Distinctives

FTS distinctives of institutional identity include a traditional seminary education from a Protestant and Evangelical tradition and perspective that has a gospel-centered vision and mission that uniquely stresses biblical hermeneutics, biblical history, biblical theology, and biblical exposition/exegesis. There is an important balance at all program levels that stresses these four components. There is no other school in Maryland that has the same academic, programmatic, and philosophical framework for theological education.

The distinctive emphasis on the hermeneutical approach of Biblical Theology in our programming and academic course content underlies the assumption of Scriptural unity (coherence and textual cohesion of the Old and New Testaments) in the central biblical message of the redemption of all creation through the central Person, Christ Jesus the Redeemer. This requires a strong foundation in learning the biblical history of that story, the story we believe is the one that coheres and gives significance and meaning to the story of the whole world. Therefore, to grasp the richness of this scriptural narrative, the interpreter needs sound principles of hermeneutics and skill at doing biblical exposition and exegesis (employing the original biblical languages, Textual Criticism, and Literary and Discourse Analysis). This methodology is sometimes referred to as the Grammatical-Historical hermeneutic. Biblical Archeology (Historical Geography) is also a natural component of such a program, since it is one example of tangible ways students learn biblical history that has been extensively and repeatedly corroborated and confirmed by discoveries in Palestine, Central Asia, and Egypt.

These emphases we share at FTS stand in contrast to the status quo view today that was born of a philosophically Naturalistic and Historical-Critical hermeneutic that presumes a fragmented text originating in conflated and contradictory streams of tradition and polarized textual sources. Because the subjects of some courses are the same among schools that offer theological education, it may not be evident to the outside observer that the academic content is not the same. Since most schools have adopted the presuppositions and methods of the Critical model, this in our view circumvents confidence in the reliability of the biblical text and ultimately eclipses the gospel through dismantling the structure and authority of the Scripture.

Because of the beauty of the Gospel of Christ and the marvel of the Scriptural witness to God’s purposes, plan, and promises we stress full confidence in that witness through our programming and in the classroom. This expresses our need to provide a reasoned and evidenced Apologetic (explanation of biblical faith), and so also we are unapologetically evangelistic by seeking to prepare Christian believers who desire to be equipped ambassadors of Christ and his glorious Gospel to proclaim him to all the nations.

These qualities and emphases we believe add to the distinctives of our institution and to the diversity of theological education in Maryland.

The distinctive purpose of FTS is to train Christian leaders and professionals in the greater Baltimore-Washington community where there are very few such peer schools that are accredited by a Department of Education recognized accrediting agency, as well as approved by MHEC. FTS’ programs are designed to further the personal development of those seeking to live life as a believer in the Christian gospel. In this way all the institution’s programs address a wide array of societal needs through providing vocational skills that are designed primarily to train Christians to serve in both the workplace and their communities with an enriched understanding of the Scriptures and Christian theology, history, communication skills, English, and culture, these are to be accompanied with growth in character and integrity. There is a widespread need for pastors, teachers, social workers, and counselors, and many other vocations, to gain further professional training towards their vocational preparation and credentials. Indeed, all programs are designed to produce graduates that make a significant contribution to their communities, regardless of whether their vocation is directly pastoral ministry related, or not. Training in a diverse environment of Christian reflection and ethos should prepare men and women for working and serving the broader community ethically and enthusiastically.

FTS programs can be said to contribute in many ways that cannot be measured, since they contribute to the betterment of human life at diverse levels that certainly surpass the mere conveyance of information. For example, we believe strongly in spiritual formation, character development, and a servant emphasis for all our teachers and students.

Consumer values prompt people to think of education as a commodity, and educators are experimenting with ways to repackage the goods and deliver them more conveniently. Colleges and universities, both Christian and secular, are aggressively seeking greater markets for their products. Therefore, by contrast, we persist in our aim to provide a biblically based education that will equip students for their calling as servants of God. This counter-cultural mission may not attract the masses, but it should attract a strong retinue of Christian students. We are called to fulfill our responsibility to model a unified vision for learning and service to the worldwide Christian movement.

FTS seeks to prepare men and women for vocations that are designed to enhance the lives of the people served. This is true of the whole person in the whole of life: spiritually, emotionally, socially (family and community), and vocationally. As men and women gain the skills requisite for service and ministry in a complex, and increasingly diverse world, their contribution is immeasurable today. The vocational and ministerial emphasis of the seminary places stress on the high calling of living and practicing the moral standards of biblical faith and perspectives in all vocations, seeing all work as God's calling to service, whether in ecclesiastical or in any other capacity (such as teaching, government service, public service, chaplaincies in prisons, hospitals, police, and military).