RE 2133 Introduction to Religious Education
Williams Baptist College
Fall 2005
“A wise man will hear and increase learning. And a man of understanding will attain wise counsel.
The fear of the Lord is the beginning of knowledge, but fools despise wisdom and instruction.” (Proverbs 1:5, 7 NKJV)
INSTRUCTOR/CLASS INFORMATION
Instructor: Dr. Walter H. Norvell Office Location: SC 104
Office Phone: (870) 759-4150 Office Internet Address:
Office Hours: (Generally) Monday-Friday, 8:00 a.m. to 4:30 p.m.
Home Phone: (870) 886-6439 Please limit calls after 8:00 p.m. to emergencies only.
Course Number: RE 2133 Section: A Title: Introduction to Christian Education
Term: Fall Semester Year: 2005 Credit: 3 hours
Class Meetings: MWF, 8:00-8:50 am Location: SC104
COURSE DESCRIPTION
An introduction to the aims, methods and principles of Christian education, with special note given to Southern Baptists in the field. Includes practice in planning the religious educational activities of the rural church.
COURSE OBJECTIVES AND INDICATORS
As a result of this course, the student will demonstrate an understanding of and the skills associated with:
1. knowing and defining the mission and functions of the local church;
2. formulating a biblical basis for the teaching ministry of the church;
3. showing an understanding of the integration of educational ministries with the biblical mission of the church and a local church’s mission statement;
4. identifying, understanding, and valuing the educational programs of the church;
5. demonstrating skills for organizing a church for educational ministries including Sunday School/Bible study, small group ministries, outreach, new member orientation, care groups, leadership development, teacher training, ministry teams, and discipleship;
6. developing skills in curriculum planning, budgeting, ordering, and obtaining educational materials;
7. explaining the role of the pastor in educational ministry;
8. evaluating the educational ministry of the local church; and
9. creating lesson plans for given Southern Baptist curricula.
Students will demonstrate mastery of these objectives by completing unit assignments and activities such as:
INTRODUCTION
1. defining Christian education and understanding a biblical basis for it (Obj. 1-3).
UNIT 1: THE MISSION AND FUNCTIONS OF THE CHURCH
2. understanding the mission and functions of the church (Obj. 1-3).
3. writing sample church mission statements (Obj. 3).
4. diagramming from memory the church Model and Process (MAP) (Obj. 3-4).
UNIT 2: THE TEACHING MINISTRY OF THE CHURCH
5. summarizing required reading (Obj. 1-9).
6. completing a project related to Christian education (Obj. 4-8).
7. discussing the teaching function in Christianity (Obj. 4-5, 7).
UNIT 3: PRACTICING CHRISTIAN EDUCATION TODAY
8. observing age-group Bible studies (Obj. 4-5, 8).
9. writing a book report related to Christian education (Obj. 1-9).
UNIT 4: TEACHING IN THE LOCAL CHURCH
10. writing lesson plans using curricula for various age groups (Obj. 9).
REQUIRED TEXT BOOKS
Anthony, Michael J., ed. Introducing Christian Education: Foundations for the Twenty-first Century. Grand Rapids: Baker Academic, 2001. ISBN: 0-8010-2275-4
Eldridge, Daryl, ed. The Teaching Ministry of the Church: Integrating Biblical Truth with Contemporary Application. Nashville: Broadman & Holman, 1995. ISBN: 0-8054-1087-2
RECOMMENDED BIBLIOGRAPHY
Daniel, Eleanor A. and John W. Wade, eds. Foundations for Christian Education. Joplin, MO: College Press, 1999. ISBN: 0-89900-855-0
Clark, Robert, Lin Johnson, and Allyn K. Sloat. Christian Education: Foundations for the Future. Chicago: Moody Press, 1991. ISBN:0-8024-1647-0
Coleman, Lucien E., Jr. Why the Church Must Teach. Nashville: Broadman Press, 1984. ISBN: 0-8054-3234-5.
Edge, Findley B. Teaching for Results, Rev. Nashville: Broadman & Holman, 1999. ISBN 0-8054-2015-0
Ford, LeRoy. Design for Teaching and Training: a Self-Study Guide to Lesson Planning. Print on Demand with Wipf & Stock.
Gregory, John Milton. The Seven Laws of Teaching, Revised. Grand Rapids: Baker Book House, 1992. ISBN: 0-8010-3652-6
Hemphill, Ken and Bill Taylor. Ten Best Practices to Make Your Sunday School Work. Nashville, LifeWay Church Resources, 2001. ISBN: 0-7673-9593-X
Johnston, Jay and Ronald K. Brown. Teaching the Jesus Way: Building a Transformational Teaching Ministry. Nashville: LifeWay Church Resources, 2000. ISBN:0-6330-0840-0
Lawson, Michael S. and Robert J. Choun, Jr. Directing Christian Education: The Changing Role of the Christian Education Specialist. Chicago: Moody Press, 1992. ISBN: 0-8024-1702-7
LeBar, Lois E. Education that is Christian. Wheaton, IL: Victor, 1989 .
Malphurs, Aubrey. Developing Vision for Ministry in the 21st Century. Grand Rapids: Baker Book House, 1999. ISBN: 0-8010-9087-3
Malphurs, Aubrey. Ministry Nuts and Bolts. Grand Rapids: Kregel Publications, 1997. ISBN: 0-8254-3190-5
Marshall, Mark. Mapping Your Church Strategy. Nashville: LifeWay Church Resources, 2003. ISBN: 0-6330-9440-4
Mims, Gene. The Kingdom Focused Church: A Compelling Image of an Achievable Future. Nahsville: Broadman and Holman, 2003. ISBN: 0-8054-2080-0
Mims, Gene. Kingdom Principles for Church Growth. Nashville: LifeWay Church Resources, 2001. ISBN: 0-7673-1889-7
Norvell, Walter H. “Biblical Foundations of the Teaching Ministry” in The Midwestern Journal of Theology, Vol. 1, No. 1 (Spring, 2003), 84-93
Norvell, Walter H. “The Great Commission Imperative of Teaching” in the Journal of Baptist Theology and Ministry Vol. 1, No. 2. Found at http://www.baptistcenter.com/BCTM%20Journal.htm.
Price, J. M. Jesus the Teacher. Nashville: Convention Press, 1981.
Raughton, Alan and Louis B. Hanks. Essentials for Excellence: Connecting Sunday School to Life. Nashville: LifeWay Church Resources, 2003. ISBN: 0-6330-8918-4
Reed, James E. and Ronnie Prevost. A History of Christian Education. Nashville: Broadman & Holman, 1993. ISBN: 0-8054-1867-9
Richards, Lawrence O. and Gary J. Bredfeldt. Creative Bible Teaching, Revised and Expanded. Chicago: Moody Press, 1998. ISBN: 0-8024-1644-6
Wilhoit, James C. and John M. Dettoni, eds. Nurture That Is Christian: Developmental Perspectives on Christian Education. Grand Rapids: Baker, 1995. ISBN: 0-8010-2132-4
ONLINE COURSE RESOURCES
The syllabus, grading rubrics, and various other resources for enriching this course are found on this course’s website. Each student is responsible for locating the appropriate resources for each class meeting, printing them, reading them prior to class, and bringing them to class as needed. You may access the course website at www.wbcoll.edu/ucompass.
REQUIREMENTS FOR CREDIT
1. Assignments:
Please note: Turning in an assignment is no guarantee of receiving full point value. Only assignments done in a professional, error-free manner with excellence in thought and organization will receive full point values. All assignments will be evaluated on the basis of rubrics. Please consult the appropriate rubric as you start, develop, and complete each assignment.
Assignment 1: Anthony Book Parts Response 100 points possible Due: Sept. 28
After reading each part of Introducing Christian Education by Anthony, write a two page response for each part. Remember that each part contains several chapters. In your responses, find two to three ideas in each part that were meaningful to you. These ideas may be something you have never thought about before, something that speaks to your personal church experience, something you liked a lot, something that made you think a lot, even something you might strongly agree or disagree about. Identify these two to three ideas and discuss what you learned about them from the text. The total assignment will be about 10 pages long. Each part is worth 20 points for a total of 100 possible points when completed with excellence.
Assignment 2: Eldridge Book Questions 100 points possible Due: Oct. 17
Download “Textbook Questions for Teaching Ministry of the Church questions from the website. As you read the text book chapters, answer each question in a way that shows you have read the material. Your answers should clearly reflect what you are learning in your reading and in the classroom. There is no limitation on the maximum numbers of pages, but your answers will likely be between one-half to one page for each question. Answer with clarity and thoroughness.
Assignment 3: Student Choice Project 100 points possible Due: Oct. 24
Each student may choose ONE of the following projects to complete. While you must do your own original work with this project, you may use resources to give you ideas. However, you must include those resources in your write-up so the professor will know what resources influenced your thinking and planning.
Project 1: Interview a Pastor about Christian Education
The student will spend one hour with a pastor talking about Christian education in his church. The pastor may not be a current college student or a relative. The student will create about 6-8 excellent questions that will help the student learn about the pastor’s attitudes, beliefs, and participation in Christian education in his church. The student should record the conversation on video. Then the student should write a five page reaction to the interview, noting any and all elements of the interview that relate to the course and textbooks. The reaction should include the student’s evaluation of the pastor’s understanding and participation in his church’s educational ministry. The student will turn in the video recording (either on VHS cassette or on a DVD compatible with Windows Media Player) and the reaction paper.
Project 2: Design a teacher training course
The student will design a teacher training course for teachers who work in a particular age group (adults, youth, children, or preschoolers). The course can only be four hours long. The course should reflect the content of this course and the textbooks. The student should include the title of the training course, the titles of each of the sessions, a learning goal for each session, a detailed outline of the content of each session, and a teaching plan including a motivational step, examination steps, and application steps. The course should be written in a way that someone else could pick up the plans and teach the course.
Project 3: Design a Bible Study
The student will design a Bible study for one age group: children, youth, or adults. The course can only be four hours long. The course should reflect the content of this course and the textbooks. The student should include the title of the training course, the titles of each of the sessions, a learning goal for each session, a detailed outline of the content of each session, and a teaching plan including a motivational step, examination steps, and application steps. The course should be written in a way that someone else could pick up the plans and teach the course.
Project 4: Design a New Member Course
Pretend that your church has had eight adults become Christians in the last three months and none of them have any church background at all. What should a new Christian know about living the Christian life? You have the opportunity to teach a new member course for these new Christians but you only have four hours. Plan a new member course. The course should reflect the content of this course and the textbooks. The student should include the title of the training course, the titles of each of the sessions, a learning goal for each session, a detailed outline of the content of each session, and a teaching plan including a motivational step, examination steps, and application steps. The course should be written in a way that someone else could pick up the plans and teach the course.
Project 5: Design a Retreat Bible Study for Youth
Your youth group is planning a fall retreat. There will be four Bible study sessions of one hour each during the retreat. Considering your youth group, what do they need to study? The study should reflect the content of this course and the textbooks. The student should include the title of the Bible study, the titles of each of the sessions, a learning goal for each session, a detailed outline of the content of each session, and a teaching plan including a motivational step, examination steps, and application steps. The course should be written in a way that someone else could pick up the plans and teach the course.
Project 6: Design a Witness Training Course
Your church is preparing for a crusade in your town. The goal is to have twenty people prepared to effectively share their personal testimonies and to effectively present the plan of salvation to people who respond to the invitation at the crusade. You must plan a witness training course that will accomplish these two goals. You will have four hours of training. The course should reflect the content of this course and the textbooks. The student should include the title of the training course, the titles of each of the sessions, a learning goal for each session, a detailed outline of the content of each session, and a teaching plan including a motivational step, examination steps, and application steps. The course should be written in a way that someone else could pick up the plans and teach the course.
Assignment 4: Sunday School/Bible Study Observances
50 points each; 200 points possible total Due: Nov. 28
The student will observe Sunday School or small group Bible studies for preschoolers, children, youth, and adults. Use the Bible Study Observation form found on the class website. Obtain permission from the class teacher and other church leaders as needed (minister of education, pastor, Sunday School director, etc.). Observe in a non-threatening and unobtrusive manner. The student must observe the complete teaching session. The student will submit the completed forms, one for each age group.
Assignment 5: Lesson Plans for Age Groups
50 points each; 200 points possible total Due: Various Dates
The student will use a curriculum and plan sheets provided by the professor to create lesson plans for each of the four age groups. This is an in-class activity.
Assignment 6: Book Report 200 points possible Due: FINAL
Each student will select a book (or books) from the list provided below. The student will read the book or books and write a five-page book report using the following outline:
I. Summary (about three pages)
II. Personal Reaction (about one page)
III. Application to a Church Setting (about one page)
The student will effectively summarize the major points of the book(s) in the first section. In the second section, the student will write a personal reaction to the book(s). In the third section, the student will suggest ways this book or books could be useful to the educational ministry of a local church. This book report is due as the final exam. Each student will also present a brief oral report about their book(s) to the class, following the same basic outline of the book, using about five to six minutes and stating why fellow classmates from profit in ministry from reading this book. The books appropriate for this assignment are:
Jesus the Teacher and Why the Church Must Teach