Preaching to the Unconverted--Dialogue vs Doctrine in the Ministry or: You Cannot Put Cucumbers into a Vinegar Barrel and Not Expect Them To Emerge as Pickles (original) (raw)
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Missionary Thinking in the Perspective of Adult Education Principles and Bible Study
Jurnal Jaffray
Adult education is formulated as a process that fosters a desire to ask questions and learn continuously throughout life. The study aims to answer the questions: What is the Bible as the basis for teaching design? What are the characteristics of adult education? What is the correct and effective formulation of a missionary for adult education? The answers are: 1) The Bible as the basis for teaching design means Bible values are the source and guide of all curricula; 2) Characteristics of adult education, both in the field of work and other experiences, are independent, think for their interests (future) and have diverse backgrounds; 3) Appropriate and effective missionary Bible studies for adult education are as follows: a) curriculum that reflects God's missionary vision (Missio Dei); b) a curriculum model for a missionary approach that uses information, stimulation, or projection and a learning process for missionary approach which is developed based on the interests of adults by integrating all forms of activities.
Malcolm Knowles states that adult education “has more changes in the theoretical framework, organizational structure, personnel, clientele, methods, techniques, and material than the preceding generation.” The Sunday schools in most Assemblies of God churches have undergone a few transformations. In contemporary times, education may not be a monopoly. There is a need for adult educators to adopt modern ways of teaching Sunday school classes to foster Christian adult education in the church.
South Africa has emerged from a long period of racial oppression and polarisation. The need for social transformation in areas such as HIV, poverty, oppression, economy, morality and gender poses serious challenges to Christian Education for the church in South Africa. The aim of this article is to propose the model of Transformation-centered Christian Education (TCE) in educating the church to make a contribution in responding to the challenges faced by the country. The paper has three sections. The first one is a general introduction of the TCE approach. This is followed by the discussion of the nature of TCE. The last part is a discussion of the method of TCE. It addresses some of the key issues concerning curriculum development for a Transformation-centered Christian Education Approach. The paper draws insights from the experiences in the TCE courses at the School of Religion and Theology (SORAT) at the University of KwaZulu- Natal in Pietermaritzburg.
A praxis-based approach to theological training in Cape Town
HTS Teologiese Studies / Theological Studies
A training programme that employs the use of the pastoral cycle, leading practitioners into a praxis-based approach towards urban transformation, may be shifting the focus of some faith-based practitioners, sparking change in communities. In 2016, a diverse group of individuals engaged in a 10-month leadership training programme centred around the pedagogical framework of the praxis cycle as a method of engagement in their diverse contexts across the city. This article will consider the ways in which the introduction of a praxis-based approach led participants on a journey of self-reflection, social analysis, prophetic imagination and planning for social transformation. Consideration will be given to the ways in which the shared journey through the praxis cycle influenced the practical knowledge and actions of the participants. This article will explore the employment of a praxis-based approach to theological training among a group of faith-based practitioners in Cape Town.
From Sermon Formation to Preacher Formation: The Benefits of Learner-centered Education
's request for the preacher's personal authenticity arising from the dialogical way listeners interact with the sermon and create meaning. Similarly, empirical studies in the US emphasize that ministry today is less about exercising the authority of an office and more about embodying authenticity. I argue that traditional homiletic education can benefit from implementing a learner-centered approach to teaching moving from sermon formation towards preacher formation, in order to develop and train preachers. This involves a learning strategy to ministry where theological skills, pastoral competences, and own personality are interwoven. Teaching here means facilitating a room of learning where teacher's power and control is reduced, allowing the preacher to reflect upon own practice without being judged, evaluated, or critiqued. In this paper, I explain how a learner-centered approach to education works in practice and show how pastors experience the teaching method and the congregations' positive response to their improvements. I shall present the results of a focus-group interview with pastors in the diocese of Elsinore, Denmark and my reflections on the didactic principles of the pastors' practical experiences in dialogue with learner-centered teaching theories. Marianne Gaarden, Ph.D. Theological consultant in the diocese of Elsinore The Evangelical-Lutheran Church of Denmark marga@km.dk
2019
In this chapter, I focus on several issues pertinent to this project. Before embarking on the project itself, I give a brief history of how I developed an interest in this area of research. I then proceed to give a statement of the problem that motivated my research. Following this concern, I have developed research questions to guide me in my research. I then formulate a rationale for the project both from a Biblical perspective and from a societal perspective. For the sake of clarity of expression, I dedicate a section toward the definition of specific terms used in the Kenyan context and what they mean. After defining the terms I identify specific delimitations to delineate the scope of the project and provide reasons why the project focuses only on my immediate church context rather than the church in general or the country as a whole. In order to give the project a determinate legitimacy, I draw from a variety of authors to extract possible insights from their writings that might be relevant in helping me address the problem faced at CITAM. Finally, I outline the research methodology I employ in carrying out this research. Karie 7 Research Questions Research Question #1 Why are young adults in CITAM leaving the church? Research Question #2 In what ways is the Safari curriculum lacking in reaching young adults effectively? Research Question #3 What specific improvements can be introduced to Safari to make it a more effective discipleship program for young adults? Rationale for the Project Biblical Reasons The first reason this study matters is because Jesus commands us to disciple others. In Matthew 28:18-20 Jesus says, "Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age." Therefore, discipling of the young people at our church is in obedience to Jesus' command that we go out and disciple others. Jesus not only commanded his disciples to disciple others, he also set an example for them during his earthly ministry. Mark 3:14 says, "He appointed twelve that they might be with him and that he might send them out to preach." Jesus took a small group of simple people including fishermen and tax collectors, and lived his life before them, mentoring them. In
Dissertation, MA in Adult Ed. Rev. Phodiso B. Ntwaetsile,
This study proposed to investigate and determine perceptions of pastoral competencies for fostering transformative learning in Pentecostal churches of Gaborone. The study explored transformational learning theory as a framework to determine the results of the study. Starting with a rationale for fostering transformation or long-life change among Pentecostal churches, the study explored one framework for doing such education known as transformational learning. The researcher used interpretivism as a guide for the envisage research study, utilized the methodological triangulation methods. Interview and questionnaire data were triangulated to cross-check for internal consistency or reliability and test the degree of external validity for the findings of this study to determine conclusions. A population of seventeen Pentecostal churches' pastors, who are at least ten years of service were used for the interview part of this study. Subsequently, a questionnaire data was collected from nine pastors randomly chosen from the initial seventeen participants to validate the transformative competency. The sampling technique used for this study was purposive, and random samplings. This study utilized both qualitative and quantitative research instruments (interviews and questionnaire) to obtain data, the results of which were coded, analysed, discussed, and reported. The study showed that although Pentecostal pastors are aware of their work and roles, they still need to be equipped with required skills or competencies for fostering transformative growth on congregants. The results showed a minimal mastery of skills required for fostering transformative learning in the church.