Beyond Profession: The Next Future of Theological Education by Daniel O. Aleshire (review)

Beyond Profession is one of seven books published as part of the Theological Education Between the Times (TEBT) project based at Emory University’s Candler School of Theology. Written in a conversational tone by Daniel O. Aleshire, former executive director of the Association of Theological Schools (ATS), this book attempts to define and describe what the future of theological education should be. For forlorn theological educators pining for paideia, Beyond Profession is a satisfying read. It acts as a near-perfect shim between theological education’s staling present and its yet-to-be-realized future.

This “extended essay” (1) comprises four chapters that function as a series of blueprints, moving readers from theological education’s past into its future. Drawing on practical knowledge as a seminarian, professor, and former ATS administrator, Aleshire fondly recounts his experiences with the dominant version of theological education, the graduate professional model. He overlays his own involvement to include a larger look back at the history of Mainline Protestant, Roman Catholic, and Evangelical theological education(s) in North America. Aleshire prioritizes diversity, paying particular attention to black theological schools by drawing on experiences of African-Americans and other minoritized groups. His succinct and informative historical narrative is purposeful. It arises from a hypothesis that the forms and practices of theological education are shaped by “cultural, educational, and religious forces” (73). Those forces must be understood, according to Aleshire, as theological schools have a formative role to “fit with” not just “fit in” the times (74).

Roughly summarized, Aleshire defines theological education as postbaccalaureate preparation for religious leaders and others, using a theological curriculum, oriented toward educational goals and accountable to standards (16). The key to the next iteration of theological education is not preparation for a profession but formation of the whole person. Aleshire roots his assertion in the Pastoral Epistles, pointing to character qualities therein, and reminding readers about the historical influence of paideia—a kind of education that nurtures the soul (94), which has been superseded by today’s research model of education. For Aleshire, the goal of theological education is “the acquisition of a wisdom of God and the ways of God fashioned from intellectual, affective, and behavioral understanding and evidenced by spiritual and moral maturity, relational integrity, knowledge of the Scripture and tradition, and the capacity to exercise religious leadership” (82, 109–10). While Aleshire admits his definition is “awkward and technical” (82), his attempt to define theological education’s aim will resonate with anyone weary of books that address new theological programs and ideas without clear goals and themes that point diverse theological schools toward a common future.

In the final chapter Aleshire’s emphasis on formation is far-reaching, outlining the practices required to achieve his goals. His years of ATS leadership are evident; he handles complex subjects with insight that is both grounded yet aspirational. Among his topics are faculty faithfulness, assessing student formation, and what educating for spiritual, moral, and relational integrity might look like. Aleshire’s focus on formation is an important step, putting flesh on the bones of an ATS Standard of Accreditation for the Master of Divinity degree—the personal and spiritual formation of students.

If there is one glaring omission in this text, it is a more pronounced wrestling with online theological education. The pandemic-accelerated movement toward web-based classrooms has certainly impacted formation. Since some aspects of Aleshire’s focus on character formation, such as developing moral and relational integrity, appear difficult to develop outside of embodied contexts, it would have been helpful to read how he sees formation taking place in increasingly web-based theological school contexts.

Beyond Profession concludes by asking the reader to consider two things: What characteristics do you associate with your favourite seminary professor and the best pastor/priest you have known? The answers seem obvious: It is not their lectures or assignments but their...