The concept of “residency” in theological education — and the corresponding residency requirements — have historically been related to two basic advantages: (1) access to educational resources and (2) the establishment of an educational community. Improvements in information technology have, within the last generation, rendered physical proximity to educational resources unnecessary in most circumstances. Thus we are left with the issue of educational community as the main reason for residency requirements. Yet the concept of educational community has itself changed over time.
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