Long overdue are extended engagements assessing the history and constructively proposing a future for Pentecostal theological education, let alone in the various contexts of the Majority World.1 This volume would hope to be a first of several in a series to address such issues. As a matter of orientation, a brief explanation for the terms "Pentecostal Theological Education in the Majority World" seems perhaps necessary (or at least helpful).2 It should be noted that not all may agree with the following terms as they are defined, but they are offered in hopes of a charitable reception toward thinking more clearly about ways we may better do what we sense we are called to do in Pentecostal theological education in our Majority World contexts.

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