Are Theological Schools Ethical Communities?

Are Theological Schools Ethical Communities? 
By William Brackney,
Professor, Acadia Divinity School, Nova Scotia

Theological schools, especially  Baptist seminaries, should be living ethical communities. Not only  should all Baptist seminaries have  required courses in Christian ethics,  but seminaries should give evidence at  every level of practicing ethical behavior. What exactly does it mean to  be a practicing ethical community?  One can take a cue from the school  of character ethics. Certain traits are  valued and undergird all decisions and  behavior.

These include: equality of persons; freedom of conscience; voluntary assent to confessional statements;  democratic decision-making; shared  governance; healthy collegial interaction; transparency in administration;  pastoral concern within the community; protection of human rights; the  practice of grace and civility; and an  overall allegiance to the lordship of  Christ. The Christian ethicist understands that all of these characteristics  have their root in Scripture.

The ethical dimension asks different questions than the classic disciplines in seminary curricula. Biblical  scholars probe with analytical tools  the content and meaning of texts;  theologians and historians synthesize  ideas into propositions and interpretations.  Ethics is different even from pastoral care methodologically; these colleagues seek to understand behaviors  and prescribe therapies and means  of achieving wholeness. In contrast,  the Christian ethicist is asking, “As  a Christian, informed by Scripture,  endowed by the spirit of Christ, how  do I conduct myself? What is the right  pathway?”

If the seminary is a model community in which students observe,  critique, and imitate ethical behavior for ministry in the churches, and  some degree of social transformation,  it is imperative that the theological  school be a beacon of ethical praxis.

Moral behavior is observed and critiqued constantly in the larger community and is often out of sync with  ethical expectations, that is, with  well-thought principles or systems of  action that portray biblical norms or  Christ-like images. Often, Baptists,  being a “people of the Book,” fall back  into strict rule-ethics and this produces not-so-subtle examples of insensitive ethical coercion.  Many Baptist seminaries forego  teaching Christian ethics in the basic  degree programs, for fear of being  accused of taking controversial positions that might be unpopular with  the constituency. Or they are unfamiliar with how a Christian ethicist  works.

This denies the seminary student—and the faculty—the opportunity to practice making decisions or  to cultivate an “uneasy conscience,” to  use Roger Crook’s phrase. An uneasy  conscience is not moral relativism,  but a continual revisiting of data and  issues to make certain one’s positions  are valid. It’s a dynamic process, a  continual learning experience. Baptists provide a unique blend  of factors in their ethical quest, many  assets of which pertain to trust, freedom, partnership, human rights and  the lordship of Christ. Ironically,  some Baptist theological educators  and boards of trustees seem more  inclined toward an Episcopal style of  administration, a presbyterial form of  governance and an exclusively rulebased ethics. If this is the character  of the theological seminary, there is  little wonder what kind of leadership  devolves to the congregations.

Rightly understood, Baptistsensitive ethics derives from Scripture,  a personal relationship with Christ, a  sense of acting within a community  (that is, congregation) and within an  evangelical tradition. In understanding the application of the teachings  of Jesus to ethics, one finds a blend of  rules (the Commandments), principles (“Love your neighbor”) and character formation (“Let this mind be in  you which was also in Christ Jesus”).

Baptists, as believer-priests, must  enjoy the liberty of the Spirit’s working in individual lives. This leads  inevitably to freedom of conscience,  toleration of other’s positions and collegiality in working together. The theological school community, like the monastery of old, can  provide a unique laboratory to create  a Christian community. In this community those responsible for teaching  ethics have an important role to play.  He or she continually raises questions  and possible alternatives. An ethicist  reflects on texts and offers comments  from his or her expertise. By the nature  of the task, ethicists bring to bear a  wide range of evidence and learning to  inform teaching and praxis. An ethicist works hand in glove with biblical  scholars, theologians and historians.  Hopefully, those in other disciplines  have a high regard for the integrative  discipline of ethics.

In an era characterized by an information explosion, new questions, new  and daunting technologies, a proliferation of possible moral alternatives and  throngs of second-career students with  “life experience,” theological educators  would do well to reinforce the role of  ethics in their learning communities.  Baptists in particular.

This article was originally published in  www.EthicsDaily.com (12/08/09) and  is reprinted with permission. 

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