To better understand what is unique about Claremont, you are invited to read the following essays.

President's Welcome Letter
by Philip A. Amerson, President

Intellectual Rigor
by Jack Fitzmier, Professor of American Church History

Vocational Discernment
by Philip A. Amerson, President

Responsible Social Engagement
by Karen Dalton, Dean of Church Relations and Ministry Resources

News & Media
 

In the late 1950s, Ernest Cadman Colwell, the first president of Claremont School of Theology, articulated a vision for a theological school that would serve as an oasis in the desert of Southern California. Colwell believed that the most vital element to a successful institution was not to be found in beautiful buildings or a fine library, in a beautiful sierra campus or comfortable student housing.

Though he valued each of these things, and though Claremont of the 21st century enjoys these blessings, the core of Colwell's vision was grounded on the School's faculty. "Above all," he said, "we must concentrate on building our faculty. An excellent faculty will demand a first-rate library. An excellent faculty will attract top students to Claremont. An excellent faculty will insist on a creative setting for learning. An excellent faculty is the foundation upon which we can build this School into the best there is."

In time, Colwell's quest for academic excellence for the churches became a reality. The School's early faculty included Frank W. Kimper, Professor of Pastoral Care and Counseling, Robert Arnott, a pioneer in the study and teaching of Church Administration, and K. Morgan Edwards, a charismatic preacher who built an outstanding homiletics curriculum at Claremont. Later, the School attracted a cadre of aspiring younger scholars from around the country, all of whom advanced Colwell's vision and became leading visionaries in American theological education. These included John Trever, who photographed, cataloged and preserved the Dead Sea Scrolls; John Cobb, whose work on Alfred North Whitehead and Process Theology earned world acclaim; Jane Dempsey Douglass, the first woman to serve as president of the American Society of Church History; James Sanders, founder of the School's Ancient Biblical Manuscript Center; Howard Clinebell, whose work in Pastoral Care and Counseling became a national standard; and Joseph Hough, the ethicist who became a leading voice in the work of the Association of Theological Schools in the United States and Canada.

In more recent years, Colwell's vision has blossomed into a fully developed graduate school. Today, the School's faculty is made up of a group of young scholars who have established themselves as leaders in their respective fields, including Ann Taves in American Religious History, Marvin Sweeney in Hebrew Bible, Philip Clayton in Theology, Dennis MacDonald and Gregory Riley in New Testament, Kathleen Greider in Pastoral Care, and Scott Cormode in Church Leadership. A library of 5,000 volumes in the early days has grown to 190,000 volumes of religious and theological scholarship. Faculty interests in particular fields have themselves become institutionalized: Claremont is home to the Ancient Biblical Manuscript Center, the Center for Process Studies, and the Moore Multicultural Center. And early academic programs have been tailored to fit contemporary needs: We offer the Master of Arts, Master of Divinity, Doctor of Ministry, and Doctor of Philosophy degrees.

Academic excellence stood at the heart of Colwell's vision. But his vision was not static-it had direction and energy. At Claremont, we believe that academic excellence is best employed to advance the work of ministry, to enhance vital piety, and to inspire social change. Our curricula are designed to help students learn the Christian tradition by engaging in graduate-level study and to use their knowledge of that tradition in our contemporary setting. We require our students to engage the disciplines of theological education, but not on a "theory versus practice" model. Rather, we seek to teach Bible, homiletics, ethics, religious education, history, spirituality, theology, pastoral care, leadership and contextualized ministry studies as we believe them to be-interwoven, interdependent and mutually supportive. All this takes place in an environment that is rich in religious, denominational and cultural diversity. And it takes place in a setting where students are strongly encouraged to explore their vocations and to deepen their spiritual lives.

Graduates of Claremont School of Theology are the beneficiaries of Colwell's original vision for theological education. Working in leadership positions in churches, schools, service agencies and other professions, they are lifelong learners whose formal theological education at the School was only the beginning of a way of being faithful. And just as they are able to use their academic preparation to better serve in changing and challenging environments, so too, the School is growing and developing as it seeks to be faithful to Colwell's legacy.







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