Project – An Exegesis of 2 Corinthians 3:5-6 and Its Implications for Students of St. Paul’s Theological College, Awka.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The passage of 2 Corinthians 3:5-6, where Paul declares, “Not that we are competent in ourselves to claim anything for ourselves, but our competence comes from God. He has made us competent as ministers of a new covenant—not of the letter but of the Spirit; for the letter kills, but the Spirit gives life” (NIV), has been a subject of significant theological discussion over the years. Scholars have explored the distinction Paul makes between the letter and the Spirit, the role of divine competence, and the implications of the new covenant for Christian ministry. In interpreting this passage, it is critical to understand Paul’s theological context, particularly his defense of his apostleship and the broader context of the Corinthian church’s struggles with identity and authority (Harris, 2005). The focus on the contrast between the “letter” and the “Spirit” invites a deeper reflection on the transformative power of the Holy Spirit in the life of the believer and the ministerial calling.

Theological exegesis of 2 Corinthians 3:5-6 often highlights Paul’s central argument regarding human inadequacy and divine sufficiency. According to scholars like Fee (1987), Paul is emphasizing that Christian ministry does not rely on human competence or worldly qualifications but on God’s empowerment. This understanding of divine competence challenges the Corinthian church’s value of human wisdom and rhetorical skill. For students at St. Paul’s Theological College, Awka, this concept carries particular relevance in an age where academic qualifications and intellectual prowess are highly regarded. Paul’s emphasis on God’s competence over human effort invites theological students to recognize the divine dimension in their preparation for ministry and to avoid a purely academic or self-reliant approach to Christian service.

The phrase “not of the letter but of the Spirit” has been a source of theological tension. The “letter” often refers to the Mosaic Law, which Paul suggests is insufficient for true transformation (2 Cor 3:7-9). In contrast, the “Spirit” symbolizes the life-giving power of the Holy Spirit through the new covenant (Moo, 2007). This distinction points to the superiority of the new covenant inaugurated by Christ. Scholars like Wright (2011) argue that the new covenant is not only a moral or ethical framework but also a spiritual empowerment that brings about transformation in the believer’s life. For students in theological training, the implication is clear: their studies should not merely lead to a greater understanding of Scripture but should facilitate a deeper reliance on the Spirit to effect personal and communal transformation.

Moreover, the statement “for the letter kills, but the Spirit gives life” is often understood in light of the limitations of the old covenant. According to Sanders (1991), Paul’s rhetoric contrasts the death-dealing nature of the law, which exposes human sinfulness, with the life-giving grace of the Spirit, which empowers believers for righteous living. In the context of St. Paul’s Theological College, this underscores the importance of spiritual formation alongside academic study. The passage calls students to recognize that Christian ministry is not merely an intellectual exercise; it involves an experiential relationship with the Holy Spirit that empowers effective ministry.

In light of Paul’s comments in 2 Corinthians 3:5-6, scholars have drawn attention to the implications for Christian ministry. As Vanhoozer (2007) observes, this passage has profound implications for the nature of Christian leadership, suggesting that genuine ministry requires divine enablement and transformation rather than human ingenuity or eloquence. In the context of St. Paul’s Theological College, this insight urges students to approach their calling with humility and a deep awareness of their dependence on God’s power. It challenges the notion that effective ministry is simply a matter of technique, doctrine, or education, emphasizing instead the necessity of the Spirit’s work.

Finally, the broader implications of this exegesis for students at St. Paul’s Theological College are significant. The passage invites reflection on the role of the Holy Spirit in theological education and ministry formation. According to scholars like Dunn (1998), Paul’s perspective challenges the dichotomy between spiritual and intellectual pursuits, suggesting that both are necessary for holistic Christian leadership. For students, the passage calls for a balanced approach to theological education—one that integrates rigorous academic study with a deep dependence on the Spirit for transformation and empowerment. This holistic understanding of Christian formation can provide a foundation for students at St. Paul’s Theological College as they prepare for their future ministries, recognizing that true competence in the Christian life and ministry is ultimately derived from God.

1.2  Statement of the Problem

The passage of 2 Corinthians 3:5-6, where Paul discusses human inadequacy in ministry and the divine competence provided by God, presents a critical theological insight into the nature of Christian leadership. However, despite its significant theological implications, the understanding and application of this passage remain under-explored in the context of African theological education, particularly in theological institutions like St. Paul’s Theological College, Awka. In many African contexts, there is often an overemphasis on academic qualifications and intellectual prowess in ministerial training, which may inadvertently undermine the necessity of divine empowerment through the Holy Spirit. This creates a gap in theological education where students may focus more on intellectual competence rather than spiritual formation, leading to a potential disconnect between academic learning and effective Christian ministry.

Moreover, the passage’s emphasis on “competence from God” rather than human ability raises critical questions about the nature of theological education and ministry preparation. In a rapidly changing and increasingly secular world, many Christian institutions place a high value on pastoral and academic excellence, sometimes prioritizing academic credentials over spiritual or ministerial gifting. This approach may lead to a theological training that is disconnected from the lived experience of the Holy Spirit’s transformative power in the life of the minister. As such, the application of 2 Corinthians 3:5-6 within the curriculum and formation processes of theological institutions like St. Paul’s Theological College requires further examination to ensure that students are not simply educated but are also spiritually equipped for ministry.

While theological education is often associated with the acquisition of knowledge, a growing body of literature emphasizes the importance of spiritual formation alongside academic training (Saliers, 2000; McGrath, 2010). In the African context, particularly in institutions like St. Paul’s Theological College, there is often a tension between providing robust academic education and fostering spiritual formation that cultivates a ministerial ethos grounded in the Spirit. This tension becomes especially evident in the interpretation of key Pauline passages, such as 2 Corinthians 3:5-6, where Paul contrasts the “letter” of the law with the “Spirit” of the new covenant. The problem lies in how students of these institutions interpret this contrast: do they view it merely as a theoretical theological distinction, or are they being prepared to live out this reality through the indwelling presence of the Spirit?

The challenge is compounded by the increasing pressure on theological institutions in Africa to produce graduates who are seen as both academically qualified and practically competent in ministry. With the rapid growth of Christianity on the African continent, there is a rising expectation that theological institutions like St. Paul’s Theological College will train students who are capable of engaging the intellectual demands of modern society while simultaneously addressing the spiritual needs of local congregations. However, if the theological curriculum and ministry preparation fail to adequately balance the academic and spiritual dimensions of Christian leadership, students may find themselves inadequately equipped to handle the complex spiritual and pastoral demands of ministry. As a result, there is an urgent need to assess how Pauline teachings, particularly 2 Corinthians 3:5-6, can inform and shape the way ministry is taught and practiced in such contexts.

At St. Paul’s Theological College, Awka, the issue of how students are trained to minister in the power of the Spirit while also being equipped with academic and pastoral skills is of critical importance. The college’s current curriculum may emphasize the cognitive and doctrinal aspects of ministry without sufficiently integrating the lived experience of the Holy Spirit’s transforming power. Consequently, students might struggle to reconcile their academic training with the practical demands of ministry, potentially resulting in a form of ministry that is overly intellectual or disconnected from the dynamic work of the Holy Spirit. This discrepancy between academic competence and spiritual empowerment is not only a theological concern but also a pastoral one, as it impacts the effectiveness of future leaders in the church.

In light of these challenges, this study aims to explore the implications of 2 Corinthians 3:5-6 for the students of St. Paul’s Theological College, Awka. By examining this passage in depth, the study will seek to provide insights into how theological education can be structured in a way that fosters both intellectual and spiritual formation, equipping students to fulfill their ministerial calling with divine competence rather than merely human effort. The central problem to be addressed is how the teachings of Paul in 2 Corinthians 3:5-6 can inform the development of a holistic approach to theological education that integrates academic excellence with spiritual empowerment for effective ministry in the contemporary African context.

1.3. Aim and Objectives of the Study

The aim of the study is to examine an Exegesis of 2 Corinthians 3:5-6 and Its Implications for Students of St. Paul’s Theological College, Awka. The specific objectives are:

1. To analyze the meaning and significance of 2 Corinthians 3:5-6 in its original context.
2. To explore how the passage relates to the teachings and beliefs of St. Paul’s Theological College, Awka.
3. To examine the implications of 2 Corinthians 3:5-6 for students studying theology at the college.
4. To identify any practical applications or lessons that can be drawn from the passage for students’ personal and academic growth.

1.4. Research Questions

The research questions are buttressed below:

1. What is the meaning and significance of 2 Corinthians 3:5-6 in its original context?
2. How does the passage relate to the teachings and beliefs of St. Paul’s Theological College, Awka?
3. What are the implications of 2 Corinthians 3:5-6 for students studying theology at the college?
4. What practical applications or lessons can be drawn from the passage for students’ personal and academic growth?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: 2 Corinthians 3:5-6 has no significant impact on students studying theology at the college

H1: 2 Corinthians 3:5-6 has significant impact on students studying theology at the college.

1.6. Significance of the Study

The significance of this study lies in its potential to bridge the gap between academic theological education and spiritual formation in African theological institutions, particularly at St. Paul’s Theological College, Awka. By exploring the implications of 2 Corinthians 3:5-6, this research aims to provide a deeper understanding of how students can be equipped for ministry not only through intellectual competence but also through divine empowerment. In a context where academic credentials often take precedence over spiritual formation, this study highlights the importance of integrating both dimensions into the training of future church leaders. Such an approach can enrich the theological education process and ensure that graduates are holistically prepared for the challenges of contemporary ministry.

First, the study will contribute to a more nuanced understanding of Paul’s theology of ministry, particularly his teaching on divine competence versus human achievement. The distinction Paul draws between the “letter” that “kills” and the “Spirit” that “gives life” provides a theological framework for rethinking the role of the Holy Spirit in Christian leadership and ministry. For students at St. Paul’s Theological College, this insight can challenge prevailing attitudes toward ministry that prioritize human wisdom and worldly success. By focusing on the divine empowerment required for effective ministry, this study encourages a theological re-orientation that values the presence and work of the Holy Spirit in every aspect of ministry, including preaching, pastoral care, and community engagement.

Furthermore, this research will address the critical need for a balanced theological curriculum that combines rigorous academic study with a robust emphasis on spiritual formation. The contemporary trend in many African theological institutions is to provide an education that equips students for intellectual engagement with Scripture and theology, but often at the expense of nurturing a deep, transformative relationship with the Holy Spirit. This imbalance can lead to a form of ministry that is dry, doctrinally sound but spiritually ineffective. By examining 2 Corinthians 3:5-6, the study will offer a theological framework that emphasizes the importance of both knowledge and spiritual empowerment, suggesting that the most effective ministers are those who are both well-educated and spiritually attuned to the work of the Holy Spirit in their lives and ministries.

The study’s significance extends beyond the academic context, as it will have practical implications for church leadership and ministry in Nigeria and the broader African context. In African Christianity, the growth of Pentecostal and Charismatic movements has highlighted the central role of the Holy Spirit in the life of the church. This theological emphasis often contrasts with traditional, more academic forms of ministry that prioritize intellectual competence and doctrinal precision. By drawing attention to Paul’s teaching in 2 Corinthians 3:5-6, this study aims to bridge the gap between these two approaches to ministry. The findings can encourage students at St. Paul’s Theological College to embrace a model of ministry that is both academically rigorous and spiritually alive, enabling them to minister more effectively in the diverse and dynamic contexts of African churches.

Additionally, the study has the potential to influence the curriculum and pedagogy at St. Paul’s Theological College, Awka, and similar institutions. By proposing a curriculum that balances intellectual study with spiritual formation, the research can guide theological educators in rethinking how ministry training is structured. The integration of prayer, spiritual practices, and empowerment by the Holy Spirit into the academic environment can enhance students’ theological education, helping them not only to acquire knowledge but also to cultivate the humility, dependence, and spiritual gifts necessary for effective Christian service. Such an approach could ultimately shape future leaders who are not only equipped with theological knowledge but also grounded in the transformative power of the Spirit.

Finally, the study’s significance also lies in its potential to contribute to the broader discourse on theological education and ministry in the global South. As African theological institutions continue to grow and evolve, the need for models of education that reflect the specific challenges and opportunities of the African context becomes increasingly urgent. The findings of this research will add to the ongoing conversation about how best to train ministers in a way that honors both academic rigor and the transformative work of the Holy Spirit. It will also challenge the broader Christian community to reconsider what it means to be “competent” in ministry, offering a theological perspective that goes beyond the conventional emphasis on human achievement and performance.

In summary, the significance of this study lies in its potential to reshape theological education at St. Paul’s Theological College, Awka, and other similar institutions by emphasizing the integration of divine empowerment through the Holy Spirit alongside intellectual competence. The insights gained from exploring 2 Corinthians 3:5-6 will not only enrich the understanding of Paul’s theology of ministry but also equip future leaders to engage more effectively in the spiritual, intellectual, and pastoral aspects of their calling. In doing so, the study aims to contribute to a more holistic and balanced model of ministry training in the African context.

1.7. Scope of the Study

The study examines an Exegesis of 2 Corinthians 3:5-6 and Its Implications for Students of St. Paul’s Theological College, Awka.

 

1.8.  Operational Definition of Terms

1. Exegesis: Exegesis is the process of interpreting and explaining a biblical text. It involves a careful, systematic analysis of Scripture in order to understand its meaning in its original historical, cultural, and linguistic context. The goal of exegesis is to uncover the intended message of the text, considering factors such as grammar, syntax, word meanings, historical background, and the theological themes present. In the case of2 Corinthians 3:5-6, exegesis would focus on understanding Paul’s teachings about the nature of ministry, human inadequacy, and divine competence through the lens of the broader context of his epistle and the circumstances of the Corinthian church.
2. 2 Corinthians 3:5-6: This passage is found in the New Testament book of 2 Corinthians, written by the Apostle Paul to the church in Corinth. In2 Corinthians 3:5-6, Paul contrasts human competence, which is insufficient for ministry, with divine competence, which is empowered by the Holy Spirit. The key themes in these verses include the inadequacy of human effort (“not that we are competent in ourselves”), the sufficiency of God’s provision (“our competence comes from God”), and the transformative power of the Holy Spirit versus the limitations of the written law (“the letter kills, but the Spirit gives life”). These verses highlight the nature of the “new covenant” and its contrast with the old covenant of the Law of Moses.
3. Implications: Implications refer to the consequences, effects, or practical applications that stem from a particular concept, teaching, or event. In the context of2 Corinthians 3:5-6, the implications would refer to how Paul’s teaching on divine competence in ministry impacts the way Christians understand and approach ministry. For example, it challenges the notion of human sufficiency and calls for reliance on the Holy Spirit. It also emphasizes that Christian leadership and service are not based on personal qualifications or achievements but on God’s enabling power. The implications could extend to theological education, the development of pastoral leaders, and the shaping of church communities.
4. Students: In this context,students refers to individuals who are enrolled in  Paul’s Theological College, Awka, or any similar theological institution, who are undergoing formal education in Christian theology and ministry. These students are typically being trained to serve as pastors, theologians, missionaries, or church leaders. In the case of 2 Corinthians 3:5-6, the study would explore how these students can apply Paul’s teaching to their own spiritual formation, ministry training, and understanding of what makes them competent to serve in the Kingdom of God—not in their own strength, but through the empowerment of the Holy Spirit.
5. Theological College: ATheological College is an institution that provides formal education and training in theology and ministry. Such colleges offer programs that equip students with the knowledge and skills needed for effective Christian leadership, including biblical studies, church history, pastoral ministry, and practical theology. Theological colleges may offer undergraduate and graduate degrees, and their focus is often on preparing students for various forms of Christian ministry, including pastoral work, teaching, and missions. At  Paul’s Theological College, Awka, the focus would likely be on equipping students with both the academic foundations of Christian doctrine and the spiritual formation required for faithful and effective ministry in the Nigerian and broader African contexts.

Project – An Exegesis of 2 Corinthians 3:5-6 and Its Implications for Students of St. Paul’s Theological College, Awka.