trip one day.”
Friday, October 7, 2011
Evaluations course Dutch Churches and Church life -- Drs. A. Juffer
1. Church History did not belong to my favorite subjects but I had a nice surprise this week. Despite the fact that Dutch was only my minor before I have started the major, I could understand most of the curriculum as the professor did his best to explain everything in the simplest and clearest way. The curriculum at the beginning of the week was harder because there were more historical data but the topics we dealt with on Wednesday and Friday were interesting and thought provoking (the situation of the Jews in Holland, the results of researches on the immigrants and people’s attitude towards Church, faith, religion and God in Holland today). It pleased me that the professor was interested in our personal point of view, and he did his best to communicate the subject in an interesting and clear way instead of concentrating only on pure facts. It was good to hear about his personal experience and to learn of the Church from this perspective. The summaries at the end of the lectures were very useful and therefore when I reread it at home I could easily take in the information and remember them.
What
I regretted was that the course was very intensive and there was a lot of
information during the week. It would be nice to have every lecture held by a
Dutch professor so that we could improve our language skill much more and we
would have to practice speaking the Dutch language.
2. Flóra Remzső
The
course gave me a lot of new information; on the whole I can only put down
positive remarks. The curriculum was detailed but perspicuous. Important events
were highlighted giving a guideline we can build on.
Breaks
and timing of lectures were smooth and well-organized.
All
in all, I have learnt a lot of new things since I used to study Dutch as a
minor and I did not have much knowledge yet. This course will also back up my
knowledge about Dutch history.
3. Anna Szijártó
The
lecture was very interesting. A detailed picture of the connection of Church and politics in Holland was shown to
us, which I will definitely be able to utilize in my further studies. We thank
you for the high standard and useful lectures.
4. Piroska Wostály
De lessen waren over het geneel genoenicu
erg interessant. Ik heb tot nu toe nog nooit over religie gestudeerd en zo heb
ik ook iets nieuws over Wederland genoord. Wat ik nog interessant en goed vond
is dat de clocent ook onze meking wilde horen tijdens de les.
Misckien wat ein beetje negatief was dat
er te veel details waren binneu een week die men niet kan ontnouden, maar
positief is dat ze weren nict guraagd tijclens de examen.
5. Ágnes Kelemen
Hearing
only the title of this lecture made me a bit worried but during this week, I
believe, I have gained useful knowledge.
Although
there were some less interesting moments (lots of names were presented), we touched
many interesting topics, especially Alber Juffer’s personal experience and
stories. This way we could slow down and think about such things that can be
abstracted from the profane world. I liked that he could look at different
conceptions within the Church from a critical point of view.
It
was not always obvious what the requirements would be at the end and how deep
we would need to go into details at the exam. The content and the muchness made
me a bit worried and I was not sure what extent of lexical knowledge he would
expect from us the last day.
Now
at the end of our discussion I think that the exam was fair enough.
6. During the lectures we have gained a
lot of interesting information on the spiritual life in Holland. Mr. Juffer
held his lectures in a very clear and patient manner therefore it was easy to
pay attention. Unfortunately, because of the short of time the whole subject
had to be elaborated in one week. Sometimes it was not easy to take in so much
information a day. On the whole, I have a positive opinion about the course
especially because of Mr. Juffer’s manner of lecturing.
Friday, October 29, 2010
Wednesday, July 1, 2009
Interview with Krisztina Deme
Krisztina Deme Interview:
Cindy: Can you give me some background about yourself, your family?
Krisztina: I was born on Cseppel in Budapest. After I was 5 we moved to Városliget. My father is Catholic but non-practicing. He was born in Budpaest but my mother was born in a village with a Reformed background and attended church. She did this mostly because she would be looked down on by others in the village if she didn’t go to church, so it didn’t have real meaning for her. After her secondary education, she moved to Budapest where she met my father. They got married in a Reformed Church in 1985 during the Socialist government time. I was born in 1986 and was baptised in the Reformed church as a baby but my parents never spoke to me of God. They taught me a little prayer that I said at bedtime, but otherwise we never spoke of God or prayed. When I was in the 4th grade in elementary school, one of my schoolmates invited me to a kind of Sunday school that met during the week at her church. So I went and I loved it and my parents said that it was fine that I go. I just went but I didn’t really understand the doctrines. I just learned the Bible stories and felt that everybody loved me there. It felt really great. I didn’t know much about how to connect with God, but it was something that I really wanted-to connect with God. After that, when I was twelve, I decide to go to church. My teacher said that those who believe go to church. So I went to church. I went by myself. I thought it was kind of boring and then I found out about the Sunday School that met for children that I could go to instead of church. So I went to that and made a new friend and then I went to confirmation classes. My teacher recommended that I go to a new school that was a Reformed School. So went to Lonyai Reformed High School. I chose friends at this school that were also believers.
Cindy: How do your parents respond to you being a Christian?
Krisztina: They respond with frustration. Because my friends go to Christian conferences and other things that I go to with them. I always want to know more about God and my parents don’t understand why I want to go to all of these things. They want to know why I’m not just content going to church on Sunday. Why do I need to go to youth group and to camps. They complain that I am never home.
Cindy: Do you still go to the same church as when you were younger?
Krisztina: Yes. Now I teach Sunday School.
Cindy: Tell me about your going to KRE.
Krisztina: I would like to be a religious teacher. I don’t have enough points to graduate. I need to improve my English proficiency level. I have been at KRE for three years. My degree will be in History. I hope to be a highschool history teacher.
Cindy: How did you get connected with Anne-Marie?
Krisztina: I have friends in the theology department and they recommended that I get in touch with her, because now I am studying Dutch.
Cindy: Do you have plans to take any of Anne-Marie’s courses?
Krisztina: I don’t know her courses, but Anne-Marie has told me that I could take a course from the Mission Institute. Now I’m in my third year and I need to write my thesis and I want to do something on Dutch history. So I’m meeting with Anne-Marie to discuss ideas for my thesis. I think I will do my thesis on the Hungarian-Dutch Reformed connection during the World War. I hope to finish my thesis in this next semester.
Cindy: What are your hopes in using Dutch in the future?
Krisztina: Well, I’m not completely fluent in Dutch. I hope to improve in that and I would like to go to the Netherlands to teach and to study there maybe for one or two years.
Cindy: Do you live at home or in the dormitory?
Krisztina: No, I live at home. I feel I must live at home to bring my Christian witness there. It must start there-it’s my mission field now. But, unfortunately I am so busy that I don’t have very much time for my family, so that causes some conflict. My mother would like to go hiking with me and spend more time with me. At least in the summertime we take a two week holiday with my family. I have a sister and she is a Christian as well. She came to Sunday School with me and became a Christian too. But my parents don’t have any desire to be Christians. They don’t talk about these things. They never express an interest in what we believe. They just accept whatever anyone wants to believe. You can chose to believe whatever you want. Just take what’s nice from each religion.
Then in February, my grandmother died, my father’s mother. He reacted with no emotion. The church we go to has a mausoleum and our pastor said that my father could bury my grandmother there. So after that, my father has been coming with me to church every Sunday. So since February my whole family has been going to church services on Sunday and my mother is even going to services during the week. So now my mother has many questions about religion and about the church. So I have hope for my family.
Cindy: What is the best way to advertise our courses?
Krisztina: Speak with Ferency Zoli. Have him send a message to all the KRE students about our courses. I know that he is a believer and I think he would want to help you advertise in this way.
Cindy: Can you give me some background about yourself, your family?
Krisztina: I was born on Cseppel in Budapest. After I was 5 we moved to Városliget. My father is Catholic but non-practicing. He was born in Budpaest but my mother was born in a village with a Reformed background and attended church. She did this mostly because she would be looked down on by others in the village if she didn’t go to church, so it didn’t have real meaning for her. After her secondary education, she moved to Budapest where she met my father. They got married in a Reformed Church in 1985 during the Socialist government time. I was born in 1986 and was baptised in the Reformed church as a baby but my parents never spoke to me of God. They taught me a little prayer that I said at bedtime, but otherwise we never spoke of God or prayed. When I was in the 4th grade in elementary school, one of my schoolmates invited me to a kind of Sunday school that met during the week at her church. So I went and I loved it and my parents said that it was fine that I go. I just went but I didn’t really understand the doctrines. I just learned the Bible stories and felt that everybody loved me there. It felt really great. I didn’t know much about how to connect with God, but it was something that I really wanted-to connect with God. After that, when I was twelve, I decide to go to church. My teacher said that those who believe go to church. So I went to church. I went by myself. I thought it was kind of boring and then I found out about the Sunday School that met for children that I could go to instead of church. So I went to that and made a new friend and then I went to confirmation classes. My teacher recommended that I go to a new school that was a Reformed School. So went to Lonyai Reformed High School. I chose friends at this school that were also believers.
Cindy: How do your parents respond to you being a Christian?
Krisztina: They respond with frustration. Because my friends go to Christian conferences and other things that I go to with them. I always want to know more about God and my parents don’t understand why I want to go to all of these things. They want to know why I’m not just content going to church on Sunday. Why do I need to go to youth group and to camps. They complain that I am never home.
Cindy: Do you still go to the same church as when you were younger?
Krisztina: Yes. Now I teach Sunday School.
Cindy: Tell me about your going to KRE.
Krisztina: I would like to be a religious teacher. I don’t have enough points to graduate. I need to improve my English proficiency level. I have been at KRE for three years. My degree will be in History. I hope to be a highschool history teacher.
Cindy: How did you get connected with Anne-Marie?
Krisztina: I have friends in the theology department and they recommended that I get in touch with her, because now I am studying Dutch.
Cindy: Do you have plans to take any of Anne-Marie’s courses?
Krisztina: I don’t know her courses, but Anne-Marie has told me that I could take a course from the Mission Institute. Now I’m in my third year and I need to write my thesis and I want to do something on Dutch history. So I’m meeting with Anne-Marie to discuss ideas for my thesis. I think I will do my thesis on the Hungarian-Dutch Reformed connection during the World War. I hope to finish my thesis in this next semester.
Cindy: What are your hopes in using Dutch in the future?
Krisztina: Well, I’m not completely fluent in Dutch. I hope to improve in that and I would like to go to the Netherlands to teach and to study there maybe for one or two years.
Cindy: Do you live at home or in the dormitory?
Krisztina: No, I live at home. I feel I must live at home to bring my Christian witness there. It must start there-it’s my mission field now. But, unfortunately I am so busy that I don’t have very much time for my family, so that causes some conflict. My mother would like to go hiking with me and spend more time with me. At least in the summertime we take a two week holiday with my family. I have a sister and she is a Christian as well. She came to Sunday School with me and became a Christian too. But my parents don’t have any desire to be Christians. They don’t talk about these things. They never express an interest in what we believe. They just accept whatever anyone wants to believe. You can chose to believe whatever you want. Just take what’s nice from each religion.
Then in February, my grandmother died, my father’s mother. He reacted with no emotion. The church we go to has a mausoleum and our pastor said that my father could bury my grandmother there. So after that, my father has been coming with me to church every Sunday. So since February my whole family has been going to church services on Sunday and my mother is even going to services during the week. So now my mother has many questions about religion and about the church. So I have hope for my family.
Cindy: What is the best way to advertise our courses?
Krisztina: Speak with Ferency Zoli. Have him send a message to all the KRE students about our courses. I know that he is a believer and I think he would want to help you advertise in this way.
Student Interviews -- Cindy Ippel (CIMS)
Angéla Papp
Cindy: Please, tell me about yourself.
Angéla: I’m currently studying English language and litterature at Károli Gáspár Reformed University and would like to become an English teacher/translator in the future. My mother is Polish and my father is Hungarian, I have three younger brothers. My parents became (charismatic) Christians when I was little, for my mother it wasn’t an easy decision due to her strict Catholic family background. We had to change congregations several times because of the many conflicts between various charismatic denominations. I got baptized at the age of 18 when I was sure of my faith. I’ve been married for almost one year. My father-in-law is a Pentecostal pastor, my husband and I are very active in the Hungarian Ellel movement. I have experience living and studying abroad, in the UK.
Cindy: Why did you chose this university and courses offered by CIMS?
Angéla: I chose the reformed university since most of its teachers have a living faith in God, I’m also very thankful there is such a thing as CIMS. The Institute’s courses are addressed to both Christians and non-Christians and aren’t only strictly academic but also help young people find or deepen their faith.
Cindy: What courses did you like best, what other topics do you think should be included?
Angéla: I enjoyed the Veritas Forum course very much. It was good to have Christians and non-believers discuss topics related to faith. I would suggest the nowadays popular topic of evolution vs. creation, the problem of global warming and how we Christians should address it, I would be also interested in a course on how communism affected Hungarian families’ lives. To my mind, CIMS courses should get more publicity and be advertised better. I keep encouraging my friends to attend as many of them as possible, so they can at last learn something truly Christian.
Cindy: What are your hopes for the future of your church and country?
Angéla: I hope we will be able keep training new ministers, maybe build a new church building for our congregation. My father-in-law is hoping that one day our whole village will be saved. The sociopolitical situation in Hungary is very depressing. I’m worried about the impact communism had on Hungarian mentality, the rampant alcoholism and materialism. I hope there will be more and more big, strong families, that will set an example of how people should live.
Ágnes Koszter
Cindy: Tell me a few words about yourself.
Ágnes: I have a very nice family but my parents never went church. As a child I was looking for a meaning in my life, something more than just material stability. After the transition in 1990, I started reading religious books and came to faith. At first, it was pretty difficult for my parents to accept the fact that me and my sister became Christians, but they got used to it. Now they approve of how our faith changed our „messed-up” lives for the better. When I was 20, I went to the UK to study English, then I worked in Israel for one year and on a cruise ship in the Caribbean for 3 years. At present I’m studying English language and litterature at Károli Gáspár Reformed University.
Cindy: What made you chose this particular university and participate in courses offered by CIMS?
Ágnes: I definitely wanted to study at a „religious” university. I especially enjoyed the CIMS courses, because I had a chance to listen to how real-life people speak about their experiences. The coursework was very much practice-oriented. After the course I heard some of my friends state: ˝ What a shame, we chose the wrong major…we should have chosen to major in theology instead...so we can study in this Institute.˝
I think such courses should be advertised, so that more people can take part in them. Perhaps Anne-Marie could speak to Christian teachers from other faculties to make sure they know what courses are on offer at CIMS.
Cindy: What hopes for the future do you have?
Ágnes: I’d like to graduate and find a job where I won’t have to do much talking, because I’m a rather quiet person. I hope my church will become more open and start new ministries, especially for children and teenagers. My boyfriend and I are involved in this kind of church work. In my country many people are depressed and lack living faith. Fortunately, I can see a gradual change in mentality among the members of my church. There are more and more families with 3, 4 or sometimes even 6,7 children. I think it’s a good sign, it means people started believing that, no matter what happens, God will provide for them and their children.
Annamária Gyurkovics
Annamária from the Baptist Theological Academy in Budapest is grateful for having had Anne-Marie Kool as her thesis supervisor, she explains why:
● At first I was very unsure of myself, nervous about having to co-operate with „professor Kool”, someone much more educated and experienced than me. However, I knew God had led me to her and already after our first meeting I realized, that Anne-Marie is not only a scholar but also, or maybe – first of all a devout Christian.
● I’m sure God guided both of us as we decided that my thesis would be on the Dalit caste in India. I was stunned when I got to know, that Anne-Marie had been hoping one day someone would finally do research on this topic. To me the subject was completely knew, but from the beginning I was convinced that it was the right choice.
● I’m thankful for Anne-Marie’s „strictness” and how she made me do my very best when I was working on my thesis. In the end she also did her best: read it word by word and corrected every single mistake. Such work in itself can serve as a precious testimony.
● Last but not least I’m sincerely thankful for Anne-Marie’s prayers, I realized their power on the day of my thesis defense. Despite the stress, I could feel God’s presence to the extent that it will remain an unforgotten experience for the rest of my life. As I wrote in the preface to my thesis, if God wills, one day I will go and live among the Dalits and spend my life ministering to them.
I would like to express my gratitude to Károli Gáspár Református Egyetem for letting me learn under their precious professor, Anne-Marie Kool. I do hope God will use the gifts He bestowed on her to teach and nourish many other students.
Cindy: Please, tell me about yourself.
Angéla: I’m currently studying English language and litterature at Károli Gáspár Reformed University and would like to become an English teacher/translator in the future. My mother is Polish and my father is Hungarian, I have three younger brothers. My parents became (charismatic) Christians when I was little, for my mother it wasn’t an easy decision due to her strict Catholic family background. We had to change congregations several times because of the many conflicts between various charismatic denominations. I got baptized at the age of 18 when I was sure of my faith. I’ve been married for almost one year. My father-in-law is a Pentecostal pastor, my husband and I are very active in the Hungarian Ellel movement. I have experience living and studying abroad, in the UK.
Cindy: Why did you chose this university and courses offered by CIMS?
Angéla: I chose the reformed university since most of its teachers have a living faith in God, I’m also very thankful there is such a thing as CIMS. The Institute’s courses are addressed to both Christians and non-Christians and aren’t only strictly academic but also help young people find or deepen their faith.
Cindy: What courses did you like best, what other topics do you think should be included?
Angéla: I enjoyed the Veritas Forum course very much. It was good to have Christians and non-believers discuss topics related to faith. I would suggest the nowadays popular topic of evolution vs. creation, the problem of global warming and how we Christians should address it, I would be also interested in a course on how communism affected Hungarian families’ lives. To my mind, CIMS courses should get more publicity and be advertised better. I keep encouraging my friends to attend as many of them as possible, so they can at last learn something truly Christian.
Cindy: What are your hopes for the future of your church and country?
Angéla: I hope we will be able keep training new ministers, maybe build a new church building for our congregation. My father-in-law is hoping that one day our whole village will be saved. The sociopolitical situation in Hungary is very depressing. I’m worried about the impact communism had on Hungarian mentality, the rampant alcoholism and materialism. I hope there will be more and more big, strong families, that will set an example of how people should live.
Ágnes Koszter
Cindy: Tell me a few words about yourself.
Ágnes: I have a very nice family but my parents never went church. As a child I was looking for a meaning in my life, something more than just material stability. After the transition in 1990, I started reading religious books and came to faith. At first, it was pretty difficult for my parents to accept the fact that me and my sister became Christians, but they got used to it. Now they approve of how our faith changed our „messed-up” lives for the better. When I was 20, I went to the UK to study English, then I worked in Israel for one year and on a cruise ship in the Caribbean for 3 years. At present I’m studying English language and litterature at Károli Gáspár Reformed University.
Cindy: What made you chose this particular university and participate in courses offered by CIMS?
Ágnes: I definitely wanted to study at a „religious” university. I especially enjoyed the CIMS courses, because I had a chance to listen to how real-life people speak about their experiences. The coursework was very much practice-oriented. After the course I heard some of my friends state: ˝ What a shame, we chose the wrong major…we should have chosen to major in theology instead...so we can study in this Institute.˝
I think such courses should be advertised, so that more people can take part in them. Perhaps Anne-Marie could speak to Christian teachers from other faculties to make sure they know what courses are on offer at CIMS.
Cindy: What hopes for the future do you have?
Ágnes: I’d like to graduate and find a job where I won’t have to do much talking, because I’m a rather quiet person. I hope my church will become more open and start new ministries, especially for children and teenagers. My boyfriend and I are involved in this kind of church work. In my country many people are depressed and lack living faith. Fortunately, I can see a gradual change in mentality among the members of my church. There are more and more families with 3, 4 or sometimes even 6,7 children. I think it’s a good sign, it means people started believing that, no matter what happens, God will provide for them and their children.
Annamária Gyurkovics
Annamária from the Baptist Theological Academy in Budapest is grateful for having had Anne-Marie Kool as her thesis supervisor, she explains why:
● At first I was very unsure of myself, nervous about having to co-operate with „professor Kool”, someone much more educated and experienced than me. However, I knew God had led me to her and already after our first meeting I realized, that Anne-Marie is not only a scholar but also, or maybe – first of all a devout Christian.
● I’m sure God guided both of us as we decided that my thesis would be on the Dalit caste in India. I was stunned when I got to know, that Anne-Marie had been hoping one day someone would finally do research on this topic. To me the subject was completely knew, but from the beginning I was convinced that it was the right choice.
● I’m thankful for Anne-Marie’s „strictness” and how she made me do my very best when I was working on my thesis. In the end she also did her best: read it word by word and corrected every single mistake. Such work in itself can serve as a precious testimony.
● Last but not least I’m sincerely thankful for Anne-Marie’s prayers, I realized their power on the day of my thesis defense. Despite the stress, I could feel God’s presence to the extent that it will remain an unforgotten experience for the rest of my life. As I wrote in the preface to my thesis, if God wills, one day I will go and live among the Dalits and spend my life ministering to them.
I would like to express my gratitude to Károli Gáspár Református Egyetem for letting me learn under their precious professor, Anne-Marie Kool. I do hope God will use the gifts He bestowed on her to teach and nourish many other students.
Course evaluation 2007_2008
„ It drew my attention to many things, among others, that I should try to accept the other in the best possible way and perceive him/her not as an enemy but as one, who needs salvation, as my brother/sister in Christ.”, stated one of the students after having participated in a course organized by the Protestant Institute for Mission Studies of the Károli Gáspár Reformed University in Budapest.
To some such utterance might seem trivial, or even somewhat worrying: is it only at university level that young people come to conclusions as obvious as this one? Isn’t it a bit late? If we take into consideration the fact, that the above opinion was voiced by one, who like many Hungarian theological students, was probably brought up in a fairly conservative religious community and largely mono-cultural society, we have no choice but to admit that it isn’t. On the contrary, it should be perceived as the beginning of an important learning process. A process described by numerous students as „broadening of their horizons” or „reshaping of perspectives” in the field of both missiology and applied theology. Such and similar statements appear all but twenty times in the evaluation forms in reference to various missiology courses.
The second group of key expressions repeated over and over again includes the problem of cultural differences, (cultural) context and the role of inculturation in mission. „The course helped us to see beyond the Hungarian reformed context.”, „I developed an openness to other cultures” – such were the most typical manifestations of the students’ interest in cultural diversity. Again, one could dismiss them as concepts too vague to be taken seriously. After all, aren’t similar clichés about tolerance repeated worldwide time and again?
What is remarkable about such and similar assertions is how course participants managed to adjust the indeed somewhat foggy term „openness to others” to their own, Hungarian church context. While preparing for class and during class discussions many realized, that the term „other” does not necessarily have to refer only to African Muslims living in London and that they themselves are surrounded by „otherness”.
One of the students decided to share his apprehension: „It’s crucial to take cultural differences into consideration, even within our country there are huge differences [between people, communities].” Let us see, what „others” were identified by the participants? One of them argues, that all „newly arrived” members of a given local community should be treated in a special way and surrounded with care. Some expressed an interest in the non-Hungarian churches and missionaries active in their country and vice versa: Hungarian missionary activity abroad. Finally, many emphasized the importance of Roma mission and signaled their willingness to take part in courses related to the topic. The latter evolution of attitude is of great importance given the size of the Roma community in Hungary and the scale of ethnic conflict between its members and other Hungarian citizens.
Surprisingly enough, a considerable amount of students acknowledged, that they had learnt a lot about other denominations during the course. Clearly, this was not the main objective, nevertheless it can be treated as a positive „side effect” of class discussions.
The above examples might create the false impression that course participants have shown interest exclusively in matters somehow related to their own country. It is not so. The majority of students was excited to have gained insight into the situation of Christians from other continents, captivated by the lectures of an African visiting professor and a Hungarian missionary couple. Apparently, some of them ceased to perceive Christians from remote countries as completely different and their situation as irrelevant to their own experiences. They discovered how surprisingly analogical certain processes happening in Africa might be to the ones they witness in Central Europe. If a very traditional and conservative reformed church in Ghana has experienced a great awakening, why couldn’t something similar occur in Hungary?
Last but not least, it is impossible not to mention the purely „technical” side of the courses organized by the Institute, which constitutes, to my mind, their extremely important added value.
In contrast to the old school teaching methods of the university’s Faculty of Theology, missiology courses are structured according to the generally accepted „Western” model of instruction: reading > discussion > lecture/presentation > discussion. Students were encouraged to critically reflect on the topics, engage in class discussions, prepare presentations and express their opinions in term papers . To many participants this came as positive shock: they loved the atmosphere of the classes, enjoyed being treated like „partners” and were somewhat surprised that someone was at all interested in what they had to say. For some it was the very first opportunity to prepare a power point presentation, others were happy to discover that issues related to spirituality were also part of the curriculum.
To a small yet conspicuous minority this „new” teaching paradigm proved quite a challenge: they protested against having to prepare for class (readings) and were reluctant to read articles in English.
One cannot help but smile.
„What I gained from the course is a great amount of questions that emerge each time we try to define the basics of mission studies. […]”, one of the students wrote. We can only hope and pray that more and more young Hungarian theologians have the temerity to pose questions, even the most difficult ones, ones the answers to which are yet to be found
To some such utterance might seem trivial, or even somewhat worrying: is it only at university level that young people come to conclusions as obvious as this one? Isn’t it a bit late? If we take into consideration the fact, that the above opinion was voiced by one, who like many Hungarian theological students, was probably brought up in a fairly conservative religious community and largely mono-cultural society, we have no choice but to admit that it isn’t. On the contrary, it should be perceived as the beginning of an important learning process. A process described by numerous students as „broadening of their horizons” or „reshaping of perspectives” in the field of both missiology and applied theology. Such and similar statements appear all but twenty times in the evaluation forms in reference to various missiology courses.
The second group of key expressions repeated over and over again includes the problem of cultural differences, (cultural) context and the role of inculturation in mission. „The course helped us to see beyond the Hungarian reformed context.”, „I developed an openness to other cultures” – such were the most typical manifestations of the students’ interest in cultural diversity. Again, one could dismiss them as concepts too vague to be taken seriously. After all, aren’t similar clichés about tolerance repeated worldwide time and again?
What is remarkable about such and similar assertions is how course participants managed to adjust the indeed somewhat foggy term „openness to others” to their own, Hungarian church context. While preparing for class and during class discussions many realized, that the term „other” does not necessarily have to refer only to African Muslims living in London and that they themselves are surrounded by „otherness”.
One of the students decided to share his apprehension: „It’s crucial to take cultural differences into consideration, even within our country there are huge differences [between people, communities].” Let us see, what „others” were identified by the participants? One of them argues, that all „newly arrived” members of a given local community should be treated in a special way and surrounded with care. Some expressed an interest in the non-Hungarian churches and missionaries active in their country and vice versa: Hungarian missionary activity abroad. Finally, many emphasized the importance of Roma mission and signaled their willingness to take part in courses related to the topic. The latter evolution of attitude is of great importance given the size of the Roma community in Hungary and the scale of ethnic conflict between its members and other Hungarian citizens.
Surprisingly enough, a considerable amount of students acknowledged, that they had learnt a lot about other denominations during the course. Clearly, this was not the main objective, nevertheless it can be treated as a positive „side effect” of class discussions.
The above examples might create the false impression that course participants have shown interest exclusively in matters somehow related to their own country. It is not so. The majority of students was excited to have gained insight into the situation of Christians from other continents, captivated by the lectures of an African visiting professor and a Hungarian missionary couple. Apparently, some of them ceased to perceive Christians from remote countries as completely different and their situation as irrelevant to their own experiences. They discovered how surprisingly analogical certain processes happening in Africa might be to the ones they witness in Central Europe. If a very traditional and conservative reformed church in Ghana has experienced a great awakening, why couldn’t something similar occur in Hungary?
Last but not least, it is impossible not to mention the purely „technical” side of the courses organized by the Institute, which constitutes, to my mind, their extremely important added value.
In contrast to the old school teaching methods of the university’s Faculty of Theology, missiology courses are structured according to the generally accepted „Western” model of instruction: reading > discussion > lecture/presentation > discussion. Students were encouraged to critically reflect on the topics, engage in class discussions, prepare presentations and express their opinions in term papers . To many participants this came as positive shock: they loved the atmosphere of the classes, enjoyed being treated like „partners” and were somewhat surprised that someone was at all interested in what they had to say. For some it was the very first opportunity to prepare a power point presentation, others were happy to discover that issues related to spirituality were also part of the curriculum.
To a small yet conspicuous minority this „new” teaching paradigm proved quite a challenge: they protested against having to prepare for class (readings) and were reluctant to read articles in English.
One cannot help but smile.
„What I gained from the course is a great amount of questions that emerge each time we try to define the basics of mission studies. […]”, one of the students wrote. We can only hope and pray that more and more young Hungarian theologians have the temerity to pose questions, even the most difficult ones, ones the answers to which are yet to be found
Monday, June 1, 2009
Student Evaluations CIMS Courses 2008
„ It drew my attention to many things, among others, that I should try to accept the other in the best possible way and perceive him/her not as an enemy but as one, who needs salvation, as my brother/sister in Christ.”, stated one of the students after having participated in a course organized by the Central and Eastern European Institute for Mission Studies of the Károli Gáspár Reformed University in Budapest.
To some such utterance might seem trivial, or even somewhat worrying: is it only at university level that young people come to conclusions as obvious as this one? Isn’t it a bit late? If we take into consideration the fact, that the above opinion was voiced by one, who like many Hungarian theological students, was probably brought up in a fairly conservative religious community and largely mono-cultural society, we have no choice but to admit that it isn’t. On the contrary, it should be perceived as the beginning of an important learning process. A process described by numerous students as „broadening of their horizons” or „reshaping of perspectives” in the field of both missiology and applied theology. Such and similar statements appear all but twenty times in the evaluation forms in reference to various missiology courses.
The second group of key expressions repeated over and over again includes the problem of cultural differences, (cultural) context and the role of inculturation in mission. „The course helped us to see beyond the Hungarian reformed context.”, „I developed an openness to other cultures” – such were the most typical manifestations of the students’ interest in cultural diversity. Again, one could dismiss them as concepts too vague to be taken seriously. After all, aren’t similar clichés about tolerance repeated worldwide time and again?
What is remarkable about such and similar assertions is how course participants managed to adjust the indeed somewhat foggy term „openness to others” to their own, Hungarian church context. While preparing for class and during class discussions many realized, that the term „other” does not necessarily have to refer only to African Muslims living in London and that they themselves are surrounded by „otherness”.
One of the students decided to share his apprehension: „It’s crucial to take cultural differences into consideration, even within our country there are huge differences [between people, communities].” Let us see, what „others” were identified by the participants? One of them argues, that all „newly arrived” members of a given local community should be treated in a special way and surrounded with care. Some expressed an interest in the non-Hungarian churches and missionaries active in their country and vice versa: Hungarian missionary activity abroad. Finally, many emphasized the importance of Roma mission and signaled their willingness to take part in courses related to the topic. The latter evolution of attitude is of great importance given the size of the Roma community in Hungary and the scale of ethnic conflict between its members and other Hungarian citizens.
Surprisingly enough, a considerable amount of students acknowledged, that they had learnt a lot about other denominations during the course. Clearly, this was not the main objective, nevertheless it can be treated as a positive „side effect” of class discussions.
The above examples might create the false impression that course participants have shown interest exclusively in matters somehow related to their own country. It is not so. The majority of students was excited to have gained insight into the situation of Christians from other continents, captivated by the lectures of an African visiting professor and a Hungarian missionary couple. Apparently, some of them ceased to perceive Christians from remote countries as completely different and their situation as irrelevant to their own experiences. They discovered how surprisingly analogical certain processes happening in Africa might be to the ones they witness in Central Europe. If a very traditional and conservative reformed church in Ghana has experienced a great awakening, why couldn’t something similar occur in Hungary?
Last but not least, it is impossible not to mention the purely „technical” side of the courses organized by the Institute, which constitutes, to my mind, their extremely important added value.
In contrast to the old school teaching methods of the university’s Faculty of Theology, missiology courses are structured according to the generally accepted „Western” model of instruction: reading > discussion > lecture/presentation > discussion. Students were encouraged to critically reflect on the topics, engage in class discussions, prepare presentations and express their opinions in term papers . To many participants this came as positive shock: they loved the atmosphere of the classes, enjoyed being treated like „partners” and were somewhat surprised that someone was at all interested in what they had to say. For some it was the very first opportunity to prepare a power point presentation, others were happy to discover that issues related to spirituality were also part of the curriculum.
To a small yet conspicuous minority this „new” teaching paradigm proved quite a challenge: they protested against having to prepare for class (readings) and were reluctant to read articles in English.
One cannot help but smile.
„What I gained from the course is a great amount of questions that emerge each time we try to define the basics of mission studies. […]”, one of the students wrote. We can only hope and pray that more and more young Hungarian theologians have the temerity to pose questions, even the most difficult ones, ones the answers to which are yet to be found.
To some such utterance might seem trivial, or even somewhat worrying: is it only at university level that young people come to conclusions as obvious as this one? Isn’t it a bit late? If we take into consideration the fact, that the above opinion was voiced by one, who like many Hungarian theological students, was probably brought up in a fairly conservative religious community and largely mono-cultural society, we have no choice but to admit that it isn’t. On the contrary, it should be perceived as the beginning of an important learning process. A process described by numerous students as „broadening of their horizons” or „reshaping of perspectives” in the field of both missiology and applied theology. Such and similar statements appear all but twenty times in the evaluation forms in reference to various missiology courses.
The second group of key expressions repeated over and over again includes the problem of cultural differences, (cultural) context and the role of inculturation in mission. „The course helped us to see beyond the Hungarian reformed context.”, „I developed an openness to other cultures” – such were the most typical manifestations of the students’ interest in cultural diversity. Again, one could dismiss them as concepts too vague to be taken seriously. After all, aren’t similar clichés about tolerance repeated worldwide time and again?
What is remarkable about such and similar assertions is how course participants managed to adjust the indeed somewhat foggy term „openness to others” to their own, Hungarian church context. While preparing for class and during class discussions many realized, that the term „other” does not necessarily have to refer only to African Muslims living in London and that they themselves are surrounded by „otherness”.
One of the students decided to share his apprehension: „It’s crucial to take cultural differences into consideration, even within our country there are huge differences [between people, communities].” Let us see, what „others” were identified by the participants? One of them argues, that all „newly arrived” members of a given local community should be treated in a special way and surrounded with care. Some expressed an interest in the non-Hungarian churches and missionaries active in their country and vice versa: Hungarian missionary activity abroad. Finally, many emphasized the importance of Roma mission and signaled their willingness to take part in courses related to the topic. The latter evolution of attitude is of great importance given the size of the Roma community in Hungary and the scale of ethnic conflict between its members and other Hungarian citizens.
Surprisingly enough, a considerable amount of students acknowledged, that they had learnt a lot about other denominations during the course. Clearly, this was not the main objective, nevertheless it can be treated as a positive „side effect” of class discussions.
The above examples might create the false impression that course participants have shown interest exclusively in matters somehow related to their own country. It is not so. The majority of students was excited to have gained insight into the situation of Christians from other continents, captivated by the lectures of an African visiting professor and a Hungarian missionary couple. Apparently, some of them ceased to perceive Christians from remote countries as completely different and their situation as irrelevant to their own experiences. They discovered how surprisingly analogical certain processes happening in Africa might be to the ones they witness in Central Europe. If a very traditional and conservative reformed church in Ghana has experienced a great awakening, why couldn’t something similar occur in Hungary?
Last but not least, it is impossible not to mention the purely „technical” side of the courses organized by the Institute, which constitutes, to my mind, their extremely important added value.
In contrast to the old school teaching methods of the university’s Faculty of Theology, missiology courses are structured according to the generally accepted „Western” model of instruction: reading > discussion > lecture/presentation > discussion. Students were encouraged to critically reflect on the topics, engage in class discussions, prepare presentations and express their opinions in term papers . To many participants this came as positive shock: they loved the atmosphere of the classes, enjoyed being treated like „partners” and were somewhat surprised that someone was at all interested in what they had to say. For some it was the very first opportunity to prepare a power point presentation, others were happy to discover that issues related to spirituality were also part of the curriculum.
To a small yet conspicuous minority this „new” teaching paradigm proved quite a challenge: they protested against having to prepare for class (readings) and were reluctant to read articles in English.
One cannot help but smile.
„What I gained from the course is a great amount of questions that emerge each time we try to define the basics of mission studies. […]”, one of the students wrote. We can only hope and pray that more and more young Hungarian theologians have the temerity to pose questions, even the most difficult ones, ones the answers to which are yet to be found.
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