This article is an attempt to provide a systematic and integrative picture of the main contributions presented at the colloquium which addressed the current state of theological education, proposals for the basic values to be laid as foundation for a new theological curriculum and concrete attempts to build such a curriculum in South Africa, the African continent and especially at the University of Pretoria with a particular stress on decolonisation as contextualisation. In dealing with these aspects, the article focuses on (...) whether or not theology as an academic field has a future in university and society by implementing a concrete programme of decolonisation which is adapted – by means of education – to the specifics of various local contexts including those in Africa. If the answer to this question is positive – and the colloquium contributors, as well as the authors, of this article do believe to be so – then one must find out how theology should be done in the university, how theology should work in society and what theology should be taught in the university so that its impact in society is continuously transformative and permanently relevant to human life and human existence in Africa and throughout the world. (shrink)

The article is authored by the Dean of Faculty of Theology at the University of Pretoria, celebrating the Faculty’s centenary in 2017. The exposition of the argument is unfolded on the basis of Ricoeur’s threefold mimesis of prefiguration, configuration and reconfiguration. The earliest decisive statement with regard to the nature of the Faculty, and which is eagerly pursued, was made by the Rev. M.J. Goddefroy in 1888, epitomising theological training as of academic deference, that is as a Faculty at a (...) university and not a seminary. This has been the fibre of Theology at the University of Pretoria and intellectual inquiry is an uncompromised value. The article is a critical reflection on the past century and an orientation towards the next hundred years, identifying the essence of what a real Pretoria Model could and should be and looking ahead to the next century. ‘History is not a destination, but an orientation’, sounds like a refrain in the article. The enterprise is contextual with regard to time and space. The assessment is subsequently done in terms of this continent and this century, that is Africa and the 21st century. The conclusion of the article is that the Pretoria Model fills a unique niche in theological inquiry at public universities competing for a position among the top 500 on the ranking of world universities. (shrink)