Dr Fohle Lygunda li-M provides a thorough analysis of missiological teaching in theological institutions in Africa, with special reference to ten Christian universities in the Democratic Republic of the Congo. His detailed examination of current teaching of mission theory and practice builds a solid foundation for the articulation of a new paradigm of missiological education. In this book, Dr Lygunda presents the case for a transformed approach to raising up seminarians who are equipped to lead indigenous missional churches that will fulfil the Great Commission in their own communities and beyond their national borders.

Scholarly Research Paper from the year 2012 in the subject Philosophy - Philosophy Beyond Occidental Tradition, grade: -, Atlantic International University, language: English, abstract: The purpose of this paper is to explore five major philosophical schools in their effort to promote specific vision of education, and to apply some findings to the context of my country, the Democratic Republic of Congo, using missiological education as case study. Missiological education is an emerging discipline still working to define itself and the challenges it faces. In this paper, it is to be understood as studies about the mission God imparted to the church. Given its correlation with God's mission (missio Dei), the mission of the church (missio ecclesiae) is global, going from and to the whole earth (oikumene). It also concerns the whole human being (holistic/wholistic), taking into account physical, psychological, and spiritual felt needs. If education allows learners to transform their society and themselves (Sidorkin, 2011, p. 524), how can missiological students transform their churches by making them both "mission-minded congregations" and "in-mission communities"? What kind of missiological education will cause students to engage their churches in missio Dei and to transform themselves? These questions cry out for scholarship on learning theory, pedagogies/andragogies, and methodologies as they relate to the discipline of missiology. Without doubt, the study of educational philosophies will shed new light.

The goal of this text is to help teachers in diverse classrooms understand the importance of students’ culture, languages, and schooling experiences to curriculum, assessment, and student achievement. Readers will learn about aspects of specific cultures and languages that are important to their understanding of their students, and they will discover that cultures that are often considered similar may not be so (and why they aren't). Finally, the text focuses on how teachers can integrate languages and cultures into classrooms and how to account for students' backgrounds and funds of knowledge when devising tasks. The text starts with an introduction to language and culture that presents a research?based explanation of why these concepts are important for teachers to understand (Chapter 1). Then, the middle 28 chapters each address one country/culture. Each chapter starts with a school scenario in the US. Part 2 of each chapter includes evidence?based demographic and background data on the country, including historical events that may have an impact on our students and their families. Part 3 includes a look at education, schooling, and culture, including famous people, contributions to the world, personal characteristics, important religious information, focal customs, and other aspects that are important to cultural insiders. Part 4 is about language and literacy traditions and how they relate to the culture, a number of words that teachers can learn (e.g., yes, no, thank you, please, hello), how the language is different from and similar to English, and what those differences and similarities might mean for English language learners from that culture. Part 5 comprises advice, resources, and ideas for teachers (for example, if it is an oral culture, the teacher might consider working with students on oral storytelling before transitioning to written stories, or incorporate both using technology). Each chapter also contains recommended readings and resources and short exercises that extend the chapter information. The final chapter presents parting notes for teachers and additional suggestions for addressing diversity.