Perspectives on reform in theological education are considered. It is suggested that the lack of coherence in theological education is primarily due to the conflict between certain sociopolitical realities that place antithetical demands on faculty and administrators of theological schools. Conflict between the academic study of religious phenomena and the study of matters that affect the governance of the church, or between theory and practice, is at issue. Reform might involve designing courses focusing on major global issues facing the church and taught by faculty teams, including members of the arts ministry (practical) as well as the systematic and historical (academic) faculty. For example, Christian education might focus on developing the ability to reflect and communicate a theological "on-look" on major world issues within the realm of responsibility for church governance. Additionally, the present emphasis of methodological survey and practice could be altered to include a theological critique of contemporary schools of thought in education, psychology, sociology, and models of management. One major category in the new curriculum would be foundation studies that provide an introduction to historical/systematic studies and arts of ministry studies. Interpretive studies would allow students to elect courses taught in the traditional disciplines, and integrative studies would include the courses covering global issues. Another priority area for revised theological studies would be the spiritual discipline. If this type of reform is implemented, faculty must be allowed greater freedom in the allocation of time, and institutional reward systems must consider the new and more collaborative style of research and teaching. (SW)