Beyond Contextualization: Toward a Twenty-First-Century Model for Enabling Mission

Abstract

International Bulletin of Missionary Research, Vol. 34, No. 4 I one course I taught recently, I had forty-two students from thirteen nations, with a combined 313 years of mission experience in forty-six countries. Such prior knowledge of the world generates an expectation of rich classroom participation and dialogue. Managing the interaction is both rewarding and challenging for professors who seek to ensure that all voices are heard. Such a teaching experience is symptomatic of our contemporary world and reflects the shifts taking place in the nature of mission. How can we build maximally on these changes to reflect the glory of God throughout the earth? These shifts signal the need for a new approach in the way we teach missiology, as well as in how we approach the challenging task we call world mission. In the circumstances of our post–9/11 and increasingly postChristian world, what resources does missiology as a discipline have for responding to current challenges? A decade ago Doreen Massey, in an article reflecting on the state of affairs throughout the social sciences, emphasized the need for crossing disciplinary boundaries.1 Missiology, itself a very young discipline, is Beyond Contextualization: Toward a Twenty-first-Century Model for Enabling Mission

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