Standards 2025

St. Charles Borromeo Seminary

Self/Private Accreditation Requirements

Independent Peer Accreditation Requirements

DCMA Protected - https://www.dmca.com/r/mkkzzm5

Standards of the St. Borromeo Seminary

Index

Authorization - Introduction - Mission

Integrity - Learning and Formation

Academic Quality

Accreditation

Educational values and ethics

Quality Control - Library

Faculty - Governance

Bachelors - Masters - Doctorate

Evaluation - Certificates - Legals

Legal Authorization:

MO§ 173.616. Schools and courses that are exempt from sections 173.600 to 173.618. The following is a list of the types of institutions and training programs that may be eligible for exemption from the requirements of the Proprietary School Certification Program.  For details regarding exemption criteria, please see Section 173.616, RSMo:

Not-for-profit religious institutions offering only religiously designated degrees and programs

Introduction to accreditation:

The St. Charles Borromeo Seminary supports the legally binding 'private' or 'self-accreditation' principle guaranteed by 29 states in the United States. Also, under the law and general rules of the Department of Education, we support the 'independent' accreditation agencies over that of the government sanctioned accreditation agencies. As per Department of Education mandates, accreditation is optional. Considering the Establishment Clause of the U.S Constitution, this separates the 'church seminary' from the federal government control.

Letter from the Department of Education:

A direct quote from the U.S. Department of Education reveals “No accrediting agency needs the Secretary’s recognition in order to function as an accrediting agency….so too no accrediting agency needs the Secretary’s recognition in order to operate. Also, no agency needs recognition by the Council on Higher Education Accreditation (CHEA) to operate”.

 Private accrediting agencies, registered as a 501c3 in the United States, are as legal and valid as any regional or national accreditation agency.

The St. Charles Borromeo standards are listed herein. Our supporting independent accreditation is under the Theological Accreditation International (TAI).

Mission:

The mission of the seminary is to provide a faith community, based on the standards of the Faith Based Organization as supported by the laws of the United States, the statutes of the state of Missouri and operate under the precepts of supporting clauses of the Hague Convention.

The seminary provides the necessary training to allow clergy to operate under the canons, rubrics, beliefs and ethical guidelines of the parent organization and associated elements. There is no claim, real or imagined, that this training fits any need within other organizations. We do declare, that if approached to use the seminary for their needs, it is done so as a free will effort with no guarantees, real or imagined, that the requesting organizations goals will be met. None the less, the organization has paid all due diligence in the curriculum design to be the equivalent equal to most private, regional or nationally recognized seminaries. 

We do declare that the processes, procedures and standards are the sole property of the United Episcopal Catholic Communion and the integral St. Charles Borromeo Seminary and the Coalition of Independent Christian Seminaries. It is agreed in principle that the processes, procedures and standards will be utilized of free will, with no claim of warranty real or implied. It is fully understood that the processes, procedures and standards are designed to elevate credibility and unity within the organizations that may desire to use them.

The seminary has the mission to train clergy in the necessary faith, biblical studies, history of the church and church fathers, utilization of the faith in their ministries and provide core ethics guidelines. The seminary training is bound by the canons, rubrics, ethics, and beliefs of the parent organization. We do declare that the previous declaration may not match the requirements of the myriad of Christian organizations and sects.

Integrity:

The integrity of this seminary is based on the needs of the parent church; canons, rubrics, ethics and beliefs. We will act with integrity in our dealings with all seminarians and also with the general public. Christian ethics dictates that we treat all seminarians with honor and respect. We decry any form of discrimination based on race, creed, color, national origin, sexual persuasion or orientation.

This organization will follow all applicable laws and statutes as specified in the United States and the state of Missouri. Whereas the seminary is integrated into the parent church, is monastic in nature and does NOT purport to serve any other organization, there are limited regulations to dictate operation. None the less, the organization has paid all due diligence in the curriculum design to be the equivalent equal to most private, regional or nationally recognized seminaries. 

This seminary will report directly to the Bishop’s Council and Patriarch of the parent church, and will be evaluated by it’s ecclesiastical peers.

The integrity of this institution is based on biblical principles and theological methodology. These principles outweigh any secular university (seminary) principles of collegiate learning. The methodologies of both biblical and systematic theology are embraced.

In the fullness of time this organization may, at its discretion seek the sanctioning of  an accreditation agency. In the event this occurs, this organization would embrace to peer-to-peer aspects of such accreditation, including by not limited to; degree, credit, accountability and credibility sharing.

Learning and Formation:

The following standards are supported at all degree levels

This institution does not subscribe to ‘academic rigor’. Academic rigor has little place in faith or divine studies. We agree that the seminarians must be challenged, that not withstanding they must be challenged at a level they can handle and comprehend. Academic rigor is most often directed at book learning and rote memorization. Christian faith cannot be memorized. Faith must be FELT, it must be in the HEART, it must manifest itself in the SOUL. Every individual is UNIQUE in their relationship with the DIVINE.

Within that context, we place the appropriate learning tools and materials within reach of each individual. They can proceed with the ‘rigor’ that best suits the compromise between the requirements of their secular life and religious life.

Within the context of formation as defined:

Christian spiritual formation is the process of being conformed to the image of Jesus Christ for the glory of God and for the sake of others.

This process is personal and we strive to assist each seminarian with this formation by requiring non-learning activities; prayer, meditation, reflection, one on one discussions, direct mentorship, practicing monastic precepts, requiring the recitation of the Offices and other self-aware/god-aware activities.

While all learning has a finite pedagogy, as in the presentation of training materials and evaluating the understanding of the seminarian by written and oral interrogation, we fully realize that the search for the divine has unique characteristics that cannot be taught. A certain amount of faith must be found within EACH INDIVIDUAL, on there own in their relationship with GOD. This seminary recognizes the fluidity of the understanding of theology and divinity, and that there are as many interpretations as there are theologians. We embrace theological difference as part of the curriculum, and encourage controlled debate and free thought.

The shepherds (we do not subscribe to the term teachers, trainers, professors or other secular terms. Generally, we view the terms as being inappropriate) are clergy or bishops in good standing of this organization. They have demonstrated their understanding of theology, divinity and church operation not only by their ‘studies’ but also by their actions as priests of the organization, their recognition by the Patriarch and Presiding Archbishop of the parent church and by the Chancellor of the seminary. The greatest amount of of learning for any priest is by practicing and observing others practice the faith.

We support and require interactions with the seminarians, including personal communication, discussions on lessons, evaluating the work, evaluation of hands on training and much more.

Academic Quality Accreditation:

We declare that this institution bears the responsibility of accreditation upon itself and the private sector. Both secular and religious accreditation agencies use a university academic model that is not conducive to the needs of the church or religious studies.

The academic quality is based on rigorous courses set down by Thirdmill and created by some of the finest clergy from around the world. The courses and programs are listed at these web addresses: (Opens in new tabs) 

https://sgecc.org/SCBSeminary/index.php/academics/standard-catalog 

and 

https://sgecc.org/SCBSeminary/index.php/academics/course-descriptions

The hours of study are based on credits. The number of study hours based on the credits per module is a variable as this institution allows seminarians to study at their own pace. Seminarians may expect 2-3 hours of study and preparation per credit. 

Course delivery is based on self study from the module, written essays on each individuals personal understanding of the material and open questioning by the training staff. The teaching methodology is based on this principle, whereas each seminarian must be allowed to find their faith within the context of their personal understanding of the divine. The seminarian is required to complete an online test for each module.

Guidance by the training staff (clergy, bishops) is ongoing as required.

The bishops and clergy delivering the training are theologians in their own right.

Assessment per credit is based on assigned points. The evaluation MUST be both objective and subjective in nature. Whereas each individual will find their faith in the understanding of the divine at different levels, finite academic rigor has no place in theological studies.

Upon completion of a degree level, each individual will receive a Certificate certifying their degree level. Each individual will also receive a transcript of their coursework points/credits.

Accreditation, recognition and references:

This organization operates under private and self accreditation principles. We operate under the laws of the state of Missouri: MO § 173.616. Schools and courses that are exempt from sections 173.600 to 173.618.

The recognition of this organization is in the purview of the Lord Jesus Christ, biblical text and historical tradition of the church universal. Therefore, any references must be based on biblical text or the Bishop’s Consistory of the parent church.

Educational values and ethics:

All educational values are based on the principles of biblical and systematic theology as set down by theologians worldwide. The ethics of the seminary are strictly and securely bound in Christian Ethics based on biblical foundations. The ethics document is displayed on the parent church website or made available on a separate document.

Quality Control

All course materials are updated as they become available from Thirdmill. The seminary will accept all comments and suggestions from the seminarians regarding their experience. 

All processes, procedure, standards or training materials specific to SCBS will be evaluated and updated as required. All changes to SCBS specific documentation is reserved in whole by the Patriarch of the United Episcopal Catholic Communion and the integral St. Charles Borromeo Seminary.

Library:

The seminary, along with a secondary source, maintains a research library in excess of 18,000 documents. The library is accessible free with no restrictions. The entire library is supported online.

Faculty:

The qualification of the faculty is determined not necessarily by the ‘degree’ level of an individual shepherd, rather by their experience with God and the public by participation in the faith. This experience far outweighs other types of learning, as practicing the faith brings one closer to the faith.

That not withstanding, each faculty (shepherd) is requested (not required) to successfully complete the entire degree programs of this institution. While we respect the training provided by other institutions, having full control of the quality, integrity an ethics of our staff is mission critical to our success. Clergy with a Bachelors are generally assigned to apprenticeship training and oversight of the online testing. Clergy with a masters may take on responsibilities of evaluations of the short essays required per module, and minor counselling duties. Clergy with a doctorate are considered full faculty and hence have oversight for all curriculum activities and the monitoring of other training staff.

To be clear, teaching and learning in the realm of faith can be a matter of someone (priest or bishop) sharing their real world experiences in the faith. This process is REQUIRED for anyone who may wish to shepherd a seminarian.

General Academic Roles:

The following terms are not used ‘internally’ within the St. Charles Borromeo Seminary. These terms are ‘secular university’ terms. St. Charles Borromeo Seminary does not operate in any secular or governmental capacity. We use these terms only to stay consistent with other institutions.

1. Instructor

• Requirements: Minimum of a Bachelor's degree in the relevant field.
• Responsibilities: Teach undergraduate courses, prepare lesson plans, assess student performance, and provide academic support.

2. Teacher

• Requirements: Minimum of a Bachelor's degree; preferably a Master’s degree in the relevant field.
• Responsibilities: Develop and deliver course content, conduct assessments, mentor students, and engage in professional development.

3. Adjunct Professor

• Requirements: Master’s degree in the relevant field; significant professional experience.

• Responsibilities: Teach part-time, often in specialized areas; contribute to course design and assessment; stay current with industry trends.

4. Professor

• Requirements: Doctorate in the relevant field; substantial teaching and research experience.

• Responsibilities: Teach undergraduate and graduate courses, conduct research, publish scholarly work, mentor junior faculty, and contribute to curriculum development.

Governance:

The governance is under the absolute control and purview of the Presiding Archbishop of the parent church, who is also the Chancellor (Rector) of the seminary. Whereas the learning process is not totally in the realm of book learning or ‘hands on’, the governance must take into account the spiritual aspect. Spirituality must be discussed and shown by actions, not something easily discussed in text.

The Chancellor has unrestricted authority over all aspects of the seminary.

Degrees:

Bachelor of Sacred Christian Theology

120 Points (Credits)

Master of Sacred Christian Theology

48 Points (Credits) 

Doctor of Sacred Christian Theology

88 Points (Credits)

Evaluation: (See Chart at the End of the Document)

Evaluation of faith is not easily quantified. Our standards dictate that textbook learning, rote memory regurgitation and subsequent finite question and answer evaluation does not and cannot take into account the depth of ones personal faith, comprehension of the divine or how to present that faith to the subsequent church memberships the clergy serves.

The evaluation policy is based on the precepts of the following:

• All lessons require a written response (essay) of a word count with a set minimum, and presented for evaluation by a member of the training staff. The essay consists of the perception of the knowledge gained by the seminarian regarding the content of the learning module.

• Each essay is analyzed in the same manner as any collegiate essay. The essay is evaluated for theological accuracy, integrity of personal interpretation of the content, logic, ethical bearing, context, grammar and faith characteristics. Points (credits) are assigned to each learning module, and evaluated in .1 or .05 point increments (depending of granularity) based on evaluation of the criteria listed herein.

• Testing is performed on every module of study except where indicated or where specifically designed for an essay synopsis. All testing must be passed with a score of 80% or above. Tests may be retaken one (1) time in response to a failure. Tests are graded on percentage of correct completions. 

• Random questions regarding a module may be presented at any time by any of the Bishops. The question must be submitted in essay form with a set word count minimum. The evaluation is the same as listed previously.

• Outside of the learning modules, the seminarians are required to complete a complex essay of a minimum word count discussing their personal faith and religious beliefs, based on YOUR feelings and opinions, not the opinions of teachers you have learned from. The evaluation is the same as listed previously.

• The seminarian will be required to create a research document of a minimum word count, using their own resources, on a random subject of Christianity as specified by the Bishop. The must provide all supporting document references as footnotes (for validation). The evaluation is the same as listed previously.

• The seminarian, when completed with all modules and essays, is required to submit a thesis of a minimum word count in the breadth of the course of study. The evaluation is the same as listed previously.

• The seminarian will be required to study, and possibly comment via essays, the process of various activities a clergy performs in normal practice. Many aspects of this process may be hands on, and must be observed by some means by the attending training staff. The evaluation is the same as listed previously.

• The seminarians will be required to view, and possibly comment on via essays, a series of How to Videos of clergy activities (example: Performing Mass). The evaluation is the same as listed previously.

• For all evaluations, we state clearly that all aspects of Christian training has a fair amount of subjectivity by definition. This truth is self evident; denominational differences are the proof that religion can be very subjective. We strive to embrace that subjectivity as long as it does not conflict with the canons, rubrics, beliefs or ethics set down by the parent church.

  • This organization reserves the right, based on this statement of subjectivity, to change evaluation processes on an ‘as needed’ basis. This includes minor ‘tweaks’ to the curriculum. This flexibility MUST exist as there may be specific cultural, ethnic, secular or other needs that may be met for a specific congregational entity. This process we subscribe to as long as it does not conflict with the canons, rubrics, beliefs or ethics set down by the parent church.

Certificates:

Certificates are presented upon successful completion of the degree level. The degree designations are Th.B, Th.M and Th.D. These degrees by law are of ‘theological nature’ only.

The certificates issued by the UECC Seminary are documents of religious authority, yet are considered incidental tokens of the UECC Seminaries appreciation of your donation level and commitment in knowledge and or faith. The certificate or document simply displays your office, as you receive the factual authority of office through placement of your information within the various registries of authority in the UECC Seminary. A theological degree of higher learning becomes legal by granting authority within the School registry. Religious authority is the placement within the Church registry

Grading examples:

1 Credit, .05 grade deduction

2 Credit, .10 grade deduction

3 Credit, .15 grade deduction

4 Credit, .20 grade deduction

5 Credit, .25 grade deduction

6 Credit, .30 grade deduction

End of Standards Document

Some data and information as to the stance of St. Charles Borromeo Seminary regarding non-accreditation versus accreditation.

First, we must look at historical reality and political reality.

Legals:

The Constitution and laws of the United States dictate clearly the following:

First Amendment: An Overview

The First Amendment of the United States Constitution protects the right to freedom of religion and freedom of expression from government interference. It prohibits any laws that establish a national religion, impede the free exercise of religion, abridge the freedom of speech, infringe upon the freedom of the press, interfere with the right to peaceably assemble, or prohibit citizens from petitioning for a governmental redress of grievances. It was adopted into the Bill of Rights in 1791. The Supreme Court interprets the extent of the protection afforded to these rights. The First Amendment has been interpreted by the Court as applying to the entire federal government even though it is only expressly applicable to Congress. Furthermore, the Court has interpreted the Due Process Clause of the Fourteenth Amendment as protecting the rights in the First Amendment from interference by state governments.

Freedom of Religion

Two clauses in the First Amendment guarantee freedom of religion. The Establishment Clause prohibits the government from passing legislation to establish an official religion or preferring one religion over another. It enforces the "separation of church and state." However, some governmental activity related to religion has been declared constitutional by the Supreme Court. For example, providing bus transportation for parochial school students and the enforcement of “blue laws" is not prohibited. The Free Exercise Clause prohibits the government, in most instances, from interfering with a person's practice of their religion.

Taking this is simple context, you may extrapolate that by requiring “oversight” of religious training of clergy is an exercise that may impede the free exercise of religion.

Under the laws on the United Stated Code 26 501 (c3):

Churches (including integrated auxiliaries and conventions or associations of churches) that meet the requirements of section 501(c)(3) of the Internal Revenue Code are automatically considered tax exempt and are not required to apply for and obtain recognition of exempt status from the IRS. Donors are allowed to claim a charitable deduction for donations to a church that meets the section 501(c)(3) requirements even though the church has neither sought nor received IRS recognition that it is tax exempt. In addition, because churches and certain other religious organizations are not required to file an annual return or notice with the IRS, they are not subject to automatic revocation of exemption for failure to file.

This section of United States code clearly states that the Federal Government considers a church or subsidiaries totally exempt from all Federal requirements. If we take this in context of regional and national accreditation associations, that REPORT to the Federal Government, it may be extrapolated this oversight of a seminary may impede the free exercise of religion.

This is supported by 26 508 (c1a). With the passing of the Johnson Act in 1954, the IRS Code 508 is an extension to IRS Code 501 and specifically calls out exceptions:

(c)Exceptions

(1)Mandatory exceptions Subsections (a) and (b) (previous) shall not apply to—

(A)

churches, their integrated auxiliaries, and conventions or associations of churches, or

(B)

any organization which is not a private foundation (as defined in section 509(a)) and the gross receipts of which in each taxable year are normally not more than $5,000.

The 508 Code verifies that churches, their integrated auxiliaries, and conventions or associations of churches are exempt from Federal Government interference, and my infer that regional or national accreditation associates reporting to the Federal Government and performing oversight of a seminary may impede the free exercise of religion.

Appendix I

Issues Regarding Accreditation

Much of the following information is taken from various sources including The History of Seminary Education and Theological Accreditation and Problems Observed in Seminaries based on writings of Gregg and Krejcir.

• Mainstream accredited seminaries have been pricing themselves out of the market for decades. No small part of that issue is accreditation is not an inexpensive task. Even for small to medium scale seminaries, the initial cost of accreditation can be in the 10’s of thousands and into the 100’s of thousands of dollars in overhead investment. That does not account for ‘membership’ fees that run in the high four digits of overhead cost. There any many (far too many) incidental costs per year or per accreditation to list here.

• The cost of seminary has kept pace with secular university costs. The issue at hand here is two fold;

  • Accredited seminaries do have access to federal direct loans by virtue of accreditation. The issue is this binds the seminary to the government, which violates the churches right (and seminary) to operate without governmental oversight or intervention.

  • Along with the seminaries structured similar to a secular university, accreditation costs/overhead, and other factors it is no longer unusual for per credit costs of $650.00 or even higher to achieve a Bachelors of Theology. This does NOT include living costs. And many churches (sadly) are requiring a Masters. The underlying issue is the church monies to support scholarships is drying up at an alarming rate. Very few seminarians can afford 4-6 years of seminary and pay off the loan on the wages most clergy make in their first church assignment. Many churches facing financial issues themselves, are actually no longer paying some of their clergy, they must seek secular employment. While this is how Independent Churches Operate, the mainstream churches operate as businesses, and the situation for them is a hard pill to swallow.

• Far too many seminaries seek to conform to secular universities and focus on new and "career scholarship" to the detriment of training students correctly. Most offer little encouragement for growing in the faith, either watering down theology or making it so overly scholarly that it is un-practical, un-touchable, and un-teachable in a local church.

• Most seminary courses are seen as irrelevant to the type of ministry the students, who are in the ministry now, face. They see doctrine as dry and unfulfilling or unrelated to faith and practice when in fact, doctrine is thrilling because it means learning about our Lord and Savior!

• Many seminaries offer little encouragement for growing in the faith, either watering down theology or making it so overly scholarly that it is un-practical, un-touchable, and un-teachable in a local church.

• Ministry preparation is lacking in theological education! Graduates leave seminary with little to no application on how to lead and manage a church, council a person in distress, or relate Bible doctrine to the everyday ongoing of their own lives and congregations.

• Most seminary students are finding their theological instructions, books, and curriculum to be pragmatically vacuous and irrelevant to them and/or their congregation's life; for them, seminary is not practical.

• Many graduates of seminary think that there is a "double-consciousness" of being a theologian and a Christian disciple, that the two cannot be related. Thus, the result is being unwilling or unknowing of how to build a congregation up in love towards Christ and one another.

• The emphasis in seminaries is so scholarly now, there is disconnect between effectual faith and academic knowledge. Thus, students cannot put together faith and reason or lead themselves or others deeper in real, authentic Christian formation. They graduate without the tools to be pastors and leaders for today's churches.

• Seminaries have left behind the requirement for logical sermon preparation and especially delivery. Far too many clergy today simple cannot write an understandable sermon and have negligible speaking skills.

• There is an increasing lack of practicum in the seminaries. Most have become so institutionalized in the ‘secular’ format of book learning and rote memorization, there is little or no time to actually practice being clergy. Practicing the liturgies, offices, writing sermons, delivering sermons, interactions with the public, proper Altar Guild Techniques – all are lacking.

• Far to many of the teaching staff perform their tasks as theologians. They no longer desire to provoke free thought, demand spirituality as part of a seminaries individuality, how to pray, how to pay reverence, how look for the deeper faith. Teaching as theologians has an adverse effect; the seminarians bogged down in deep debate, rather than searching for deep faith.

• Far too many accreditation associations have members of the board of directors that are actually from the seminaries that are being accredited. Hence, a school is accrediting itself, and that becomes an issue of ethics.

• The Scholastic Focus of the Seminaries. Unfortunately, the scholastic, academic framework that God used to bring revival to the Church in the Reformation became a scholastic bottleneck that choked the life of God from seminaries and seminarians. Seminary leaders became enamored with scholarship more than practical ministry training.

• Seminaries often turn a deaf ear to the needs of the local church and arrogantly defend scholarly education

• The narrow focus on scholasticism in seminary education left no room for the Holy Spirit to move or guide the learning process.

• Whitefield characterized the schools as “not far superior to our <secular> Universities in piety.” The devolving of the seminaries was seen as far back as the mid 1700’s.

• Seminary does not facilitate spiritual growth; it frequently lacks a deep spiritual base

• There is a gap between the education provided and the pastors’ duties as performed.

• Modern training is primarily intellectual.

• Schools which are separated from the local church are very apt also to be separated from that real world where the future minister must labor.

• According to the Murdock Trust: In the pastors forums those who were seminary graduates reported that they found 70% to 80% of their seminary education did not apply to the duties they were expected to perform in the churches they served as ministers.

• Pastors are highly educated but generally feel poorly prepared for the job they hold.

• John Woodyard: Currently, major rewards for the seminary professor are research-based, academically and intellectually-based affirmations from published books and articles. Unless different spiritual, emotional, economic, and social rewards for the professor can be created, little or no change can be expected in seminary operations, relationships with the churches, or instruction for the students.

• Murdock Trust: Authority for the seminary rests in the control of accreditation associations. Evaluation is built around the shrouds of academic freedom and tenure as defined by their peers in the accreditation process.

• Seminaries are denominational based. This creates a real issue with respect to accreditation. One of the major point of the accreditation process is credit the capability of transfer. That process fails across denominational lines.

• Accreditation Associations disagree with one another on standards

• There is much discussion of the logic of seminaries on secular campuses. Secular events of dubious morality creates a haven for clergy morality shortfalls.

Appendix II

Issues regarding Operations of Accredited Seminaries

Operations of Seminaries today is based totally on University Models. This creates a myriad of issues that may not be immediately apparent. Some examples:

• The seminaries are surrounded by a purely secular environment that is not conducive to to the moral substance of any religious studies.

• One of the biggest complaints by seminarians is too much of the curriculum is rote memorization and finite question/answer testing. This does not and cannot work in a ‘denomination’ based religious environment.

• With concentration on ‘university academics’ as an outcome, hands on training on how to perform the duties of clergy is minimalist (nearing non-existent).

• Public speaking (sermons/homilies) are not a major part of accredited seminary curriculum. This is a major portion of the duties of clergy. Far too many clergy have tragic outcomes on the pulpit via this omission of training.

• Far to many Bachelors degrees contain secular ‘components’ in the curriculum. Most have no relationship to the religious environment.

Accreditation lends itself to ‘forcing’ seminaries into a University Model. Some examples of the issues:

• Increases the likelihood that far to many ‘secular’ activities and curriculum will hinder the religious aspect of the seminarians experience.

• Raises costs due to the relatively high cost of accreditation.

• Accreditation cannot take into account ‘denominational’ differences and requirements.

• Private accreditation agencies have far to many Seminary/University staff that sit on the Board of Directors of the Accreditation Agencies. Therefore, these seminaries are being accredited by their own staff.

• Accreditation stresses academics and not seeking true theology or the search for the divine, which is the basis for the existence of clergy and their practice.

Cost of seminaries is out of control and beyond the reach of seminarians.

• One of the main reasons for seminaries to accredit is to provide scholarship assistance. This is very misleading as scholarships traditionally over cover 10-19% of the overall cost.

• In many of the accredited seminaries accepted by the top four (4) mainstream churches the credit hour costs range from $400.00 to $700.00 for the two main degree programs – Bachelors and Masters

• A bachelors degree is normally 120 credit hours and takes 3.5 to 4 years to complete. The tuition alone may approach or exceed $84,000.

• The average book costs nationwide can exceed $3000.00

• Incidental charges can approach $2000.00

• If the seminarian MUST live on campus, the cost per year for lodging ranges from $14,000 to $20,000 per year. That equates to $56,000 to $80,000 for housing. If they have a family and wish to live off campus, that costs rises substantially.

• Masters degree with a nominal 60 credits comes in at approximately $42,000 or more. This excluded book costs and incidental costs.

• If the seminarian for the masters must live on campus as describes above, a typical masters is two (2) years and that adds $28,000 to $40,000 in housing costs

• Most mainstream churches require a masters. If we assume a seminarian can complete both degrees in 5.5 years, the total costs floats around $200,000.

• If we assume that the seminarian obtains the ‘normal’ scholarship assistance (we will use 19%)⁵ the seminarian must pony up $162,000. Only 7% of all scholarships are awarded across all universities and seminaries in response to student aid requests.

• Assuming the seminarian obtains a 3.8% student loan with a term of 20 years, the monthly payment alone is $1500 per month.

• The median wage of a starting clergy sits roughly in the range of $35,000 to $50,000 per year. Keep in mind many small churches can no longer afford ‘free housing’, and even if the clergy obtains free housing, the payments on the student loan brings them down to near the poverty level.

• We must keep in mind the seminaries that have endowments provide ‘minimal’ financial assistance. The total endowments in the United States sits at approximately $30 Billion. The seminaries use the interest money made on the endowment to provide financial assistance, and is in the mere millions. This covers only a small percentage of seminarians. The rest of the endowment goes for wages, operations and property.

Time is one of the critical issues related to bringing clergy into the church.

• Normal seminary to obtain the masters requirements of our mainstream churches is optimally 5.5 year (sometimes more). Most seminarians do not have active employment, or a simple low wage part time employee, during this period.

• Many mainstream churches require a ‘minimum’ formation period as a deacon of one (1) year (sometimes more).

• Some mainstream churches require a further formation period beyond these requirements and varies widely (2-4 years).

• Deacons are usually unpaid

• Total time without meaningful employment can be 6-8 years or more.

Monastic or non-Accredited Seminary Training

For 1800+ years of church history, ‘university’ training of clergy was reserved only in special cases of clergy who desired to ‘debate or research’ topics with theology or divinity.

Clergy who desired to ‘practice’ as priests were trained in a more monastic environment. These clergy were trained not only in theology and divinity, morals and ethics, but they had to ‘practice’ all of the hands on required in the daily duties of a priest.

The example that brings this into context was the Roman Catholic clergy member by the name of Martin Luther. Luther was trained in monastery, NOT university, predominately by von Staupitz. He was ordained a priest and was ‘practicing’ a full calendar year before von Staupitz suggested Luther enter university training so that he could ‘debate and research’.

Future of the Seminary in the Christian Religion

The day is long past that seminary training would benefit from being removed from the university environment, and held aloof of the restrictions, costs and secular issues presented by accreditation.

 Non-Accredited Seminaries and Monastic training produces working clergy. Accredited Seminaries produce theologians, debaters, researchers and scholars.

The world today needs clergy, those individuals who bring the word the people and are trained to be shepherds.