Educational Philosophy

The purposes and objectives of CBTS are as follows:


The following general objectives are designed to define the scope and purpose of the programmes offered by the Seminary. The Seminary exists to provide biblical, theological, historical, and practical training in Christian ministry for pastors, administrators, chaplains, theological teachers, and other Christian workers within the Cameroon Baptist Convention. Graduation from this institution should enable a student to demonstrate growth and development:

1. SPIRITUALLY, by cultivating a dynamic personal understanding of the triune God as he relates to daily living. This should be evidenced by an active commitment to Christ and the administration of his church;

2. CULTURALLY, by a consistent Christian witness within an African context in order that the verbal witness of the church will be relevant and effective in practical social experiences;

3. INTELLECTUALLY, by a comprehensive understanding of the truth of God revealed in the Scriptures of living Christian doctrines, and of the illumination given by historical development within the church;

4. VOCATIONALLY, by translating intellectual foundations into concrete ministry experiences issuing in the edification of the body of Christ.

EVALUATION OF OBJECTIVES: For the evaluation of the courses in the various programmes, we identify those courses dealing with the student’s personal Christian life as having the aim of developing the student spiritually. The assigning of prayer partners, Evangelism Week, staff-student retreats, and the Missions Conference are further parts of the programme to assist students in this spiritual growth. These fall into the ontological domain of the personal being of a person in ministry.

The cultural relationship specifically shows up in courses on Islam, Contemporary African Theology, etc., but is also be part of the dynamic of other less specifically culturally oriented courses. As courses aim to educate students to be more culturally relevant and effective in social experiences, students are also trained to be balanced so as not to be observed as being syncretistic.

The development of the student intellectually is seen to consist not only of those courses focused on the Scriptures, Christian Doctrines, and the History of the Church, but also to include those general education courses which support and aid the student in relating these to the world in which s/he lives. Thus these courses fall into the cognitive domain.

We see the vocational development of the programme as being mainly those courses that deal with relating the background gained in the other areas of study to the work of the pastor in his church and community. Whereas intellectually he may learn Biblical truths, in his vocational development he learns to present these truths to his congregation. This is the practical domain of the student’s education.



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