Priestly formation in the Anglican Church in Malawi: A History and Analysis of Theological Education/Training
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Authors
Chanzah, Makweya
Issue Date
2020-05
Type
Thesis
Language
en_US
Keywords
School of Theology Thesis 2020 , Leonard Kamungu Theological College , Priestly formation , Anglican Church in Malawi , Priesthood
Alternative Title
Abstract
With the opening of Leonard Kamungu Theological College (LKTC) the Anglican Church in Malawi's desire to have its clergy formed at an Anglican college and within an Anglican ethos, following the tradition of the Universities Mission to Central Africa (UMCA), was realized.
Priestly formation in the Anglican Church in Malawi started in Zanzibar under the UMCA in the late 1800s through Likoma Island in Malawi and finally to LKTC in 2006. After the UMCA, the church did its training at St. John's Seminary (Zambia), Kachebere Major Seminary (Catholic), Zomba Theological College (Presbyterian). The church had short intensive training courses at Chilema Lay Training Center and through Theological Education by Extension in Malawi (TEEM). It is thus clear that both the UMCA missionaries and the Presbyterians made a significant impact on the priestly formation in Malawi. Both the Malawian clergy and the laity expect the priests produced at LKTC to match the caliber of the High Church UMCA missionaries in terms of conduct, preaching, pastoral work, church management, and presiding over the Anglican liturgy.
This project traces the history of priestly formation in the Anglican Church in Malawi and analyzes the impact of training from the beginning to 2019. It also deals with the concepts of the priesthood, models of theological training, contextualizing theological education, and a brief study of Anglican identity. A few oral histories about priesthood in Malawi are also included. LKTC has for the most part delivered on its promise. However, the church expects LKTC to do more on its training. In order to meet these expectations, the college Board, management and the bishops need to consider issues of sustainability, intake increase, shortcomings of new graduates, contextualization and enculturation, and contextual education.
Description
Citation
Publisher
University of the South