In this article, the author provocatively claims that "theological education is neither"; it is not theological unless it is considers the nature of its mission to be ultimately Ministerial; and it is not education unless it takes seriously the learner as focal point of the process.

Armed with "best practices" research on effective teaching in higher education, this rather personal, sometimes feisty, essay challenges the fundamental assumptions of theological education professors' most strongly held beliefs regarding their educational philosophies (advocating critical thinking over accumulation o f content), educational psychologies (promoting learning outcomes and the characteristics of the adult learner over teaching), and educational practices (supporting a view for the nature of theological discourse for Ministerial education over Academic in theological education).

Based on a quarter-century as a professor in theological education, the author brings both an educational theory and practical theology academic background. The objective of this essay is to describe the most effective practices for teaching and suggest correlation with the teaching task of the theological educator. The ultimate goal of this exercise is to coax professors in theological institutions to reconsider their innate and explicit conceptions of educational philosophy, psychology, and practice.