Group 10 Nathan Schroeder David Gardner Brian Kelly Diana Escobar-Pazo.
By Brian Kelly, Ph.D., Southeastern University
description
Transcript of By Brian Kelly, Ph.D., Southeastern University
The Role of the Pentecostal Academy in the Formulation & Evaluation of Whole-life
Discipleship & Missional Christianity
By Brian Kelly, Ph.D., Southeastern University
• Our Time TogetherWhat I hope to accomplish in the next 90 minutes
Introduction – A Practical Theology of Pentecostal Education
Specific Description – Framing the Situation
Reasonable Intentions – Evaluating the Outcome
Feedback from Participants – Bringing People to Voice
10 Minutes
12 Minutes
30 Minutes
12 Minutes
16 Minutes
Developing Dialogue – Bringing Sources to Voice
• The Presenter Brian M. Kelly, Ph.D.
Trinity Bible College – Adjunct Instructor –1989-1993Fuller Theological Seminary – M.A. in Biblical Studies, Ph.D. in Theology – 1993-1999
Bethany University – Associate Professor – 1999-2007
Southeastern University – Associate Professor – 2007 to present
4 Phases of Dynamic Interaction in Practical Theology*
Dilemma: What should Pentecostal Higher Ed. look like in order to facilitate missional capacity in its primary stakeholders?
Specific Description
Definitions, Terms,
Nomenclature
DevelopingDialogue
Empowering Voices to
Speak
ReasonableIntentions
Plans, Proposals,
Policies
Sensible Application
s
Measures for Evaluation
*Abridged from Don Browning’s A Fundamental Practical Theology, Augsburg Fortress.
Specific Description – a “thick description in the midst of concrete situations”*
Pentecostal Higher Education
Missional Capacity
Primary StakeholdersSpecific
Description
Definitions, Terms,
Nomenclature
*Browning, A Fundamental Practical Theology
Specific Description – a “thick description in the midst of concrete situations”
AG Higher Education* 19 Schools on the AG map 360,000 students in the 7-12 grades
Intend to plant 4,000 new churches in next 10 years
Specific Description
Definitions, Terms,
Nomenclature
*AG College News, Articles on Colleges and Universities
Specific Description – a “thick description in the midst of concrete situations”*
AG Higher Education* 57.4% increase in ministerial students in all multi-major AG schools (1990 to 2009)
16% decrease in singular-major schools (Bible colleges)
Specific Description
Definitions, Terms,
Nomenclature
*AG College News, Articles on Colleges and Universities
Specific Description – a “thick description in the midst of concrete situations”
AG Churches* 12.6% decline (1998-2008) in number of conversions reported”*
14.2% decline in new churches opened
Specific Description
Definitions, Terms,
Nomenclature
*Office of the AG Statistician, AG ACMR and Related U.S. Statistics
Specific Description – a “thick description in the midst of concrete situations”*
Missional Capacity Fanning into flame the “missional –incarnational impulse”*
Equipping every student with a missional skill-set
Specific Description
Definitions, Terms,
Nomenclature
*Alan Hirsch, The Forgotten Ways, Brazos Press.
Planting the Gospel in Missional Contexts
The Missional – Incarnational ImpulseImbedding
Going
Deeper in
Relation-ships
Going
Deeper in
Relation-ships
Going
Deeper in
Relation-ships
Going
Deeper in
Relation-ships
Deepening
Specific Description – a “thick description in the midst of concrete situations”
Primary StakeholdersWho ultimately are we answerable to?
Cold hard realities we are facing
Parents, students & economic viability
Specific Description
Definitions, Terms,
Nomenclature
Developing Dialogue: Who is invited into the conversation?
Triune God
4 Spheres of Influence
Bringing People to Empowered Voice
Assets & Challenges
DevelopingDialogue
Empowering Voices to
Speak
Developing Dialogue: Who is invited into the conversation?
Triune God Role of Prayer?
How do we hear from the Spirit of God in our academies?
DevelopingDialogue
Empowering Voices to
Speak
Church
Home
Marketplace
Academy
How can we facilitate bringing everyone to voice and empowering that voice for real change in higher education in the Assemblies of God?
•Four Spheres of Major InfluenceVoices that need to be heard
Strategic PlanningLife-Long LearningCentersSympo-siums
Focus -GroupsAlumni SurveysOthers?
Potential Venues for Bringing Primary Stakeholders To Empowered Voice What would this
look like in your institution?
How realistic is it that this could happen?
ASSETS TO DRAW ON•Mission – Spirit-led:
• Educators• Students/Parents• Stakeholders
•Alliance•Boards•Churches
• Economic Viability• Identifying Key Stakeholders•Honoring Our Identity•Getting Ahead of the Curve
CHALLENGES WE FACE
Assets & ChallengesIssues Endemic to Assembly of God Universities
Reasonable Intentions: Possibilities for Change?
APEST Paradigm for Leadership
Hebrew Approach to Learning
Schools of Integrative Ministry?
ReasonableIntentions
Plans, Proposals,
Policies
Reasonable Intentions: Possibilities for Change?
APEST Paradigm for Leadership*
Theological Framework?ReasonableIntentions
Plans, Proposals,
Policies
* Abridged from Frost & Hirsch, The Shaping of Things to Come, Hendrickson Publishers.
Apostle
Prophet
EvangelistShepherd
Professor
All at work in: the organizationindividuals
5-Fold Ascension Gifts for Spiritual HealthEph. 4:7-13
Apostle
Prophet
EvangelistShepherd
Professor
Reality today in Pentecostal Movement?Can we achieve maturity as long as this is the case?
Where are we today?
An accent, click to edit the text inside.
Missiologist Donald McGavran argued over 20 years ago that our seminaries and Bible
Colleges were graduating pastors who were “theologically correct but evangelistically
sterile.” For him the problem was the curriculum.
“The curriculum formed between 1550 and 1950 is not the best curriculum for a
tremendously changed world.”*
*Donald McGavran, Effective Evangelism a Theological Mandate
Reasonable Intentions: Possibilities for Change?
Hebrew Approach to Learning*
Action learning vs. the academy?
ReasonableIntentions
Plans, Proposals,
Policies
* Hirsch, The Forgotten Ways
Reasonable Intentions: Possibilities for Change?
Hebrew Approach to Learning*
False dichotomy between theory and praxis
Place for “think-tank” but not divorced from praxis
ReasonableIntentions
Plans, Proposals,
Policies
* Hirsch, The Forgotten Ways
Reasonable Intentions: Possibilities for Change?
How can we keep the best of the old Bible College training for ordained clergy & still build missional capacity into those called to serve home, academy & marketplace?
ReasonableIntentions
Plans, Proposals,
Policies
Reasonable Intentions: Possibilities for Change?Schools of Integrative Ministry?
Spirit- Led Faculty? Gen. Ed. and Major Core Requirements
Pedagogy Course Content Sample Course Descriptions
ReasonableIntentions
Plans, Proposals,
Policies
Reasonable Intentions: Possibilities for Change?
Schools of Integrative Ministry?
Spirit- Led Faculty? Practicing Pentecostals Engaged with the Lost Active in local churches
ReasonableIntentions
Plans, Proposals,
Policies
Required Courses to Build Missional Capacity: Schools of Integrative Ministry?
Gen. Ed. and Major Core Requirements
Required courses that build missional capacity in students
ReasonableIntentions
Plans, Proposals,
Policies
Reasonable Intentions: Possibilities for Change?Schools of Integrative Ministry?
Pedagogy E – Experiential P - Participatory I – Interactive C – Communal*
ReasonableIntentions
Plans, Proposals,
Policies
*Taken from Leonard I. Sweet, Soul Tsunami, Zondervan Publishing.
Reasonable Intentions: Possibilities for Change?
Schools of Integrative Ministry?
Course Content Tie action-oriented ILO’s to student outcomes
Recruit co-instructors from other spheres
ReasonableIntentions
Plans, Proposals,
Policies
Reasonable Intentions: Possibilities for Change?
Schools of Integrative Ministry?
Sample Course Descriptions
Circumvent curriculum wars!
Collaborate on everything
ReasonableIntentions
Plans, Proposals,
Policies
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Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
Measurements we could use
Accountability Resources New Dilemmas
Sensible Applications
Measures for Evaluation
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
Measurements we could use:
Cognitive Volitional Behaviors
Sensible Applications
Measures for Evaluation
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
Measurements we could use:
More conversions?
More missional communities of faith?
Sensible Applications
Measures for Evaluation
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
Measurements we could use:
Natural Academy Development? Sensible
Applications
Measures for Evaluation
Loving Relationships*
Need-oriented Evangelism
Holistic Small GroupsInspiring Worship Service
Core Growth Values
Empowering LeadershipGift-oriented MinistryPassionate SpiritualityFunctional Structures
EmpoweringGift-orientedPassionateFunctionalInspiringHolisticNeed-orientedLoving
Research result
The key
Growing and declining churches vary significantly in8 quality
areas
The
adjectives
11
* From , Christian A Schwarz, Color Your World with Natural Church Development, Church Smart Resources.
Building Missional Capacity in Students by Identifying & Nurturing Missional-Incarnational Impulses
Collaborative Campus-Wide Spirit-led Strategic – Decisioning
Scholarships that Encourage Life-long Learning in the Pentecostal Tradition
Faculty that are Credibly Committed to the Church, Home & Marketplace – beyond their academic pursuits
Centers for Life-Long Learning that Assure Value-Added (not only donor-related) Alumni Relations
Others that you can think of?
Growing & Declining Enrollment is linked to:
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
Accountability Goals Action-steps Assessments Sensible
Applications
Measures for Evaluation
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
Resources for the process Moving beyond “talking disease”
Priorities for change Starting the conversation
Sensible Applications
Measures for Evaluation
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Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)
New Dilemmas Honoring the process
What if we don’t do this?
Sensible Applications
Measures for Evaluation
What if we do?