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Situated learning theory has led a radical shift in the focus of analysis in education and understanding the nature of knowledge and learning. This article has two purposes. The first is to facilitate an understanding of situated learning and to explore how the theory contributes to certain issues in theological education, such as the dichotomy between what is taught in seminary and what is required in ministry contexts and an unbalanced emphasis on cognitive mastery. The second is to show how situated learning theory provides a framework for better understanding the learning experiences of North Korean defector students in South Korean theological education contexts and to identify critical issues in developing North Korean defector ministers. The issues include the impact of their social location on admission and participation in communities of practice and the role of negotiation and construction of social positioning and identity in their learning to become ministers.
