Implementation of Clinical Pastoral Education and Cultural Mediation in Enhancing Program Adaptability among Maasai Clergy and Congregations

Abstract

Clinical Pastoral Education (CPE), which was first developed in Western settings as a model for training clergy, faces challenges in adapting to different cultural contexts, especially within the Maasai community in Tanzania. This study examines how CPE can be reshaped to fit the local context by looking at how its program content, training methods, and implementation strategies affect adaptability, while also considering the role of community culture. Using a mixed-methods approach, the research collected data from clergy trained in CPE and from community stakeholders in the Northern and North-Central Dioceses of the Evangelical Lutheran Church in Tanzania (ELCT). Quantitative data were analysed using descriptive statistics, correlation, and simple linear regression, while qualitative data were studied through thematic analysis. The findings show a weak negative correlation between Western-oriented CPE content and its adaptability, and a stronger negative correlation between cultural misalignment and adaptability. In contrast, when training and implementation were aligned with local culture, a strong positive correlation with adaptability was found. The study also reveals that the individualised and institution-focused nature of traditional CPE often conflicts with the Maasai’s communal, elder-led, and ritual-based ways of addressing healing and problem-solving, which are further shaped by age and gender hierarchies. Involving Maasai elders and traditional leaders emerged as a key factor in improving the program’s relevance and acceptance. The study concludes that meaningful contextualization, through the inclusion of indigenous knowledge systems and participatory learning, is essential for CPE to become a more inclusive, effective, and sustainable model of pastoral ministry in Tanzania.