Learning Approaches in Theological Education Institutions

Abstract This article reports on the results of a survey spanning five years which was administered in order to enable students commencing their formal theological study programme in a South East Asian theological seminary to identify their previous approaches to learning, and then to consider what might be expected of them by their teachers. The survey and its results are discussed within a theoretical framework of the significance of metalearning, critical thinking and deep versus surface approaches to theological education, which will enable life-long personal and professional growth and development. The expectations of the faculty members and the extent of consonance with the students’ expectations are also identified and commented upon.