The narrative of decline concerning theological education is better met with a narrative of complex opportunity. Now is the time, even in liminality and contradiction, to consider pedagogical pivots toward etymologies of collaboration, embodiment and story. Suppose needed pedagogies can be extrapolated from the ancient knowledges of Pentecostal and Neo-Pentecostal traditions? What would it mean to transform the hope and harm of theological education with narratives born of the experiences of testimonials in charismatic traditions?