How does your family experience the fact that, in the heart of Cluj, the head of the family is a pastor?

This is a question that should not really be answered by me. If I still answer, I can only briefly say that sometimes it is difficult. Our three children are adults, the boys have started their own families, and we already have a grandchild. Telling is the sincere question our then-youngest son, still in primary school years ago, once asked: “Dad, when will we become a normal family?” The question was prompted by the weekend outings of classmates and friends. Our children had observed that their peers were “somewhere” almost every weekend, whereas we never went anywhere on weekends—not even by accident—because either we had some service at church, or, if not, we had to prepare for the upcoming one. Part of the reality is that after this question I more often made room for a Sunday afternoon together. A near “normality” activity was our summer vacation, when we spent extended periods visiting grandparents in Transylvania and the Netherlands, spiced with family trips. I hope our children remember those too.

How do you experience the current changes in the congregation?

Things in society and in the congregation are changing so rapidly that we cannot be fully prepared for everything. I strive to stay as up to date as possible with what is happening around me. On the other hand, I seek in the Word of God the current answers for myself and for the congregation.

How do you see your role at the Theological Institute as a teaching minister?

Since the Protestant Theological Institute in Cluj is engaged in pastoral training, I think the presence of a practicing pastor-teacher is entirely natural. When I was first invited to this ministry, my first thought was not the extra workload, but the fact that I would be teaching something that is close to my heart. Since the beginning of my pastoral ministry, I have been convinced that preaching can still be used by the Holy Spirit today to bring forth spiritual fruits, even miracles. During my time as president of the pastoral conference, I met and spoke with many pastors about pastoral vocation and preaching. I organized several continuing education courses in these areas and continued my own training as well. I have been a pastor for more than three decades, and for almost twenty-five years I have had preaching ministry almost daily. Teaching and talking with students keeps me fresh, while daily pastoral practice provides countless examples that can greatly help theology students prepare for pastoral ministry. I am convinced that for practical theological education it is essential not to become detached from the reality in which congregations live. I hope that through my presence at the Theological Institute I help to strengthen this connection. Of course, the students could tell you more about that.

How do you see your role in organizing theological practical training?

I could not even say when this ministry began. Certainly long before I started teaching at the Theological Institute. There was a period when theology students came to our congregation for catechetical practice. It was an instructive and sometimes exciting initiative. Then several theology students from Hungary also spent time with us—students who studied for shorter or longer periods at the Theological Institute in Cluj and wanted to get a taste of congregational ministry. Somehow (often with the mediation of youth pastor Árpád Sógor) they ended up with me, and I gladly received them. It was good for me too, as they asked about everything, which made me reflect on why we do things the way we do. I look back fondly on these “guest interns”; some even returned for a full academic year to serve in the congregation.

I continuously encourage the students to make use of their study period in Cluj in this regard as well, since twelve Reformed congregations operate in the city, which offers excellent opportunities for gaining practical experience.

The organization of theological practices and the services performed by theology students during penitential weeks also began long before my teaching activity. Students generally serve in our congregation during Reformation Week and during the Lenten penitential week. I consider this an excellent initiative, because during theological training these are the only occasions when students can serve in a community in which local church members, the congregation’s pastors, fellow students, and theology teachers are all present. From the very beginning of these services it somehow became customary that the students asked me to put together the weekly sermon series. This always surprised me, because even weeks before the penitential week I was still immersed in the busy life of the congregation, not thinking that far ahead. In the first years, I compiled the series and listed the important points students should keep in mind during preparation. Even then, I insisted on discussing with the students after the service about the preparation process and the actual service. Some gladly welcomed this, others merely tolerated it, thinking they already knew everything better. Regardless, I spoke with every student who served. Later I found it better that after composing the series I would invite the serving students to a discussion, during which my vision and the goals of the series could become clearer. I believe this helps them in their preparation.

How could these practical trainings be made even more effective?

I believe it would be helpful if, after the service, a broader discussion (evaluation) could be arranged, in which the professor who helped the student prepare the sermon, as well as all the students serving during the week, would participate. Such an evaluation and feedback would likely support the students even more.

How do you see the development of pastoral training from the perspective of a pastor-teacher?

Unfortunately, due to lack of time, I do not have a full overview of pastoral training. From what I see, there are areas that need more attention. I will mention only a few examples. Sometimes I have the feeling that some students do not know the Transylvanian reality at all. Everyone comes with the “package” from their home environment, and if after training they return to the same place, neither they nor the environment will change (be renewed). For the relevance of preaching, it is extremely important to know the situation of the listeners.

Another remark concerns relational competence. Pastoral ministry is largely relational work, where it matters enormously how the pastor is present in the church council, in the congregation, and in society. I believe this area should be emphasized more strongly. Of course, it is very important for a pastor to know how to analyze texts, but it is equally essential to relate well to people and, not least, to know how to deal with oneself. There is much to learn in this area.

Finally, I want to mention engagement with the pastoral vocation. This should in some way be present throughout the whole theological training.

What ideas do you have for the future?

This question cannot be answered briefly. As much as my time allows, through my lectures (and possibly my writings) I would like to draw attention to the primacy of preaching and to the areas mentioned above. In the programs of the pastor continuing education courses I organize, sermon analysis is always included. I consider it an extremely useful and edifying practice, and for that reason I would like to “integrate” it in some way into homiletics training.