This article assesses the strengths and weaknesses of theological education within the evangelical, Spanish-speaking world of Latin America, using the findings of a survey in 2012 of protestant institutions in Bolivia as a case study. There is a particular focus on Pentecostals, since they form the majority of evangelicals in the continent. The study is placed in the context of historical developments, both globally and regionally, from which the involvement and influence of Western mission and models of education are critiqued. (...) The claim by some of a crisis in theological education is examined, and the challenges for the future of evangelical provision are explored. These include the need for contextualization, the importance of a close relationship between churches and seminaries, and the centrality of mission at the heart of the theological curriculum. It is argued that there should be greater interdependence based on an intercultural model of theology. It is hoped that the conclusions provide some resonances for theological education globally. (shrink)

‘Intercultural Theology’ began in the 1970’s as a way of expressing theological mutuality and equality between cultures. Since then, the word ‘intercultural’ has gained currency in a number of fields, secular and religious. This article explores the possibilities of speaking of mission as ‘intercultural’ rather than ‘cross-cultural’ as a way of expressing the cultural engagement that is more appropriate to a postmodern world. The inadequacies of the cross-cultural approach, with its roots in modernity, are examined in the light of the (...) complexity and diversity of cultural identities today. Intercultural mission in contrast is relational, mutual, dialogical, open-ended, and creates space within which God’s missio dei can be experienced. Two examples are offered of intercultural mission in practice. It is suggested that this resonates with Bosch’s proposal for a new paradigm for mission in a postmodern context. (shrink)