By reflecting on sexuality, gender and gender roles, this article compared the contributions of two sources: one from the medical sciences and one from theology. These publications paved the way for an informed theological reflection on the ministry of people from an LGBT orientation. The motivation for this article was McHugh and Mayer’s statement that science offers limited answers to gender matters and that help should be sought from the humanities. The interdisciplinary nature of the research challenged us to consider non-theological data and to formulate our theological convictions better. An integrative literature review was used as research method and key research concepts included sex, gender and what influences these predispositions. The findings were analysed and synthesised and presented in a way that posed new questions for future research. It encouraged us to make informed decisions when offering theological responses to sex and gender. The inability of the natural sciences to identify causative factors of gender confusion opened the door to the humanities. It afforded theology an opportunity to engage with other sciences while addressing sex and gender from a faith perspective. This article presented a broad multi-disciplinary understanding of gender and sexual orientation and paved the way for theological reflection that is scientifically sound. Shifting our focus from causative to environmental factors in gender research was a profitable endeavour. Our first responsibility as religious practitioners is not to protect truth and condemn behaviour at the cost of people, but to liberate people to share in the fulness of life.Contribution: This article promoted collaboration between theology and the natural sciences on matters of gender and sexual orientation. It was found that there is room for theology to investigate the role that environmental factors play in this regard. This approach corresponds with the aim of In die Skriflig/In Luce Verbi to promote multi-disciplinary research where religious studies engage with social sciences, human sciences, or even natural sciences.

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationIn this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented from a South African perspective although contributors are situated accross the African continent and abroad. The common denominator is, however, that all contributers are, in some way or another, invested in theological education in Africa.The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: a historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges and a critical reflection on elective models and methods. This book presents an original and innovative research of scholars involved in theological higher education, as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape, a complex landscape that is experiencing even greater challenges since the dawn of COVID-19, which is noted in the research findings.Methodologically, the work draws on a combination of methods, including literature studies, empirical work and, in some cases, sectional offerings from doctoral studies, as indicated in the various chapters.The centre target consists of scholars in the field of higher theological education in Africa. No part of the book was plagiarised from another publication or published elsewhere before.

Decolonisation and Africanisation are two sides of the same coin and cannot be engaged as separate, either-or options. Africanisation implies transformation by cultural incorporation and assimilation. In a positive way, one focusses on and seeks African attributes that can strengthen and contextualise the curriculum. The endproduct displays a rich African-ness. Decolonisation, implies separation, destruction and forceful removal. This targets the colonial curriculum and its eradication. The focus is on what we must dispose of, do away with, discard, and root out. The end-product is a curriculum that is purged from colonialism -without necessarily suggesting an African alternative.A transformative missional hermeneutic is proposed that promotes mutualism between the theological curriculum, missiology, Scripture, and the African context. Gerhard von Rad's Traditionsgeschichte, Hans-Georg Gadamer's Wirkungsgeschichte and JNJ (Klippies) Kritzinger's Encounterology form the backbone of this missional hermeneutic, supported by contributions by African scholars.