Formation for Mission: Why Theological Education Still Matters
There is a quiet but important shift happening across the Church in North America. Congregations are asking new questions about leadership, calling, and formation -not because the mission of the church has changed, but because the context in which that mission unfolds certainly has.
The “why” of theological education remains constant. Todd Still, dean of Baylor’s Truett Seminary, observes, “When done well, theological education can serve as a bridge from call to competence. Put differently, a call to ministry is a call to prepare for ministry.”
Yet the “how” is experiencing subtle changes. In this moment of re-engagement with the gospel across the continent, theological education is rediscovering its role not as an isolated institution, but as a partner in a larger ecosystem of formation.
Greg Henson, president of Kairos University, describes theological education as an ecosystem of interconnected and interdependent parts. Local churches, ministry networks, seminaries, and followers of Jesus all play essential roles in cultivating disciples who flourish in their vocations.
“Theological education works best when local churches, networks, seminaries, and followers of Jesus work together to cultivate followers of Jesus who flourish in their vocations for the life of the world,” Henson said. In that vision, seminaries are not the whole body, but neither are they optional. The church forms leaders best when each part contributes what it uniquely offers.
Dr. Ingrid Faro, interim president of Northern Seminary, points to integration as one of theological education’s most important contributions. Northern Seminary provides space where intellectual engagement with scripture meets spiritual transformation through the work of the Holy Spirit. “Seminary has the unique responsibility to integrate intellectual knowledge of scripture with the power of the Holy Spirit to transform lives to serve God’s kingdom more effectively,” Faro said.
That integration matters, because the mission field itself has changed. While earlier generations often imagined mission primarily across geographic or cultural distance, today’s ministry leaders increasingly recognize that mission begins much closer to home. “The mission field begins in our home and continues outside our door,” Faro said. “Every follower of Jesus is a minister of the gospel.”
Theological education, then, is not preparing people for ministry somewhere else someday. It is helping them live faithfully where they already are.
Brent Sleasman, president of Winebrenner Theological Seminary, sees seminaries adapting to meet that reality, especially as fewer students prepare for traditional full-time ministry roles and more pursue bi-vocational or locally rooted forms of leadership.
“Those serving in full-time ministry roles are decreasing,” Sleasman said. “Schools need to have affordable and flexible options for students working multiple jobs with limited finances.” That shift has prompted many theological institutions to rethink how they deliver education - expanding hybrid learning, lowering financial barriers, and creating pathways that connect more directly with local church ministry. But accessibility alone is not the goal.
The deeper purpose of theological education remains formation: shaping identity, character, and calling within a community of learning and discipleship. Faro sees that transformation regularly in the classroom. “Every term, every class, I see someone being set free from bondages or abuses that hobbled them from seeing their identity in Christ as beloved and valued,” she said. “They walk more freely and confidently in their calling as a disciple.”
Sometimes the impact of theological education becomes visible in the simple reality of access. Sleasman recalls a student whose opportunity to study theology became a turning point in her life. “The fact that she was able to find a school that accepted her as a mother and follower of Jesus was a huge encouragement,” he said. “For her, access to theological education was an answer to prayer.”
Stories like this reflect a broader shift in how seminaries and other theological education institutions understand their partnership with churches and ministry networks. “The Body of Christ is a body,” Henson said. “Theological education that doesn’t involve the local church is like the body saying it doesn’t need a foot. Theological education that doesn’t include the seminary is like the body saying it doesn’t need an ear.”
This partnership language reflects a growing desire to move beyond seeing a seminary primarily as a credential-granting institution. For decades, theological education was often reduced to degree completion rather than discipleship formation. Henson names that misunderstanding directly. “When ‘going to seminary’ became reduced to ‘getting a degree,’ we turned deeply rooted journeys of discipleship into commodities,” he said. “If we start with a degree, we may never get to formation. If we start with formation, we can always get to a degree.”
That reframing invites both churches and seminaries to recover a shared understanding of formation as a communal process - one that includes study, spiritual growth, and lived ministry experience.
Across seminaries, universities, and other theological training institutions which are connected to the Ascent Movement and beyond, educators are experimenting with new models of accessibility, partnership, and contextual learning. These changes are not simply institutional adjustments; they are responses to the Spirit’s ongoing work in the church.
Still’s comments reflect his agreement and add an important nuance. “I never cease to be amazed at how the Lord uses theological education not simply to inform God-called men and women but also to form them into more fully devoted Christ followers, he said. He further explained, “It is sometimes suggested that seminary study is too costly in terms of time and money. While not denying that study may well be costly, I have observed over time that failing to prepare adequately for ministry is more costly still."
And as Faro puts it, the calling to ministry begins with obedience. “Pray and ask God to lead you to how he wants you to serve more effectively,” she said, “not if he wants you to serve.” Sleasman echoes that encouragement with a reminder from Jesus’ words that the harvest remains plentiful. Regardless of the path someone takes, the church continues to need leaders willing to join the work of the gospel.
The future of theological education will likely look different than its past. Programs may be more flexible. Learning environments may be more distributed. Partnerships between seminaries and churches may grow deeper. But the core calling remains unchanged: forming followers of Jesus who are prepared to participate in God’s mission in the world. In that sense, theological education is not standing apart from the church’s renewal. It is participating in it.
And as churches, networks, and those who do the theological training walk together in that shared mission, the ecosystem of formation continues to grow and cultivate leaders whose lives bear witness to the gospel for the life of the world.
Contributors to this conversation include Dr. Ingrid Faro, Interim President and Professor of Old Testament at Northern Seminary; Greg Henson, President of Kairos University and Professor of Organizational Formation; Dr. Brent Sleasman, President of Winebrenner Theological Seminary; and Dr. Todd Still, Charles J. and Eleanor McLerran DeLancey Dean and William M. Hinson Professor of Christian Scriptures, Baylor University, Truett Seminary.











