There are a number of very good unaccredited schools. To dismiss all unaccredited schools across the board is an over reaction. If you are going to teach it would not be helpful. But it should not always just be dismissed.
You are always free to pursue what ever path you desire for your own education. Still, I know that I am not the only one who has heard of people claiming that it is only about the "learning", yet end up taking the title "Dr." when they invest the inadequate time that it takes to get the degree. God knows the heart and motives of men.
Then be a wise steward, download free lectures from iTunesU and other places, go to your local library and save thousands of dollars and get a relatively free (economically) education.:smilewinkgrin:
I agree!
I have an eighth grade education and a GED and have been accused of being a Bible Scholar.
What I did was to pray, submit myself to the Holy Spirit and read the Bible for the past 20+ years.
As a result I teach scripture ad God has made me a tool in His hand.
In my room, on the wall you can find my medals from my service in the war and shelves full of books about the Bible and computers.
I have no degrees to show off, I just try to help folks find their way home.
That is an awfully wide brush you are painting with.
Are you talking about specific degrees or any degree?
I would agree with you in certain situations.
It would be tough to become a teacher in an accredited college without an accredited degree.
However, there are many people that have done and continue to do quite well with a degree from an unaccredited institution.
For example, business majors from Bob Jones had relatively few issues (and were highly sought after) even before they had TRACS blessing.
Is it wise to get an unaccredited degree?
In today's world, no, because you never know what the future may hold.
However, there is no way I would say to NEVER get an unaccredited degree.
The thing that makes the difference (besides God) is what you do with the degree...not what the degree does for you.
When I am hiring someone, I hire the person and not the degree.
In other words, show me what you have done with your education.
If the person with the unaccredited degree is continually learning and progressing, I'll hire him long before a guy that simply wants to rely on his degree to get him a job.
To say that an unaccredited degree "doesn't really mean much" is simply short-sighted and presumptuous at best.
Take a look at the person behind the degree before you simply write them off!
Ricky
I think sweeping nuance-lacking statements are always wrong. :)
But seriously, what about new programs that have not yet achieved accreditation? I'm thinking of the training one might receive from Bethlehem Seminary or Ligonier Academy. No institute is born with accreditation, and if everyone heeded your advice there would never be a new seminary, ever.
This is a difficult issue.
I would not pay money to attend an unaccredited seminary, period.
It's a matter of the use of personal resources.
While I sympathize with the idea of creating a new seminary, I simply could not justify the expense at my income level.
If one has a large amount of disposable income and accreditation doesn't matter, then one could justify the expense as a productive form of entertainment, which doesn't require a tangible ROI.
Some of the best institutions have been those which were not accredited.
RC Sproul, for instance, went to an unaccredited institution and studied under some of the best scholars of the day.
I know a few unaccredited schools that I believe are better than some more popular accredited schools.
Some I know have some of the best scholars teaching while an accredited counterpart may have one or two respected scholars mixed with more light weights.
Yes, if you want to teach in a University, I think accreditation is important.
However, not all unaccredited schools are bad.
Some are more vigorous.
As well, some accredited schools are diploma mills.
"Productive form of entertainment."!?!? Are you kidding or just condescending?
A new seminary might be better training in some respects than an established one. I think Bethlehem has many things going for it and is, by all appearances, a venue for excellent training to do the work of the ministry. What is the end of the matter? Is it recognition or training? Obviously, it is nice if one has both, and recognition is not unimportant. Nevertheless, in the real world, the latter is more important than the former.
In general, I agree that one should be careful when it comes to unaccredited programs. But I also think that sweeping statements like those made here ought to be taken with a grain of salt.
I want to thank you Ruiz for the objective insights you have offered here and other places concerning "non-accredited" seminary programs. They are not "all created equal" for sure.
I must put in a plug here for the Columbia Evangelical Seminary. Many of you know it or know of it. And too you know my history on the BB and other places.
I have just graduated my first student that did a Masters degree through the CES program. And I will tell you it was very rigorous as I sought "to hold his feet to the fire." He "earned his degree" I will tell you that.
I also have a couple of others who have contacted me about being their mentor just because of the converstions here on the BB over my defense and comments of the CES program.
I would be glad to talk to anyone at anytime concerning my experience with CES.
I mean no harm.
I'm simply thinking of it from a budgeting perspective.
If it is not intended to produce tangible benefits, then it would be like an entertainment expense or a hobby. Perhaps I should have said "discretionary" expense.
That's what I intended, and I apologize for the confusion.
It can be very valuable.
I just meant that the investment isn't intended to pay off financially.
I haven't seen one, but Baker has a list that includes both accredited and unaccredited. I'm sure it's not exhaustive, but it was fairly thorough last time I spent any time with it.
Often it is what one puts into a course, rather than what the course puts out.
For example, in some Master's degree courses, the finals consist (a) teaching before a class of peers; (b) a presentation before the faculty, followed by questioning; and, (c) a thesis.