Home » ICOSAC Submission August 2016

ICOSAC Submission August 2016

Asia Pacific Region

Model / Demonstration Curriculum

Developed by the

Regional Course of Study Advisory Committee

August 1, 2016

 

Committee Members

Rev. Roland Hearn (Pastor, Registrar NTC Aus, current DS)

Mr. Roland Daoust (Layperson, Center Coordinator SEANBC)

Dr. Mark Eugenio (DS, pastor and now President of PNC))

Rev. Larry West (FSC, Teacher for 30 years, PHD candidate)

Mr Wanlop Srisawat (Layperson, Lawyer)

Priscilla Parrett (Teacher of Course of Study CAA country)

Rev. Kafoa Muaror (DS, General Board member, Lawyer)

Rev. David Phillips, Chairman, (FSC, pastor, former DS)

Dr. Melvin Rigsby (Former REC)

Dr. John Moore (Current REC)

 

Each of the committee members except for Wanlop Srisawat either was or is actively involved in the education of pastors for ministry.   Several had more than 10 years involvement. Some are from closed countries so the full background is not given in this document.

Summary Statement

The AP Region is developing a model Course of Study that can either be adopted or adapted by schools around the region.  The COS has an Activity and Congregational focus, using a fully outcome based pedagogy, and a wide range of delivery methods and teaching methods. We will use mini-cohorts and mentors to develop the student’s character and integration with the church. We will engage the student with themselves, other students, a local church and the community in every class.   The Activities of a Pastor have lists of implementing outcomes that can be considered as implementing the Ability Statements from the Regional Sourcebook, the Manual expectations and the Regional Priorities. The relationships can be seen from the supporting appendix.

Every class has multiple types of outcomes being implemented so that the student experiences an integrated approach to learning from every class. The skills of research, observation, analysis, teamwork, and community relations are / will be built into every class.   As we develop full modules, we hope to include music and art into every class. Songs and drawings, video and audio will complement the lessons. Students will be given opportunities to produce their own art and music from time to time.   Course materials will be translated into as many languages as possible and put into audio format in areas where many students are illiterate.

Not Yet Complete – Challenges

This COS is not yet complete. Writers have been and are being recruited. The broad outlines of the syllabus are complete, but several need polishing. In some cases outcomes are not balanced well across the whole curriculum, this needs improvement.   Suggested activities are not present in a few syllabi. Writers and teachers need training in new teaching methods.

Table of Contents

Summary Statement                                                                                     p. 2

Table of Contents                                                                              p. 3

History of the Model COS                                                                 p. 4

List of Classes in the COS                                                                 p. 5

Core Principles for this COS                                                                         pp. 6-11

List of Activities and Definitions                                                      p. 12

Apendix 1 Activities, Definitions and Outcomes, full list              pp. 13-58

Appendix 2 AP Sourcebook outcomes with implementing outcomes.

  1. 59-76

 

History of the AP Region Model Course of Study

In 2013 Melvin Rigsby – the AP Regional Education Coordinator, (REC) formed a new Regional Course Of Study Advisory Committee (RCOSAC).  He appointed Rev. Wm David Phillips as the Chairman and asked the new RCOSAC to work on developing a new Course of Study (COS) for the Asia Pacific Region Church of the Nazarene, (APR).

The APR covers the geographical area from Japan in the north, down to Australia / New Zealand in the south and as far west as Myanmar and as far east as Micronesian islands, Fiji and Samoa.  In other words an amazing range of cultures, educational levels and geographical areas.

The course was to be outcome based and activity focused.   This is to say that the aim was to create a COS that would give confidence to a beginning pastor that they could handle the day to day expectations and needs of a local congregation in the context of the Manual of the Church of the Nazarene.  The idea was to focus on the regular daily and monthly activities of a pastor.

In order to function Regionally, the course focuses on the ability of a student to research their own context and engage in their own community.   Content is delivered that will assist the student to analyze and exegete their context so they are aware of the theoretical foundations of their analysis. The student is introduced to resources that will enable her to continue to adjust and adapt on a constant basis.

Regional Director Mark Louw and the regional leadership wanted to emphasize church planting in the region.  A class on Church Planting Skills was included in the new COS to focus this regional priority and to give practical expression and a practical laboratory for the theoretical foundations.

The RCOSAC reviewed the activities that are often stated as the responsibility of a pastor. They restated them and then wrote definitions for each.   These definitions became the foundation for outcome statements that were placed into individual classes to make a core of 16 classes that will be a model for validated courses in the AP region. After the activities and outcomes were identified we created a list of 24 classes that would fulfill these outcomes with the 16 as their core.

Classes

This is a list of the classes that are currently under development.  There is a core of 16 classes that express the minimum education that every pastor needs. The remaining 8 are open to be adjusted according to the needs of a particular school. For a full degree program many other courses could be added to meet the needs of accreditation.  Our hope is to have a large range of alternate courses that could be substituted for those remaining 8, developed and posted on a website.  Our first task is to get the core courses written and put into a module form.

The draft syllabus for each course can be found on our website. The files are also included with this submission.

Number Course ID Course Name
1 B101 Introduction to the Bible
2 PL101 Formation of Spiritual Discipline
3 B102 Interpretation of Scripture
4 DS101 Discipleship
5 B103 The Four Gospels
6 CP101 Church Planting Skills
7 TH101 Foundational Theology 1
8 TH102 Doctrine of Holiness
9 AD201 Nazarene Polity, Covenants, Administration, and Finances
10 B204 NT Exegesis 1 Thessalonians
11 CH201 Church History 1
12 PL202 Pastoral Life (the life of the pastor).
13 B205 OT Exegesis Pentateuch
14 CO201 Communicating Christ
15 TH203 Foundational Theology 2
16 PL203 Community Engagement
17 CR301 Intro to the Reli of Asia and the Pacific
18 BT301 Biblical Theology of Leadership
19 B306 Wisdom Literature
20 PT301 Intro to Pastoral Theology
21 AP301 Intro to Apologetics
22 B307 NT Exegesis 1 John, 1 Peter, James
23 CE301 Christian Education
24 CH302 Church History 2
Alternate Courses
18-2 BT302 A Theology of Honor and Shame
20-2 CO302 Cross Cultural Communication

Core principles of this curriculum

Prayer

Prayer is an essential activity for every pastor, teacher and Christian and we must include it as a constant and vital part of our teaching. We must include prayer in the classroom, not just as an introduction to the session, but as an active part of the activities, teamwork, and discussions.   We should study prayer historically, explore different types, encourage silence, shouting, and read prayers.   Teams should pray together. They should learn how to pray short prayers, and be given assignments that included long hours spent in prayer. The student should experience God in the class, not just examine Him at a distance. Prayer is a core activity in this course of study, integrated into all our activities.

Congregational Focus

As we looked at re-forming the way we teach pastors we found that our expectations of the role of the pastor strongly influenced the structures needed in the classroom.  What is the purpose of a pastor?   As we gathered our first list of activities from a wide range of people in different countries we found that nearly every possible activity was expected of a pastor by one person or another.  From, preaching, to maintenance, to building skills, to legal skills, community organizing, leading music, visiting everyone and anyone who was sick, or needed guidance, the pastor is expected to be the counselor, and guide for everyone all the time!

Whew!  That is exhausting!

What is the role of a pastor with a congregation?  In Ephesians Paul lays out five different types of ministers; apostles, evangelists, prophets, shepherds and teachers.  Each of these has a different set of activities, types of ministries and a bit different focus but the main point of each of their ministry is the SAME.  Paul points them all to the follow outcomes,

for the perfecting of the saints, to the work of serving, to the building up of the body of Christ; until we all attain to the unity of the faith, and of the knowledge of the Son of God, to a full grown man, to the measure of the stature of the fullness of Christ; that we may no longer be children, tossed back and forth and carried about with every wind of doctrine, by the trickery of men, in craftiness, after the wiles of error; but speaking truth in love, we may grow up in all things into him, who is the head, Christ; from whom all the body, being fitted and knit together through that which every joint supplies, according to the working in measure of each individual part, makes the body increase to the building up of itself in love. Ephesians 4:12-16 World English Bible (public domain).  

We are aiming the COS at this SAME focus on building up the whole BODY of Christ.  It is the ministry of building up the body to the fullness of the measure of Christ, as each part does its work.  This means that while we are equipping the student to be a beginning pastor – the role of that beginning pastor is to equip the whole body for ministry.  This means that we need to make sure that the pastor is able to teach and train others for ministry!   We need to make sure the pastor is equipped to perfect the saints in THEIR work of service (according to the working in measure of each individual part).  We cannot assume the students are able to do this; we need to see them demonstrate that ability – often – during their classes in the Course of Study.  We need to build into them the expectation that this is their role, and the confidence that they are able to fill it.

Thus every lesson we teach should have the local believer, the local congregation, and the community where these “lay persons” will be ministering in mind.   This is the reasoning behind having four engagements in every class.   People in a local church should be able to apply what the student is learning.

This is a congregational focus.

Activity Focus

We plan for the students to be engaged in pastoral activities while they are studying in each of the classes in the course of study. The list of activities we compiled for a pastor gave us the outcomes for each class. The graded outcomes must be reflected in the classroom environment. Teachers can adopt some of the other listed outcomes in the syllabus, as they are able.

A typical Course of Study has a library research/content focus.  The student is graded on their library research capacity, that is, their ability to organize and analyze various books and lectures into a coherent and unique set of written papers. Very little of the classroom time is spent actually practicing the types of activities that a normal pastor engages in on a daily basis.  The focus is the educational or academic content and the teacher and or curriculum designers hope that the student will apply these contents to pastoral activities.

Our curriculum wants to reverse this focus by engaging the student in pastoral activities while in the classroom and using those activities as bridge points or opportunities to discuss content. So that a theology of preaching is discussed as the student often preaches. At the same time communication theory is taught while evaluating the students sermon. Sociology and learner focus pedagogy are discussed while the student is developing lesson plans. Major projects are typically outside the classroom environment and done in teams

Four Engagements

We want our students to engage in four ways in every single class.  The form this takes will vary greatly from class to class, but some form of all these four must be included in every class.

  • With themselves
  • With other students
  • With a worshipping community
  • With the larger non-Christian community

Lets look at these more closely.

  • With themselves. The student needs to grow in, character, understanding, confidence, and skill.  Each class should help the student see clear evidence of growth as they see that they have fulfilled the outcomes for that class.  This will show them that their understanding is growing, and their skill level is growing.  This will give them confidence in their continued ministry.   Character is a challenge to measure but can be measured in terms of a student’s behaviors.  This is the Biblical approach for most character traits.  For example, Jesus tells us that the poor in spirit will be blessed (an internal attitude of humility, love and submission).  He goes on to show that greeting those who are our enemies is a clear indication of both love and humility (outward measurable action).  In the same way, turning the other cheek when one is struck is a clear indication of love, active submission, and patience (outward action shows internal attitude).  Behaviors that are sinful are clearly spelled out in Scripture and a pastor should be free from those. (Romans 1, Galatians 5,  Using self-evaluation tools is one method for dealing with behavior characteristics. Using Cohort feedback is another way.   These would not be graded in the sense that we measure where the student is and reward a “level” of spirituality.  They would be graded as exercises that have been completed in each class.  The student should be able to report progress on their character as they move through the course of study.  This could be measured in the form of a reflection paper, or a verbal report every 3 or 4 classes attended.  At the same time, obvious character flaws or sinful behaviors will need to be addressed in private by the teacher, or a coach / mentor assigned to the student.
  • With other students.Learning to function in teams and to lead teams is a crucial skill for pastors.  Teams will be structured so that the leadership constantly rotates.  Often a team will be a cohort but not always.  In fact at times it will be helpful to put the students in new groups to help them understand the dynamics of changing personnel.  Leadership skills, teamwork skills, issues of hard work, integrity, timelines, trust, roles (and others) will be dealt with over and over within each of the classes.  This way, a student’s faults and shortcomings will be constantly addressed.  They will have many opportunities to improve on weaknesses and to identify and build strengths.  By practicing these skills in every class and having some form of feedback on their progress, students will have the opportunity to grow well in areas of teamwork and leadership.  It is important that every teacher briefly remind students why they are being formed into teams and what they are expected to learn from the team process.
  • With a worshipping community. The student must be a part of a worshiping Christian community to properly develop as a pastor.  Projects assigned in the class must be accomplished within a local church / congregation / church plant.   This means that the students will need to work with their pastor, if they are not a senior pastor themselves, to have steady opportunities to minister in their local congregation.  At times this will mean that the student themselves must develop a ministry, outreach or opportunity with the encouragement and support of their local congregation.  The members of the congregation should be aware of the student’s study and be willing (at least a few of them) to encourage and help the student progress and develop.  This means that the student has to develop the crucial skill of engaging others in ministry and working within a congregational structure to develop ministries.  This skill will be crucial for the long term success of their ministry.  They will need to develop healthy attitudes toward criticism and input.  They will need to learn to look past the emotional content of criticism and find ways to improve themselves.  They will also need to learn how to deal with destructive people who may try to manipulate, embarrass, or demean them in the presence of others.  It is impossible to encounter the wide possible range of attitudes in one or two times of ministry with a congregation.  It is crucial that a student is engaging with the congregation in every class so that they deal with a wide range of both opportunities and obstacles.
  • With the larger non-Christian community.  Many beginning pastors are not comfortable with people from other classes or social backgrounds.  They hesitate to meet people because they are not sure how to deal with them or even how to approach them.  Community engagement is a crucial skill for pastors.  The ability to meet people in poverty and distress, business people, community leaders, government officials, wealthy individuals and people without a title but with strong influence in the community, sick and prisoners and other ordinary individuals will enable the pastor to preach the gospel to the whole community.  A project for every class places the student in the community so they have an opportunity to engage people coming from different social and economic backgrounds.  This builds the student’s confidence as they move into new ministry settings and begin to understand how the whole community functions.  They will begin to understand how influential people in a community can help make (or oppose) good changes.  They will also begin to develop the skills of community assessment and development.  One whole class will be devoted to community engagement but the student will be constantly practicing these skills and applying the new knowledge gained in each class to help them engage Biblically and effectively with the community.

Cohort and Mentor

One of the features of the new curriculum is the use of Cohorts and Mentors.  These have been used successfully in many educational settings and our curriculum borrows and builds on those foundations.

We want to have all students in a Cohort for each class and it would be best if they could stay with a small cohort for the whole of the Course of Study.   This cohort will function in several ways.

  • As a study group.   They would meet before class and make sure that each of them has been able to complete the pre-class assignments.
  • As an accountability group.  They would be praying for each other and function as a spiritual growth and accountability group.
  • As a classroom team.   When teams are formed in the classroom, this group would be the primary team structure.   At times though, the teachers will want to mix members of teams so that other perspectives and personal interactions can be experienced.
  • As a discussion group.   One of the keys to a quality education is the ability to ask questions and discuss issues and ideas with other people.  This cohort will give a natural group where these discussions can take place.
  • As a coaching / mentoring group for active ministry.   Each of the students will be engaged in active ministry as they take classes.   Getting feedback, coaching and mentoring is a key to growing in leadership, grace, and personal confidence.  Some mentoring or coaching needs to come from long-term pastors who can give guidance, but some needs to come from peers who are walking a similar journey and can often more easily identify with the problems and needs.

A second feature is the Coach / Mentor.   Each student should have an assigned mentor / coach who will meet with them as they journey through the Course of Study.   This person will help them connect to ministry in their local area, guide them through the Nazarene steps toward ordination and provide feedback, coaching and guidance as they progress in ministry.  This person should be an Ordained elder in the Church of the Nazarene.   For a non-Nazarene who might be taking our Course of Study, this should be an Ordained elder from their own group.

It will be part of the enrollment process to make sure the cohorts and coach / mentors are identified.   There should be a mechanism at each educational provider to make sure that these structures stay in place and continue to function.   A person from the school should be checking on the mentor / coaches and making sure that meetings with the students are happening at least once every three months.  Cohorts that have a change in members should be reformed with new members at the next class session.

Open Materials

Love for students and translators, helping the poor and needy

Our core library will be the Wesleyan Holiness Digital Library

We want our regional modules to be self-contained.   That is every module should contain all the materials necessary for a student to complete the class.   The core materials will be in the module itself.   Supporting materials should be public domain or an open copyright such as Creative Common 4.0   This will allow the materials to be easily copied and translated.

This means that writers need to be able to give core concepts and support them with open or public domain materials.  Most original historical sources are in public domain and can be given to students who can read English in electronic format.  (Normally epub).   Students who do have access to materials can be assigned to those in their own languages.

This requirement comes from the need to love our neighbor as ourselves and to do for others what we would want them to do for us.  Across Asia Pacific most students do not have extensive library resources.   There are few if any resources in their local languages.   Those of us who can produce materials should produce them in an open way using a level of English that translators can easily translate core concepts. 

 

Activities – Defined, Outcomes Identified

The following are the activities that the AP RCOSAC has identified as most common needed by ministers who are studying for Ordination in the Church of the Nazarene – Asia Pacific Region. These activities should be developed in the life of each pastor in order to accomplish the ability statements found in the Asia Pacific Region Sourcebook on Ordination and Ministerial Development and the requirements of the Manual and Region,

Activities

You can click on each of the activities below for the definition of each term. We have also included those definitions in the appendix below.

Accountability, Administration, Continuing Education, Counsel – Listen, Dealing Biblically with the Spirit World, Discipline – Personal and Family, Disciple, Evangelize, Fasting, Impact Community, Intercommunications, Interpersonal Relationships, Mentoring, Ministry, Model Christ, Prayer, Preach, Ritual, Sabbath, Small groups, Team Building, Vision.

Outcomes

The Definitions were used as the basis for the discussion over outcome statements. You can see the outcome statements for each activity by clicking on that activity below.  We have also included the outcome statements later in this document.   The outcomes are implementing outcomes that should guide the formation of specific lessons.

You will see that the outcome statements do not line up totally with the activities.  Several of the activities were combined under the title “Leadership.”  Personal Spiritual Development was added because it is a main activity for a pastor.

Accountability, Administration, Continuing Education, Counsel – Listen, Dealing Biblically with the Spirit World, Discipline – Personal and Family, Disciple, Evangelize, Fasting, Impact Community, Leadership, Ministry, Personal Spiritual Development (Holiness), Preach, Prayer, Ritual, Sabbath, Small groups, Other outcomes.

 

Appendix 1

List of Activities with Definitions and Outcomes.

Accountability

transparent

team player

journals

records

reports

recalls

available

accessible

user friendly

communicative

engages in dialogue

understanding of failure

participatory decisions making

Accountability is the process where an individual or group mutually submits what they are doing to the guidance and direction of others for the purpose of reaching a common goal. Accountability is established by mutually agreed limits and expectations based on truthful and complete understanding of the problems and rewards.

The process involves first understanding the goals, then setting mutually agreed responsibilities and mutually agreed ways of reporting. Finally, consequences for failure need to be defined.

Accountability Outcomes

Explain how Biblical submission is seen in the relationship between Christ and the Father and between a husband and wife. CN-1 ACC

Explain at least 4 of the accountability relationships defined by the Manual for a local church and their theological implications. CN-2 ACC

Explain the role of social media and small groups, both positive and negative benefits. CN-3 ACC

Explain how the statement of Christ – if you love me you will keep my commands, applies to other loving relationships as well. CP-1 ACC

Explain how the statement of Christ – “if you love me you will keep my commands,” impacts all other relationships. CP-1-2 ACC second version.

Demonstrate how a Church board holds a local pastor accountable. Share an example of a monthly pastor’s report to the board. CP-2 ACC

Demonstrate how a pastor holds Church leaders and teachers accountable. CP-3 ACC  

Demonstrate how small group leader is accountable to his/her small group. CP-4 ACC

Explain how the difference between Biblical understanding of forgiveness, restitution and trust compare and contrast with local cultural

understandings and the impact on the accountability relationship.   CP-5 ACC

Explain the Biblical understanding of stewardship in relationship to accountability.   CH-1 ACC

Compare and contrast the difference between accountability and coercion or manipulation. CH-2 ACC

Demonstrate how you are accountable to God. CH-3 ACC

Give examples of how you are accountable the DS, your mentor and your

disciples. CH-4 ACC

Explain how the Bible, the Manual and cultural expectations help solve or make worse problems that arise in a local church. Give several examples of how problems were or were not resolved. CX-1 ACC

 

Administration

Administration enables the Body of Christ to function smoothly so that all it’s parts work together in love protected from temptations and guided by the Holy Spirit.  Administration ensures justice so that all parts of the body are cared for, no part is excluded and the voices of each part are heard. Administration helps accomplish the Vision of God for a local congregation or Christian organization using the gifts God has given to them.

Are we trying to define administration as the responsibilities as it rests with the pastor or as the sum of the board members? We are focusing on the Pastor’s administration.

Here are some key words and phrases

trains

teaches
verifies

oversees

delegates

is responsible

is accountable

reviews budgets

manages projects

manages personnel

understands the needs

participates in planning

insures smooth running operations

To direct

To inform

To organize

To nominate

To communicate

To give leadership

To work with a board

To arrange raising Funds

To have the care of all departments

Knows the law

Knows the Manual

Knows how to report

Knows how to supervise

Knows how to chair meetings

Understands role and responsibilities of board members

Administration Outcomes

Demonstrate how to bring believers into membership in the Congregation according to the Manual. CN-4 ADM

Demonstrate how the Manual structure interacts/informs the Vision of God for a congregation. CN-5 ADM

Demonstrate the role of a nomination committee and the annual election process. CN-6 ADM

Explain the local laws that impact the congregation. CN-7 ADM

Explain the Manual provisions that guide a local congregation through a church year. CN-8 ADM

Demonstrate how to equip members of the congregation with the knowledge and tools needed for their particular responsibility. (OT Exegesis) CP-6 ADM

Demonstrate how to train members in stewardship of resources for accomplishing the mission of the Church at all levels; local, district and global. CP-7 ADM

Demonstrate the proper supervision of auxiliaries; NYI, NMI and SDMI as well as other coordinators the congregation chooses. CP-8 ADM

Demonstrate how to train a local church treasurer and church board secretary to report monthly and annually to the church board and congregation. CP-9 ADM

Demonstrate the budgeting process for the Local Church and for at least one special project. CP-10 ADM

Demonstrate planning from 3 months to 1 year. CP-11 ADM

Demonstrate how to report to the local church board and to the district Assembly. CP-12 ADM

Explain the steps to a successful project that integrates well with the vision of the congregation. CP-13 ADM

Demonstrate how a pastor functions in love as the visionary chairperson of a church board. CH-5 ADM

Demonstrate submission to those in authority within the Church. CH-6 ADM

Explain how to Model Christ as an administrator. CH-7 ADM

Demonstrate administration using patience, gentleness, and diligence. CH-8 ADM

Demonstrate how to understand the Mission of God for this Congregation i.e. how to find God’s vision for a particular congregation at this time in this place. CX-2 ADM

 

Continuing Education

Lifelong learners are curious, inquisitive, and interested in exploring ideas.

Continuing education must be seen as an investment. It is an attitude of learning, a desire to understand, to be well informed, to know or find out the answers. It’s an opportunity to get a new perspective on issues, to step aside and see things from a new point of view and grow to new heights of understanding and maturity.  It provides time and space to adapt to changes in workplace and community expectations and to explore new ideas and opinions and reflect on the future.

While ministers have primary responsibility for their own continuing education, the church will also provide opportunities for them to fulfil this goal. Continuing education needs to optimize the work of the church through the development of its human resources. The health of the church and the community depend on it.

Any ministry will benefit from its leadership actively learning how to make progress in the following areas

grow in love

develop people

edify the church

develop the team

build community

develop maturity

instill enthusiasm

develop motivation

know your strengths

develop new skill set

develop existing skills

keep people informed

develop ministry skills

cultivate learning skills

expand interpersonal skills

improve management skills

become a trainer of trainers

develop God’s call to ministry

improve communication skills

enhance the potential of the flock

know something about everything

improve the quality of work habits

understand local laws and regulations

develop a list of educational resources

The pastor needs to be more than an agent of change he must become an advocate for the needs of his church.

It is his responsibility to understand every aspect that impacts the life of the church and the community, to study and develop an intimate knowledge of the most urgent needs and problems facing the community where his church is located.

Make an in-depth and evaluation of the most pressing issues and be able to prioritize them in order of urgency and then actively seek and bring appropriate solutions to bring remedy or relief.

These should be some of the first things a new pastor does when assigned to a new church. This information will become very valuable in orienting and tailoring a continuing education plan that will benefit the individual the church and the community.

In establishing a training plan the advisory board should have the flexibility to consider the special circumstances of an individual’s assignment so that the training plan can be adapted to solving the specific needs of the community where the church is ministering.

Alongside formal expectations, there should be deliberate attempts made to understand the job responsibilities of local officials and build relationships with those in position of authority.

Continuing Education Outcomes

Explain every social and environmental aspect that impacts the life of the church and the community. CN-9 CED

Demonstrate how to prioritize issues in order of urgency and then actively seek and bring appropriate solutions to bring remedy or relief. CP-14 CED (These should be some of the first things a new pastor does when assigned to a new church. This information will become very valuable in orienting and tailoring a continuing education plan that will benefit the individual, the church, and the community).

Demonstrate how to make an in-depth and evaluation of the most pressing issues for the church and community. CX-3 CED

Explain the most urgent needs and problems facing the community where the church is located. CX-4 CED

Explain the job responsibilities of local officials and demonstrate how to build relationships with those in position of authority. CX-5 CED

Explain how to request a continuing educational program that will most benefit your ministry in your local church and community. CX-6 CED

 

Counsel Listen

Counseling is to help people to adjust the changes and transition in life. It also help and assist people to deal with daily conflict. It is one of the ways for Christians to show care, love and support to one another through listening and counsel. It may require some theories or understanding about psychological development of human. The Word of God is still the core to help people to come out or to know how to adjust their life situation.

Counsel Listen Outcomes:

The pastor should be able to understand the biblical foundation of counseling and to explain the importance of knowing how to counsel people using the resources of the body of Christ. CN-10 CON

Explain the limits of counseling and that only God’s power can change people’s hearts. CN-11 CON

Demonstrate the ability to listen to others. He/she must practice active listening skills so that he/she can grasp the core problem or issues of the person they are talking with. CP-15 CON

Demonstrate the ability to ask appropriate and reflective questions. CP-16 CON

Demonstrate how to be prayerfully sensitive to nonverbal communication given by the person to help understand potential underlying motives and or problems. CP-17 CON

Demonstrate how to apply basic counseling techniques. CP-18 CON

Explain or demonstrate the difference between confronting and attacking. And he/she should know how to avoid attacking others in the mist of counseling, but at the same time knows how to help the person to see and to admit his/her problem, and they will be willing to move toward the direction of changing lifestyle or stopping sinning. CP-19 CON

Demonstrate the ability to identify church members who are also gifted in this area, and willing to develop them into good helpers in this ministry. CP-20 CON

Demonstrate the ability to provide pre-marital and marital counseling. CP-21 CON

Demonstrate how to express his/her feeling appropriately in situations like accidents, tragedies, lose of a family, losing jobs, etc. (in difficult life situations) CH-9 CON

Explain how to Model Christ in this activity. CH-10 CON

Demonstrate the Character qualities identified as Modeling Christ. CH-11 CON

 

Dealing Biblically with the Spirit World

Dealing with spiritual world : Fighting , confronting , struggling or wrestling with the power of evils who were standing against or wanted to lord over us [ Ex.7:10,22; Jdg. 6:31; Dan. 10:13; Eph. 6:12]

Skills needed

  • Prayer and Fasting
  • Discernment – how to know when we are facing an evil power and not just a normal human circumstance.
  • Listening to the Holy Spirit. Spiritual led engagement.
  • Using the whole armor of God
    1. Truth
    2. Righteousness
    3. Preparation
    4. Faith
    5. Salvation
    6. Scripture

Dealing Biblically with the Spirit World Outcomes

Identify clear Biblical passages appropriate to responding to the spirit world that does not involve proof texting. CN-12 DBS

Demonstrate a clear understanding of the role of prayer and fasting in responding to the spiritual world. CN-13 DBS

Articulate a clear understanding of the role of discernment in spiritual warfare. CN-14 DBS

Clearly explain the Biblical understanding of the spirit world. CN-60 DBS

Explain how to distinguish between demonic or spirit activity in distinction to physical or psychological phenomena. CP-21 DBS

Demonstrate how to effectively model and train people to adequately respond to the spirit world. (Caution must be exercised to make sure that anyone dealing with this is free from sin and walking close to Christ). CP-22 DBS

Explain the most common ways that demonic activities are expressed in your culture / context. CP-23 DBS

Explain how to Model Christ in this activity. CH-12

Demonstrate the Character qualities identified as Modeling Christ. CH-13

 

Discipline Personal and Family

Is the exercise of the fruit of the Spirit expressed as Self Control that allows a pastor to bring balance to their life, family and ministry.   As Jesus was balanced in His ministry, moving between personal prayer, time with disciples, time with crowds, and time with the father, so a pastor needs to express Love for God with all their heart, mind, soul and strength, in balance between, personal worship, family worship, corporate worship, rest and work.

Discipline – Personal and Family Outcomes

The student will explain the expectations of family as it relates to ministry in their culture. CN-15 DPF

Demonstrate a practical application of a Biblical understanding of the importance of the spouse and family. CP-24 DPF

The student will develop an activity that reveals the priority of discipling the whole family. CP-25 DPF

The student will develop and demonstrate an effective system for personal spiritual development, holistic personal care and articulate the importance of accountability for these. CP-26 DPF

The student will develop a plan with a mentor that balances family and ministry expectations. CP-27 DPF

Articulate an awareness of family counseling services that are available to ministry families. CP-28 DPF

Explain how to Model Christ in this activity. CP-29

The student (if married) will have family devotions, and plan for their family to be involved in ministry activities. CH-14 DPF

The student will develop a personal financial priorities with a mentor. CH-15 DPF

Demonstrate the Character qualities identified as Modeling Christ. CH-16

 

Disciple

 Characteristic of a disciple

Devoted

Has one teacher as their model and example

Available

Teachable

Humble

Faithful

Follow the Rabbi wherever he goes

Copy exactly the way the Rabbi does things

Understand the teaching of the Rabbi

Focused

Lifelong

The goal is to become like the Rabbi

Do what the Rabbi does and do it correctly

Deny themself

Carry his cross

Follow the Lord

What may involve in discipleship

Accountability

Fellowship

Evangelizing and making converts

Bible study

Training seminars

Listening to sermons

Spend time with older believers

Definition of Discipleship

Discipleship is more of a relationship than a list of things to do and to accomplish, even though there will be a list of outcomes, actions and behaviors flow out of this relationship. It is a process to help a believer to mature, to define his/her relationship with the Lord and to determine his/her life direction in the will of God. The outcome of a discipleship has these elements: from a person who is discipling others: 1) fruitful 2) has a kingdom perspective 3) increasing faith in the Lord 4) total surrender 5) increasing patience, wisdom and humility 5) Perseverance 6) increasing rely on the Lord through prayers. 7) deepen the understanding of the Word of God.

From a person who is being discipled: 1) confident about born again experience 2) has a strong desire to share the gospel with others 3) understand that belief is just the beginning step of this spiritual life growth journey not the end of it. 4) love the Word of God 5) increasing faith in the Lord 6) understand and willing to deny the self in a daily basis 7) Devoted and willing to obey God’s will. 8) Committed 9) has a kingdom perspective on people, church and ministry. 10) increasing the fruit of the Spirit, patience, wisdom and humility 11) love others

Disciple Outcomes:

The student should introduce good holiness literature as well as classical Christian literature (audio, video, or other formats) for his/her congregation so that they can continuously to grow in their every day life outside of the church. CN-15 DIS

The student will explain the nature of growth in grace, leading up to and following salvation, leading up to and following Entire Sanctification. CN-16 DIS

To use the reading of God’s Word to improve one’s spiritual growth for personal devotions and to model that for a small group. (M OT Exegesis) CN-60 DIS

The student will be able to explain the basic essential concepts of discipleship, and explain what is a disciple, how to be a disciple, why would a person become a disciple, and how to make more disciples. CP-30 DIS

The student will start a discipleship group. CP-31 DIS

The student will demonstrate that those they are discipling are equipped to disciple others. CP-32 DIS

The student should demonstrate how to establish an accountability group among his/her discipleship groups. CP-33 DIS

The student will train their disciples in the application of evangelism. CP-35 DIS

The students demonstrate how to care for the growth of the disciples in applying the Word of God in everyday life. CP-34 DIS

The student will demonstrate how to develop questions and make observations of the group that enables the group to more fully understand each other’s spiritual condition. CP-36 DIS

The student will demonstrate how to lead a person to Entire Sanctification. CP-37 DIS

The student will understand how to write then share their conversion/spiritual journey narrative. CP-38 DIS

Explain how to Model Christ in this activity. CP-39 DIS

The student will lead by example by demonstrating they are being discipled and discipling others as well. CH-17 DIS

The students will testify each week to love by putting the needs of someone else ahead of their own. CH-18 DIS

The student will model spiritual disciplines to their small group and others including: prayer, devotional reading, fasting, solitude, public worship and others. CH-19 DIS

Demonstrate the Character qualities identified as Modeling Christ. CH-20  

Evangelize

Definition: Evangelism is the process of being used by God to bring another person or group of persons to a place of making a decision to respond to God’s offer of grace. Most evangelism is relational in nature, and understands that a decision involves both knowledge, attitude and faith in Christ.

Do List

-intentionally build strong and honest relationships with non-believers

-bring grace into others’ lives through helping to meet felt needs

-bring grace into others’ lives through example of righteous living

-bring grace into others’ livew through impartation of Christian knowledge of God, humanity, sin and salvation

-teach and model relationship building to others

-pray for the not yet saved and teach others to do the same

-create church programs that give room for interaction and good works for and with not-yet-believers

-teach the importance of reaching the unsaved, and the passion of God for the unsaved

– build an inventory of felt needs in the community and discover ways the church can be a part of fulfilling those felt needs

Evangelize Outcomes

The student will develop contact points within the community that creates interaction with unbelievers. CN-17 EVA

The student will explain how to create church outreach models that give room for interaction with not-yet-believers, and build an inventory of felt needs in the community and discover ways the church can be a part of fulfilling those felt needs CN-18 EVA

The student will demonstrate at least 5 culturally appropriate patterns for presenting salvation to a non-believer. CN-19 EVA

The student demonstrates intentionally building and modeling strong and honest relationships with non-believers CP-40 EVA

The student will bring grace into others’ lives through helping to meet felt needs, being an example of righteous living, be able to explain the fallen state of man, sinful condition, and his need for salvation. CP-41 EVA

The student will pray for the not yet saved and teach others to do the same CP-42 EVA

The student will explain how to present the necessary claims of Christ on a person. CP-43 EVA  

The student will explain how people come to Christ using a wide pattern of experiences. CP-44 EVA

Explain how to Model Christ in this activity. CP-45 EVA

The student will demonstrate passion for reaching the unsaved, and the urgency of reaching the unsaved CH-21 EVA

Demonstrate the Character qualities identified as Modeling Christ. CH-22 EVA

  

Fasting

Summary:

With fasting being used as a means of civil protest is it still relevant for a Christian? Yes, while God makes food for our health and joy, some use food as an idol.   Many religions fast for example, Buddhist monks in the evening, Muslims during Ramadan. The Bible teaches that fasting is often linked to spiritual victory. Both Moses and Jesus fasted as did the Apostles.   Scientifically we also know that the body needs to be cleansed from time to time.

For a Christian fasting is an expression of love for God rather than love for the world. It is an outworking of the Fruit of the Spirit – self control.   At times it makes a distinction between the World’s worship of idols and a Christian’s service to Christ. Fasting is more than not eating food, it is acting in mercy and righteousness.

The expanded definition can be found here.

Fasting Outcomes

The student will fast and explain how their life has changed because of fasting. CH-23 FAS

Develop a plan to lead the church into healthy fasting understanding and practices. CP-50 FAS

The student explains what fasting is (and is not) and why should we fast. CP-46 FAS

The student will explain various types of possible fasts and when and how to fast CP-48 FAS

Articulate the biblical basis for fasting CP-49 FAS

Explain how to Model Christ in this activity. CP-51 FAS

Demonstrate the Character qualities identified as Modeling Christ. CH-23 FAS

 

 

Impact Community

strong, dramatic effect

–           have effect on something or someone

–           show(ing) change

–           ‘empower or empowered’ influence

–           Positively cause change

–           Intentional positive and creative change

–           Actively effecting change

–           Create response (both negatively and positively) like provoke

–           Making others realize

–           Producing something others to see, hear, realize, etc.

–           (philo) bring into being

–           (active/ly) Make things happen (as oppose to seeing things happen)

All activities of a local church, through the initiative of the pastor, must bring positive and life-changing impact to the community. While the church is towering model of spiritually called-out people, it is not intended to be a model with a passive impact. It is a dynamic organism. The pastor, therefore, could lead the church using some of the following activities/programs:

Intentional Church-based activities towards community

  1. Jesus Film showing
  2. Mass/Open Crusade
  3. Evangelistic campaign (i.e. March of Jesus and the like)
  4. One-to-one and/or house-to-house evangelism
  5. Cell group

Non-churchly activities

  1. Feeding program
  2. Back-to-School program
  3. Chaplaincy
  4. Feasibility study (intended to map out the need of the community in terms of economic, social/psycho-social, health, education, and even spiritual)

Community-based development (in partnership with NGOs and/or government agencies)

  1. Community clean-up drive
  2. Health drive
  3. Anti-drug campaign
  4. Anti-human trafficking drive
  5. Livelihood program
  6. Sports program

It is a must then for a pastor to be “connected” with the greater community, not only secluded within the four corners of the church building.

A good communicator/relator to/with community leaders. A pastor must know his/her community leaders; or better yet, he must introduce himself/herself as a pastor in the community.

A good working relationship with NGOs and government agencies will help in the community-based development programs

Impact Community Outcomes

Identify various tangible ways the church can connect with the community. CP-52 ICO

Identify vocational training opportunities the church can initiate in a given context in partnership with the community leaders. CP-53 ICO

The student explains how to balance meeting humanitarian needs and the sharing the gospel. CP-54 ICO

Explain the process and steps of organizing a culturally appropriate evangelistic outreach such as: a Jesus Film showing project or, a medical and/or dental mission. CP-55 ICO

Demonstrate the skill in communicating with community and government officials. CP-56 ICO 

In light of the scriptures studied, the student will explain the basic steps toward individual or community disaster relief in cooperation with other organizations or ministries if possible. CP-57 ICO 

Explain how to Model Christ in this activity. CH-24

Demonstrate the Character qualities identified as Modeling Christ. CH-25

Identify, list and explain biblical examples where the people of God or the church made a positive / negative impact to the community. CX-7 ICO

The student will demonstrate involvement in the community. CX-8 ICO

 

Intercommunications

(Leadership and Preaching)

The process of inter personal communications is vital for any pastor. It is hard to imagine the capacity to achieve any worthwhile function without a developed capacity for communication. A good communicator is one whose message is received, understood, and embraced, or at least engaged. Poor communication takes place when the communicator believes the responsibility to communicate ends with the delivery of the message. This has application at every point of communication from one on one, to small group, to preaching.

Able to identify the variety of means of, and opportunities for, communication – oral, body language, gesture, large group, small group, one on one, formal, informal, etc.

Understand clearly the difference between hearing (aware of what is being communicated) and listening (engaged empathetically with the content of the communication).

Be able to articulate contextual, including cultural, impacts upon communication.

Being able to observe and identify limiters to effective communication in others.

Being able to identify limiters to effective communication in themselves.

Articulate the importance of clarifying key message components so as to remove extraneous or redundant information.

Demonstrate awareness of emotional charged words and phrases.

Clearly understanding and identifying shame laden messages.

Have the capacity to identify key audience factors that empower or mitigate the message.

Know and articulate the difference between being message focused and receptor focused. It is possible to be so wrapped up in the importance of delivering the “message” that the importance of the message being received is lost.

Note that outcomes for this area were not developed separately but the intentions of this section are fulfilled in the Communicating Christ Module.

 

Interpersonal Relationships

Interpersonal relationships speak specifically to relationships in which we are invested personally. While anytime an individual engages in any form of communication with another an interpersonal relationship has been instigated such a definition is too broad to be of any real value. For the purposes of this component of the pastor’s life it is important to focus on relationships that involve three factors: (a) a chronological factor that indicates repeated interaction, (b) the capacity to mutually enhance one another’s life, and (c) an emotional investment – that is that the relationship impacts upon our emotional state in one form or another.

Personal Factors

Demonstrate, define, and articulate the importance of personal integrity.

Able to clearly communicate List personal strengths and weaknesses.

Explain the importance of self- acceptance and not taking themselves too seriously.

Demonstrate the capacity to distinguish between an opinion and personal identity – that is: I am who I am before God; I am not what I think is right in any situation.

Have an awareness of Explain the impact of personality and its impact upon perception.

Explain Clearly express what healthy boundaries mean and are.

Factors related to the other

Demonstrate knowledge of how to value the other in communication and encounter.

Be able to listen effectively and demonstrate an awareness of the skills of active listening.

Be aware of the importance, and able to articulate an understanding, of listening for the “real issues” – that is when listening to another being aware that the message they are communicating is probably only the vehicle for the real message.

Demonstrate a capacity to foster a desire for healthy relationships in others.

Conflict management and resolution

As all meaningful interpersonal relationships will at one point, or another, involve conflict it is important to understand and embrace healthy forms of conflict management and resolution.

Demonstrate an awareness of how to engage in conflict without attacking the other – avoidance of arguments that are ad hominem.

Be able to articulate another’s argument, even if disagreed with, to the point that the other accepts that you understand. Be aware that in a conflict it is unlikely that another will effectively hear what you are saying until they believed that you have heard what they are saying.

Know and demonstrate the importance of healthy conflict that does not lead to broken relationship.

Clear outcomes were not written for this section. Some of the ideas are under leadership.

 

 

Mentoring

(Leadership)

Christian mentoring is the process where one person helps another grow in Christlikeness and in usefulness to the Body of Christ. A mentor can be either formal or informal. A mentor is a puan who pushes, pulls, persuades and prays for their puan to be more like Prajao. Mentors join their friend’s journey to help them grow. Sometimes a Mentor is a coach – training and developing abilities, sometimes a listener to disappointments and dreams, sometimes a friend to play with. When they have finished walking along side, the other person will be more like Jesus. Mentoring focuses on Character development. In comparison, coaching focuses on skill development and education focuses on knowledge development.

Demonstrate Mentoring

Compare and contrast the benefits of mentoring with not mentoring

Explain the goals of a mentoring relationship.

Develop a mentoring agreement with a local church member.

Determine the topic of the mentoring

The Length of the mentoring relationship

The frequency and length of time for each meeting.

Examples of a Formal mentor –

A pastor works with a new believer to grow to the point of Church membership.

An older board member walks with a new NYI leader, praying for them, listening to them and helping them walk closer to Christ as they grow into their position for the first 6 months the NYI leader is on the board.

An older member of a Church board mentors the newly elected board member for one year.

A believer who has followed Christ for one year agrees to mentor a new believer who needs to grow in Christ, until that new believer is also able to mentor another.

Examples of an informal mentor.

A friend agrees to call another friend to help them with their walk with Christ each week.

An older believer deliberately makes friends with their pastor to help them adjust to the new pastoral assignment and meets with the pastor each week for coffee, prayer and discussion.

An older couple adopts a newly married couple as friends to help them grow as they begin their family. They agree to a regular meeting time for the two couples.

Leadership Outcomes

Mentor

Explain the role of evaluating / accountability in the mentoring relationship. CN-20 LEA

Explain the difference between a friend and a mentor. CN-21 LEA

Explain the theological reasons and biblical examples why mentoring is an essential part of spiritual growth. CN-22 LEA

Demonstrate that the student is mentoring someone now. CP-58 LEA

Develop a mentoring agreement with a local church member. CP-59 LEA

Explain the selection process for mentoring. (prayer, issues such as gender and age). CP-60 LEA

Compare and contrast the benefits of mentoring with not mentoring CP-61 LEA

Explain the goals of a mentoring relationship. CP-62 LEA

Determine the purpose of the mentoring relationship. CP-63 LEA

Determine the frequency and length of time for each meeting. CP-65 LEA

Explain the difference between a formal and informal mentoring relationship. CP-66 LEA  

Group Leadership

Explain how the Biblical description of the body (church) relates to teams. CN-23 LEA

Articulate a Wesleyan perspective of Spiritual gifts – an expression of love rather than power. CN-24 LEA

Demonstrate how to form or discover clear core values and the mission of the group. CP-67 LEA

Demonstrate the ability to create a clear SWOT for the group in their context.   CP-68 LEA

Demonstrate the ability to analyze the gifting and abilities of the group. CP-69 LEA

Demonstrate the ability to form a clear and compelling vision statement in conjunction with key members of the group. CP-70 LEA

Demonstrate the ability to communicate the vision clearly and consistently.   CP-71 LEA

Demonstrate how to form a personal vision (case study) then in harmony with a larger group (same case study).   CP-72 LEA

Explain how the breadth of the vision should match with the breadth of the area of responsibilities. CP-73 LEA

Explain how a mission statement is expressed very specifically in a vision for the local context. CP-74 LEA

Explain the environment that the group will be ministering in. CX-9 LEA

 Team

Explain the importance of a Biblical understanding of the Fruit of the Spirit in creating an effective team. CN-25 LEA

Compare and contrast the effectiveness of a team who has clear task, purpose / vision, or mission statements for the team and a team which does not have these things. CN-26 LEA

Explain the negative impacts of not forming a team for various ministries or congregational vision. CN-27 LEA

Explain the benefits of matching a person’s passions, strengths and personality to specific tasks / ministries on a team. Strength-finders is one possible tool. CP-75 LEA

Understand and articulate the importance of demonstrating the worth of each individual within the team. CP-76 LEA

Demonstrate a capacity to identify tasks as opportunities for team development. CP-77 LEA

Develop and articulate a strategy for team creation, team endurance and team termination. (Doctrine of Holiness) CP-78 LEA

Demonstrate forming a team. CP-79 LEA

Demonstrate accountability to the team and to the goal of team. CP-80 LEA

Demonstrate how to develop trust in a team through personal integrity. CP-81 LEA

Be able to clearly demonstrate the role of the team in leadership development. CP-82 LEA

Explain the role of social media and small groups / teams both positive and negative benefits. CN-28 LEA

Explain how to Model Christ in this activity. CH-26 LEA

Demonstrate the Character qualities identified as Modeling Christ. CH-27

 

Ministry

 

Ministry – Empower Equip in and for Ministry.

Ministry is the expression of the life of Christ in the context in which a believer is living. The moment people follow Christ they enter into ministry. Ministry is a stewardship of the gifts and direction God gives a believer. It is the responsibility of every believer to empower and equip one another for ministry. 

Leaders of the flock are especially called to empower and equip others to use their gifts, to help them hear the voice of God and to understand and use the gifting that the Holy Spirit has given to them.

Empowering in the setting of a local church means to build up the body of Christ by giving encouragement for service, telling truth to counter lies, strengthening weaknesses and clarifying direction. As a result the believer comes to know and do God’s purpose and direction in their lives.

Equipping in the setting of a local church means developing the character, skills, and knowledge each saint needs to walk in the way God calls.

Model ministry.

Exercise your own spiritual gifting.

Confess the areas you are not gifted in and where you need help.

Encourage trusted others to speak to you about your faults.

Allow others to teach and train you to help you improve your knowledge and skills.

Provide opportunities for service in the Body of Christ.

Help people know their own story – develop their own testimony.

Develop events that help people contact with non-believers they do not yet know.

Encourage people to love and minister to the people close to them.

Provide training for how to do ministry in each of the settings that the believers find themselves in.

Work, Family, Friends, Community.

Train for each opportunity through the training steps (either personally or by assigning a coach).

  • I do you watch
  • I do you help
  • You do I help
  • You do I watch
  • You do another watches

Identify gifts both natural and Spiritual – by observing what seems easy for a person to do and what shows evidence of being blessed by the Holy Spirit with spiritual fruit. That is that others are built up in their faith and service because of the activities that a person does.   Also watch for areas that a person is not gifted in. Areas that the person seems to struggle, and others are not blessed or built up by them.

Identify natural talents by seeing what a person can do quickly – more than others and that gives them a sense of easy joy. The person will often say that what they are doing is easy even though others find it hard to do. This is evidence of a natural ability God has gifted the person with.   Train them more in these areas.

Identify Spiritual gifts by seeing how God uses a person to help others grow spiritually. When a person exercises their spiritual gift others are encouraged to follow Christ even more closely. Spiritual gifts are not the same as natural abilities.   A natural ability can be sanctified and committed to God, but a Spiritual gift, like healing, helps, administration, or preaching (prophecy) come from God after a person has begun to follow Christ.

Include everyone. Make sure that no one is left out. Have a way of tracking who is doing what ministry.   This way should work so that the pastor knows what ministry each of the believers in her/his congregation is doing and what spiritual gifts they are using.

Use Stan Toler’s method for encouraging people to do ministry.   When Toler would have a person come to him saying that they saw a problem in the church that the pastor needed to deal with, Toler would say to them

  • It is clear that God is giving you a burden for this area, and that you are being called to help in this area.
  • I am giving you permission to start a ministry to help address this.
  • We will begin by finding training for you in this area.

The person was then free to develop the ministry as God led them. Some would succeed and some would fail but many ministries were started this way in his churches.

Ministry Outcomes

Explain the nature of Christian Ministry. CN-28 MIN  

Identify and model the spiritual gifts and natural abilities God has endowed to the student. CN-29 MIN 

Explain how the Biblical theology of the Body of Christ applies to ministry activities. CN-30 MIN

Explain how the Biblical theology of stewardship applies to ministry. CN-31 MIN

Tell the story of three ways that ministry has changed during the history of the Church. CN-32 MIN

List at least 10 ways a member of their congregation can minister in their daily life context. CP-83 MIN

Equip at least one person to implement the gifting God has given them in both the local congregation and their daily life context. CP-84 MIN

Demonstrate how to help a person understand how to live in God’s will for their lives. CP-85 MIN  

Demonstrate diligence by helping others identify their spiritual gifts and natural talents. CH-32 MIN

Model stewardship of spiritual gifts in ministry with others. CH-33 MIN

Explain how to Model Christ in this activity. CH-34 MIN

Demonstrate the Character qualities identified as Modeling Christ. CH-35 MIN

Compare and contrast different ministry practices used by local congregations in different cultural contexts. CX-10 MIN

 

  

Model Christ

(Holiness, personal spiritual development)

 Modeling Christ is always done in the midst of other types of activities. It is not a stand alone action but is the character, and attitude of the person doing those things. We know the difference between Jesus and the thief on the cross by the way in which they acted during that experience. The thief cursed, mocked and complained. He resisted the judgement for his own sin.   Jesus submitted to injustice, forgave, encouraged and cared for his mother. Both were crucified but a person watching could easily tell who Jesus was and which was the thief. So a person who Models Christ should show in every activity the Character that would enable people to see that Christ lives in that pastor.

Some of the major elements of that character include,

  • Love
  • Forgiveness
  • Submission to the will of God.
  • Humility
    • Thankful for the position or circumstance given by God,
    • speaking truthfully about our own abilities
    • teachable
  • Courage – willing to walk through a painful circumstance or over come fear to remain true to Christ. Putting God ahead of the possible painful consequences of doing the clear will of God.
  • Diligence – Loving God with all the strength – Doing the will of God with all the strength and ability that God gives a person.
  • Compassion; Concern for and care for the needs of others.

So that these Characteristics would be added as adjectives to other activities.

Personal Spiritual Development (Holiness) Outcomes

Explain the definitions of and compare and contrast the benefits of each of the historical terms used for Entire Sanctification. CN-33 HOL  

Explain the kenosis passage (Philippians 2:5-11) as it relates to our “imitation of Christ” CN-34 HOL

Explain the differences between a Wesleyan understanding of spiritual development and some other theological traditions. CN-35 HOL

List ten persons from Bible or Christian History and list the personal spiritual development practices used by these. CN-36 HOL

Identify key people and events in chronological order in the book(s) and their roles in the context of their times. CN-56 HOL

Develop a system that focuses on the development of spiritual character of the leaders of the church. CP-86 HOL

Teach at least one age-group programs / activities that nurture qualities and traits CP-87 HOL

The student will explain what the Holy Spirit has shown them will need to change in their life that would make them more like Christ. CH-36 HOL

List and explain top ten character traits a pastor should have as it relates to pastoral ministry. CH-37 HOL

Identify the spiritual development practices that are important to you, what practices speak to you the most in your spiritual growth. CH-38 HOL

The student will develop a program for their own spiritual development. CH-39 HOL

Develop a yearly Sunday School lesson and yearly preaching plan focusing on character traits a pastor and/or a church must have (love, forgiveness, humility, courage, compassion, justice, etc.) CH-40 HOL

Implement a practical model of Christ in compassionate ministry activities. CX-11 HOL

 

 

Prayer

Prayer is uniquely designed by the triune God based on His attribute for human to be able to communicate with Him. It is created in every human’s nature in order for everyone to know Him and to know the world through Him. Because of the fall of man, people who do not have a personal relationship with God tend to pray to the wrong god or deny the existence of prayer. A true and heartfelt prayer happens when a genuine relationship between God and man established. It brings out repentance, forgiveness, freedom and life. It is not idle, ritual or ceremonial, though it can be used in ritual and ceremonies. Prayer brings out the action that the Lord has communicated with the individual in full obedience. It should not be limited as only a punctual activity but more of a lifestyle. It is worship, spiritual breathing, continuous life sustaining, walking with the Lord. It involves both opening hearts to the Lord and listening to Him as well. It is both a channel for transformation, and a process to transform lives.

Characteristics of prayers:

Lifelong (Lk.5:16, 6:12)

With a loving heart (Lk.6:28)

Early in the morning (Mk.1:35)

Unconditionally (Mt.5:44)

With a forgiving heart (Mk.11:25)

With a righteous heart (Mt.23:14, Mk.12:40)

Unceasing (1Thes.5:17)

Pray for everyone (1Tim.2:1)

Not giving up (Lk.18:1)

Always (Lk.18:1; Rm1:10)

Spirit prays for us (Rm.8:26)

Do not keep on babbling (Mt.6:7)

Not on the street(Mt.6:6)

With faith (Mt.21:22, Mk.11:24)

Pray with obedience(Mt.26:39, 42, 44)

Watchful (Lk.22:46; Col.4:3)

With a humble heart

Faithful in prayer (Rm 12:12)

At all times (Rm1:10)

With all kinds of prayers (Eph.6:18)

Pray for Saints (Eph. 6:18)

Pray for everything (Phi.4:6)

Result of prayers:

Casting out demons (Mt.17:21, Mk.9:29)

Appearance changed (Lk.9:29)

Filled with the Holy Spirit (Acts. 4:31)

Prevent from falling into temptation (Mt.26:41)

Raise dead (Acts.9:40)

God reveal His will through prayer (Acts.10:9)

God calls through prayer

Appoint people (Acts 1:14)

Set free from prison(praise) (Acts.12:5; 16:25)

Healing (Acts.28:8)

Ways of prayer:

Join together constantly pray (Acts.1:14)

Lay hands to bless people (Mt.19:13)

Lay hands to appoint people (Acts.6:6; 14:23)

Fasting (Acts.13:3)

Ointment (Jam 5:14)

Spirit prays for us (Rm 8:26)

Outcomes:

Pastor should have a strong passion for a life of prayer, and willing to devote himself/herself into prayer, and can demonstrate a life of prayer.

Pastor should be able to have the healthy and accurate understanding about prayer.

Pastor should be able to distinguish and explain the difference between a biblical prayer and a prayer from other religion, such as Buddhism, Taoism, Confucianism and folk religions, etc.

Pastor should have read and have understanding about prayers throughout church history. For example, from ancient time to modern time, different spiritual leaders’ insights on prayer.

Pastor should be able to respond in a proper way regard to the issue of speaking/praying in tongue.

Pastor should be able to explain the origin of prayer through biblical perspective.

Pastor has the understanding about different types of prayers and knows how to respond to life situation with different kinds of prayers. For example: prayer on wedding, funeral, hospital visit, dedication, etc.

Pastor should know how to teach and to influence his/her congregation to have a strong passion of prayer.

Pastor should be able to explain what is punctual period time of prayer and what is unceasing prayer.

Pastor should know how to encourage his people to pray.

Pastor should be sensitive to the need of his/her congregation, and knows how to form a prayer meeting in a contextualized suitable way for his/her church.

Pastor should be able to use OT and NT examples to teach the church how to pray.

Prayer Outcomes

The student will explain why we need to pray. CN-43 PRA

The student should be able to distinguish and explain the difference between a biblical prayer and a prayer from other religion, such as Buddhism, Taoism, Confucianism and folk religions, etc. CN-44 PRA

The student explains the different types of prayers and explains how to respond to life situation with different kinds of prayers. For example: prayer on conversion, baptism, wedding, funeral, hospital visit, dedication, etc. CN-45 PRA

The student will explain several ways to teach and to influence his/her congregation to have a strong passion of prayer and form various types of prayer groups and meetings. CN-46 PRA

The student should be able to explain what is a occasional prayer and what is unceasing prayer. CN-47 PRA

The student should explain the Church of the Nazarene / Biblical position on the issue of speaking/praying in tongues and be able to compare and contrast other positions on this issue. CP-94 PRA 

The student will lead in prayer for lost individuals God has made them responsible for. CP-95 PRA

The student should be able to use OT and NT examples to teach the church how to pray. CP-96 PRA

The student should have a strong passion for a life of prayer, and willing to devote himself/herself into prayer, and can demonstrate a life of prayer by keeping a prayer journal. CH-44 PRA 

Explain how to Model Christ in this activity. CH-45

 Demonstrate the Character qualities identified as Modeling Christ. CH-46

The student will read and report about prayers throughout church history. For example, from ancient time to modern time, different spiritual leaders’ insights on prayer. CX-13 PRA 

 

Preach

Definition: preparing and communicating a message from God that is relevant, compelling and understandable.

From God: based on God’s Word, faithful to the original meaning: preachers do not create the Word, they deliver the Word in a way that is relevant, compelling and understandable

Preparing: correct hermeneutics, tenor of scripture, exegesis of word and of the target audience, faithful to the theology of the denomination (theology guides us in the conversation with Scripture; it is important for preachers to go to Scripture enlightened by a theological tradition larger than their own personal convictions and understandings)

Delivering: whether by one way communication, by two way communication, by group interaction the message is safely delivered

Character of Delivery: the Truth of the Word through the personality of the preacher: Sense of the holy, sense of humor, sense of humility, a witness of what God has done and is doing in his life through this message: testifying to an encounter between God and humans.

Relevant: an awareness of the circumstances of the hearers: the message speaks to people in the concrete circumstances of their lives

Compelling: excites and demands a response to the Word; raises curiosity and questions that need to be answered, brings the Scripture into focus in the lives of the listeners: preaching for a needed change

Word changes deliverer before it is delivered

Understandable: asking the right questions of the Word in order to introduce right answers: What does this text say to us about God? What does it say to us about sin and righteousness? What does it say to us about ourselves?  Who are the main characters in the text? What is the essential truth of the text? How do the main characters interact with that truth? What needs to be learned, obeyed?

What, in a single sentence, is the action or change the text requires of us? Leading in the discovery of that claim.  For the message to be preaching there must be a call to change in obedience to the text. Otherwise we have not been preaching but only teaching.

Outcomes

Demonstrate how to properly exegete a passage as the basis for a sermon.

Demonstrate an interpretation of Scripture that is in line with Wesleyan Arminian Holiness theology.

Demonstrate 5 different ways to properly organize a sermon.

Develop a one year preaching plan in line with the Christian Calender and seasons

Explain the difference between teaching and preaching.

Demonstrate the ability to apply the word to call for obedience or change in response to the sermon.

Demonstrate the ability to communicate effectively.

Demonstrate how the message has impacted or changed the preachers own life.

Preach Outcomes

 Demonstrate how to properly exegete a passage as the basis for a sermon. CP-88 PRE

Demonstrate an interpretation of Scripture that is in line with Wesleyan Arminian Holiness theology. Teach others a Wesleyan-Arminian understanding of the doctrine of God. CP-89 PRE

Demonstrate 5 different ways to properly organize / deliver a sermon for a culturally appropriate length of time. CP-90 PRE

Explain the difference between teaching and preaching. CN-37 PRE

Demonstrate the ability to apply the word to call for obedience or change in response to the sermon. CP-92 PRE

Explain at least 4 ways that a pastor or evangelist can call people to respond to the truth of the sermon. CN-38 PRE

Demonstrate the ability to communicate effectively. CP-93 PRE

Demonstrate how the message has impacted or changed the preachers own life. CH-41 PRE

Explain how to use a culturally appropriate illustration that actually supports the point that the sermon is making. CX-12 PRE

Explain several changes in the methods of sermon delivery in the history of the Church. CN-40 PRE

Explain the theological reasons for God using preaching as the means to deliver the message of salvation. CN-42 PRE

Explain how to Model Christ in this activity. CH-42 PRE

Develop a one year preaching plan in line with the Christian calender and seasons.   CP-91 PRE

Explain at least 4 ways to help the congregation apply the truth of the sermon.   CN-39 PRE

Explain the structure of several Biblical sermons. CN-41 PRE

Demonstrate the Character qualities identified as Modeling Christ. CH-43 PRE

 

Ritual

(ritual – noun and adjective)

  • established pattern of observance
  • prescribed pattern
  • ceremony
  • set or ordered performance
  • a pattern of actions or words
  • a sequence
  • following a pattern
  • regularly done
  • precisely done
  • habit
  • practice
  • procedure
  • conventional
  • tradition
  • routine
  • formal acts

Rituals are the ceremonies used by the Body of Christ to show how people connect to God and the Body of Christ during the significant events and decisions in a person’s life. Rites of Passage – Birth, Death, Marriage, baby dedication and or baptism. Confirmation of Decisions – Salvation, Baptism, Membership, Graduation, Call to Ministry, Ordination, election or appointment to an office or responsibility.

Basic skills needed,

  • Reading publicly
  • Event organization
  • Counseling
  • Working knowledge about Cultural and governmental laws (marriage,funeral)
  • Public relations
  • Creativity
  • Worship leading

Connects infant baptism with the prevenient grace of God

Distinguishes clearly the purpose of the sacraments as a means of grace and not as a means of salvation

Re-creates and /or re-lives the Jesus-story behind the communion / Lord’s Supper

An essential part of creating a Ritual is building scriptural verses to be read while the elements (bread and wine) are distributed or the baptism, dedication, etc is done. 

Ritual Outcomes

Explain the theological implications of a wide range of rituals. CP-97 RIT

Explain the steps needed to organize a major ritual such as a wedding or baptism. CP-98 RIT

Demonstrate basic counseling for both pre-marital and grief. CP-99 RIT

Demonstrate several techniques for administration of various rituals. (Weddings, Funerals, Baptisms, and Communion must be included) and where to find the rituals in the Manual. CP-100 RIT

Demonstrate public reading or memorized scripture quotation during a ritual. CP-101 RIT

Explain how to Model Christ in this activity. CH-47

Demonstrate the Character qualities identified as Modeling Christ – esp wedding. CH-48

Contrast the purpose of ritual from other faiths and the purpose of rituals in Christianity. CX-14 RIT

Explain the impact of any local laws or customs on major rituals. CX-15 RIT

 

Sabbath

From Creation God intended for and modeled a day of rest for everyone. This was confirmed by God when He gave Moses the Ten commandments.   However, in Christ this is not a demand of law but a privilege of rest. Some people are not able to take this time each week due to the demand of their work – such as slaves in the Roman Empire. However, it is important that each person finds a time of rest on a regular basis (weekly) if possible. While the circumstance of some people may make this impossible at times, weekly rest is the normal pattern for Christian Worship. Sabbath is a time of restoration; physical, spiritual, and emotional. For many failure to take Sabbath time is actually a form of pride and self dependence. Our bodies and minds are designed by God to function best when we pause weekly in worship and rest. Not taking a sabbath can lead to failing health, spiritually, emotionally, and physically.

Demonstrate taking a weekly defined time of rest.

Explain the Biblical foundations for Sabbath.

Explain the difference between a legalistic understanding of Sabbath and the grace that is available to us in a Sabbath time.

Explain why some can consider every day the same before the Lord but each person has a need for a defined time of rest; Colossians.

List several benefits that come from regular Sabbath.

Explain the difference in activities between an ordinary day and a Sabbath rest day.

Sabbath Outcomes

Demonstrate how the student is currently taking a weekly defined time of rest. CP-102 SAB

Explain the Biblical foundations for Sabbath. CN-48 SAB

Explain the difference between a legalistic understanding of Sabbath and the grace that is available to us in a Sabbath time. CN-49 SAB

List several benefits that come from regular Sabbath. CX-16 SAB

Explain why some can consider every day the same before the Lord but each person has a need for a defined time of rest; Colossians. CN-50 SAB

Explain the difference between an ordinary day and a Sabbath rest day in worship. This is to say explain the difference between rest, relaxation and Sabbath. CN-51 SAB

 

Small Groups

(Leadership)

Small Groups consist of up to 12 people who meet regularly for a defined period of time with the overall spiritual purpose of developing the deep love and trust that allows for loving accountability leading to Christlikeness. An important element in the group is the freedom for everyone to share their personal journey with the whole group.

Timeliness – within a culturally appropriate length of time (normally 1 hour) and how long the group will meet before changing. (1 month, 1 year, 3 months). Meets frequently and regularly enough to accomplish the group purpose.

Helpful skills

Defining clearly the group’s reason for existing.

evangelize,

church planting,

initial discipleship,

growth of mature Christians,

leadership development.

Balance of activities during the group meeting (depending on the purpose).

For example, studying the Bible could be done as shown below.

W – Welcome (ice breaker activities)

W – Worship (testimony, scripture reading, singing, giving)

W- Word (Bible)

W – Warfare (prayer)

The group should be able to demonstrate progress in observational and analytical skills.

  • How to carefully read a passage
  • How to understand what the writer intends
  • How to answer in a group in a respectful way
  • How to compare the ideas from one author with another author.

A student is able to demonstrate at least 7 different styles of small groups so that the student can use and teach others how to use.

Here are some possible examples

  • SPECS – Inductive bible study. Sins to avoid, Promises to keep, Examples to follow, Commands to obey, Stumbling blocks to avoid.
  • Outreach Bible Studies (David White’s style)
  • T4T – discipleship method
  • Prayer Cells (Louis Bustle) – church planting method
  • Leadership Institute (John Moore’s) – character development for leaders
  • Bible League – Church Planting method / discipleship method
  • Chick Shaver’s basic Bible Studies – initial discipleship and growing believers.

Demonstrate how to develop leaders from group participants.

  • List the steps involved in the group clearly
  • Have several members of the group involved in at least portions of each step.
  • Increase their involvement in each step until they can handle that step without assistance
  • Rotate responsibilities of the people within the group – even if they are not very skilled at that step.
  • Begin to combine steps so that a single person is leading several of the steps. Continue to rotate these responsibilities within the participants each session.
  • Turn over the whole responsibility of the group to each of the prepared leaders on a rotating basis.
  • Start new groups.

Small Groups Outcomes

Define the purpose of several types of small groups. CN-52 SMG

Explain the theological implications for the Body of Christ for each of the small groups demonstrated. CN-53 SMG

Demonstrate leading and developing leaders for five different types of small groups, using a balance of activities in a culturally appropriate length of time and frequency of meeting. CP-103 SMG

Explain the teaching theory, concepts and methods at work within each of the small groups. CP-104 SMG

Explain how small groups contribute to the growth of believers and the development of congregations (existing and new). CP-105 SMG

Explain potential conflicts and how to deal with conflict in a family or a small group. CP-107 SMG

Be able to identify and articulate to a small group the Biblical foundations for the Wesleyan understanding doctrine of holiness – without proof texting. CP-108 SMG

Explain various hazards to a healthy small group, such as: becoming too self focused, gossip: exclusiveness, eternal non-ending, general stupidity, loss of purpose, power struggles between groups, thinking that just talking makes the group important, disconnected from the mission of the congregation and church. CX-17 SMG

 

Team Building

(Leadership)

 Almost every function of a pastor’s ministry will be better served if it is built around strong healthy teams.

  • Demonstrate an understanding of the Biblical model of the body as it relates to teams.
  • Articulate a Wesleyan perspective of Spiritual gifts.
  • Clarify the importance of a Biblical Understanding of the Fruits of the Spirit in creating an effective team.
  • Demonstrate a capacity to identify tasks as opportunities for team development.
  • Give clear expression to the importance of developing task, purpose or mission statements for a team.
  • Show familiarity with the concepts of personality as they relate to teams.
  • Understand and articulate the importance of demonstrating the worth of each individual within the team.
  • Develop and articulate a strategy for team creation, team endurance (how long will it last) and team termination.
  • Be able to show the role of the team in leadership development.

 

Vision

(Leadership)

 Definition: Vision is a clear and challenging picture of the future of the ministry as you believe that it can and must be. It is a clear picture of the future that God wants for the ministry.

Forming a Vision, Do list:

-Think about and clarify core values (both the pastor and the pastor with the leadership group

-Find the actual and the aspirational core values held in the organization (actual: beliefs that are owned and practiced; aspirational: beliefs that we feel we should hold but do not actually own and practice)

-write down the core beliefs, no more than 6, and rate them from lowest to highest

-select a single guiding value

-write a mission statement: a broad, brief, biblical statement of what the organization is supposed to be doing: what is the main thing God has called us to accomplish?

-reshape the mission statement so that is looking toward the future, not looking toward the past

-Do an environmental scan:

what is happening in the real context of the ministry?

How has God gifted this group / congregation already? What strengths do they have? What is lacking or not present?

What is the current context of the neighborhood where ministry is or could be taking place: social environment, economic environment, political environment, religious environment…SWOT

-work through the vision process: prayer, core values, mission, environment, brainstorm, organize

-effectively communicate the vision

  • Demonstrate how to form or discover clear core values and the mission of the group.
  • Explain the environment that the group will be ministering in.
  • Demonstrate the ability to create a clear SWOT for the group in their context.
  • Demonstrate the ability to analyze the gifting and abilities of the group
  • Demonstrate the ability to form a clear and compelling vision statement in conjunction with key members of the group.

Demonstrate the ability to communicate the vision clearly and consistently.

 

Other Outcomes

 These are identified with a Number-Letters Code referring to which of the 4 C it belongs to and to distinguish them from our original Course Outcome by Activity list above.

Some of these could be grouped together at a later stage under an existing activity such as those above or into a new activity such as Holiness or others as needed.  These are currently grouped according to Content, Competency, Character, and Context.

Content

Tell the principal events from the Bible in chronological order, including the important people and their roles in that story. CN-1 OTH

Recognize different literary genres and the necessity to read and understand the meaning of and biblical text according to the characteristics of its genre. CN-2 OTH

Give examples of the character and the actions of principal people in the Bible in relation to the level of divine revelation available in that era – related to the call and character section. CN-3 OTH

Compare the important events from the Bible in chronological order with the secular history. (need to produce a timeline graphic for the students). CN-4 OTH

Identify the themes and methods (pedagogy) of Jesus’ teaching and be able to use them. CN-5 OTH

Ability to identify and describe the major theological concepts of the Gospels from the message of Jesus. CN-6 OTH

Ability to describe the impact of the historical background of the Four Gospels on the message of Jesus. CN-7 OTH

Ability to identify the steps of historical, literary, and theological analysis used in exegesis of the Gospels. CN-8 OTH

Explain the perspectives and distinctive features of Matthew, Mark, Luke, and John in their portraits of Jesus. CN-9 OTH

Describe the life and ministry of Jesus in broad Chronological order. CN-10 OTH

Clearly state the authority with which Jesus taught in its original setting and how it affects the preaching of His Word today. CN-11 OTH

Demonstrate interpersonal relationships according to the life and teachings of Jesus Christ, including forgiveness, honesty, loving the neighbor, and respect for other. CN-12 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the doctrine the Triune God. CN-13 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the source and authority of scripture, compare and contrast with other traditions. CN-14 OTH

Clearly explain either orally or in writing a understanding of the Biblical account 8 of the universe and its contents. CN-15 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of humanity as created in the image of God and fallen into sin. CN-16 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of sin and its impact on humanity and the creation. CN-17 OTH

Articulate the relationship a biblically based understanding of creation has with the doctrine of God and the doctrine of humanity. CN-18 OTH

Explain a biblical understanding of the impact of sin on all of creation and the biblical understanding of the stewardship of creation. CN-19 OTH

Clearly explain various perspectives of holiness and its application to the Christian life from a variety of theological perspectives eg. Reformed, Roman Catholic, Eastern Orthodox. CN-20 OTH

Identify the various terms used to express experiential holiness, know their historical context, and express their individual strengths and weaknesses in reference to the cultural context in which the student will most often find themselves. CN-21 OTH

Tell the story of the broad movements of Christian history by identifying time periods with certain personalities and ideas. CN-22 OTH

Compare and contrast the spread of Christianity within various eras of Christian history. (Quiz) CN-23 OTH

Tell the story of several people who taught holiness doctrine from the Early Church Fathers to the Middle Ages. (Quiz) CN-24 OTH

Describe the mutual impact of Christianity with Islam, Buddhism, Tribal / Pagan Religions, Hinduism, that they have had on each other. CN-25 OTH

Give historical examples of how to equip members of the congregation with the knowledge and tools needed for their particular responsibility. (Wycliff, monastic codes, huss,)   CN-26 OTH

Compare and contrast the development of the concept of authority within the Church before and after the Nicene Creed. CN-27 OTH

Tell several stories of persecution in history, personal tragedy and Christian responses. CN-28 OTH

Explain the history of fasting in the Church with examples. CN-29 OTH

Cite historical examples of the interaction of meeting human needs and sharing the gospel. CN-30 OTH

List historical examples of mentoring. CN-31 OTH

Using historical examples, Compare and contrast the effectiveness of a team who has clear task, purpose / vision, or mission statements for the team and a team which does not have these things. Franciscans, Benedictines. CN-32 OTH

Explain several changes in the methods of sermon delivery in the history of the Church. (session quiz) CN-33 OTH

Compare the differences between historical prayer and modern prayer with examples. (session quiz) CN-34 OTH

Ability to identify and explain the main characteristics of the theological foundations of Christianity. CN-35 OTH

Ability to explain how the theological foundations of Christianity proceed from Scriptures. CN-36 OTH

Ability to explain scriptural holiness and other distinctive characteristics from the Wesleyan-Arminian theological perspective. CN-37 OTH

Compare and contrast a Wesleyan-Arminian understanding of salvation with other traditions. CN-38 OTH

Use of the principles of Biblical interpretation. CN-39 OTH

Appreciation of the mission, history, and government of the Church of the Nazarene and his place in the larger Christian community CN-40 OTH

To recognize different literary genres and the necessity to read and understand a text according to its genre. CN-41 OTH

Identify two major themes from James and either 1 Peter or 1 John and explain how they shape the role of the church. CN-42 OTH

Identify the statements James makes regarding communication, and articulate them in terms of either Peter’s understanding of holiness or John’s understanding of perfect love.   CN-43 OTH

Be able to evaluate and explain the impact of emotion, both negative and positive, upon communication. CN-44 OTH

Be able to identify the key components of take a lengthy document, or speech, and re-communicate it in very concise way, with equal or increased effectiveness. CN-45 OTH

Tell the story across history the different actors of the Reformation and the evolution of essential Protestant doctrines. CN-46 OTH

Knowledge of the basic theory and art of communication, especially that which concerns preaching and teaching. CN-47 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the doctrine of the Person and Work of Jesus Christ in reference to the Second and Sixth Articles of Faith. CN-48 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of Salvation, in reference to the Fifth, Sixth, Seventh, Eighth and Ninth Articles of Faith. CN-49 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the Holy Spirit in reference to the Third and Tenth Articles of Faith. CN-50 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the Church and its mission and ministry to the world in reference to the Eleventh, Twelfth, Thirteenth and Fourteenth Articles of Faith. CN-51 OTH

Clearly explain either orally or in writing a Wesleyan-Arminian understanding of End Times in reference to the Fifteenth and Sixteenth Articles of Faith. CN-52

Articulate the effects of sin on humanity and the condition of humanity as fallen into sin. CN-53 OTH

Competency

Demonstrate how to tell the stories and theology of the Bible to a non-believer using language that is easy to understand and appropriate to all ages. CP-1 OTH (the non-believer should re-echo the story in some way, survey, or interview, etc).

Describe the difference between a “works salvation” and the works that proceed from salvation CP-2 OTH

Teach others the Nazarene Articles of Faith. CP-8 OTH

Formulate a theological rationale for leading a missional church. CP-10 OTH

Organize and execute a worship service that focuses on the Second Coming of Christ. CP-11 OTH

Create a social impact activity that demonstrates holiness as love in action. CP-12 OTH

The student will prepare a testimony to their personal experience of entire sanctification and deliver it in a non- academic environment. A student that is uncertain of their current experience should clearly identify where they understand themselves to be in that journey, and what steps they are taking to embrace the experience of heart holiness. CP-13 OTH

Identify the major themes found within the Pentateuch and create a Sunday School lesson that reflects that theme – preferably a theme that is traceable through a majority of the involved lesson CP-14 OTH

Demonstrate skill in Story telling techniques. CP-15 OTH

Draw / Tell the story of the development of ecclesiastical/church structures from earliest up to 1500’s (related to denominational polity, leadership perspectives, church health, ministry models, Great Commission strategies) CP-16 OTH

Give historical examples of how relationships were built with local officials and the negative or positive outcomes of these. (syncretism) CP-17 OTH

Demonstrate leading and developing leaders for different types of small groups, using a balance of activities in a culturally appropriate length of time and frequency of meeting. In historical context. CP-18 OTH

Demonstrate the ability to reflect on ministry practices in light of a Wesleyan focus on ministry. CP-19 OTH

Ability to communicate evangelistically and to be engaged with and equip others in personal and congregational evangelism. CP-20 OTH

Demonstrate, define, and articulate the importance of personal integrity.   CP-21 OTH

Ability to conceive and articulate purpose, mission, and vision, and to develop strategic plans in a local church. CP-23 OTH

Describe the historical context of the Protestant Reformation and its influence on that era. CP-24 OTH

Explain contrasts between the Spirit world of the ancient world and the presentation of Yahweh in the Pentateuch. (Note to teacher, insert background information about the idols, and Egyptian worship, and worldviews of surrounding nations). CP-25 OTH

Ability to communicate publicly through multiple methods (oral, written, media, etc.) with clarity and creativity for the sake of fostering meaning. CP-26 OTH

Ability to write and speak clearly and in grammatically correct manner in the modes of discourse used in the ministry. CP-27 OTH

Ability to envision Christian education most appropriate for a local church and to assure the development and empowerment of those serving in it. CP-29 OTH

Ability to prepare, organize and deliver a biblically sound basic scheme of teaching/learning discipleship in culturally appropriate ways, using appropriate techniques and skills. CP-30 OTH

Ability to develop and utilize existing ministry forms such as (such as Sunday school administration and oversight, teacher education, curriculum planning and assessment, small group facilitation and training and family nurture and formation, etc.) by which individuals, families, and congregations may be formed into Christlikeness. CP-31 OTH

Ability to assess and implement emerging approaches to Christian education in light of enduring theological (Bible, doctrine, philosophy) and contextual (history, psychology, sociological) perspectives CP-32 OTH

Research, observe and inventory a local church for the use of gifts of the Spirit to build the body of Christ. CP-33 OTH

Character

Have a deep appreciation for the doctrine of holiness. CH-1 OTH

Identify and tell the story of three persons within this section of scripture that portray characteristics that are reflective of Christ. From these same stories articulate those characteristics that are not reflective of Christ and show how this distinction can be used in forming a model for contemporary Christians to follow. CH-2 OTH

Explain the impact of personal integrity citing historical examples. CH-3 OTH

Explain how your words and actions impact another person’s feelings of self-worth. CH-4 OTH

Context

Compare the cultural background and the understanding of the universe presented in the Old Testament with the local culture and the understanding of the universe held in the context of ministry. CX-1 OTH

Able to tell historical stories in a contextual way to the community and church and make local application. (Community History Project) CX-2 OTH

Explain how some laws have historically impacted congregations. Compare with modern examples.   (Discussion – report). CX-3 OTH

Explain how the Church historically responded to the spirit world and other religions. CX-4 OTH

Explain with examples historical methods for evangelism and discipleship the Church engaged across cultures. CX-5 OTH

Identify at least one historical example of culture and beliefs hindering or helping communication. CX-6 OTH

Compare and contrast different ministry practices used by local congregations in different cultural contexts. CX-7 OTH

To identify and articulate understanding of the key theological concepts addressed in these books and how they relate to today. CX-8 OTH

To explain the intended purpose and message of the passage in the cultural and historical context in which it was written and how it translates into a message for today CX-9 OTH

Identify and explain the variety of ways our communication can be misunderstood and how this impairs good communication CX-10 OTH

Compare and contrast the teaching of the book of Genesis regarding humanity, sin, and creation, with local beliefs and interpretation of these stories. CX-11 OTH

Compare and contrast the development of Christology (doctrine of Jesus Christ) in the Western and Eastern Church and its impact in 21st century Asia. CX-12 OTH

Explain with examples, historical methods for evangelism and discipleship the Church engaged across cultures. CX-13 OTH

Analyze various historical forms of Christian worship and devotion and consider how to apply these forms within today’s cultural context. CX-14 OTH

Communicate orally and visually what you know while adapting to worldview, culture, sociological dynamics and trends.   CX-15 OTH

 

Appendix 2

All outcomes

AP Sourcebook, Activity and Other

This shows the relationship of the APSOOMD Ability Statements and the program outcomes.

CN-1, Ability to describe the basic story of the Bible.

CN-60 DIS, To use the reading of God’s Word to improve one’s spiritual growth for personal devotions and to model that for a small group.

CN-1 OTH, Tell the principal events from the Bible in chronological order, including the important people and their roles in that story.

CN-4 OTH, Compare the important events from the Bible in chronological order with the secular history. (need to produce a timeline graphic for the students).

CN-2, Ability to describe the basic content of the Old Testament, identify the principal people and events and their roles in Old Testament history.

CN-60 DBS, Clearly explain the Biblical understanding of the spirit world.

CN-3, Ability to describe the basic content of the New Testament, identify the principal people and events and their roles in New Testament history.

CN-1 ACC, Explain how Biblical submission is seen in the relationship between Christ and the Father and between a husband and wife.

CN-4, Ability to demonstrate understanding of the basic principals of biblical interpretation.

CN-2 OTH, Recognize different literary genres and the necessity to read and understand the meaning of and biblical text according to the characteristics of its genre.

CN-39 OTH, Use of the principles of Biblical interpretation.

CN-41 OTH, To recognize different literary genres and the necessity to read and understand a text according to its genre.

CN-5, Ability to identify and explain the main characteristics of the theological foundations of Christianity.

CN-6, Ability to explain how the theological foundations of Christianity proceed from Scriptures.

CN-36 OTH, Ability to explain how the theological foundations of Christianity proceed from Scriptures.    

CN-22 LEA, Explain the theological reasons and biblical examples why mentoring is an essential part of spiritual growth.

CN-23 LEA, Explain how the Biblical description of the body (church) relates to teams.

CN-25 LEA, Explain the importance of a Biblical understanding of the Fruit of the Spirit in creating an effective team.

CN-30 MIN, Explain how the Biblical theology of the Body of Christ applies to ministry activities.

CN-31 MIN, Explain how the Biblical theology of stewardship applies to ministry.

CN-53 SMG, Explain the theological implications for the Body of Christ for each of the small groups demonstrated.

CN-5 OTH, Identify the themes and methods (pedagogy) of Jesus’ teaching and be able to use them.

CN-7, Ability to explain scriptural holiness from the Wesleyan-Armenian holiness perspective.

CN-16 DIS, The student will explain the nature of growth in grace, leading up to and following salvation, leading up to and following Entire Sanctification.

CN-33 HOL, Explain the definitions of and compare and contrast the benefits of each of the historical terms used for Entire Sanctification.

CN-34 HOL, Explain the kenosis passage (Philippians 2:5-11) as it relates to our “imitation of Christ”

CN-35 HOL, Explain the differences between a Wesleyan understanding of spiritual development and some other theological traditions

CN-36 HOL, List ten persons from Bible or Christian History and list the personal spiritual development practices used by these.

CN-56 HOL, To identify the key people and events in chronological order in the book(s) and their roles in the context of their times.

CN-43 PRA, The student will explain why we need to pray.

CN-46 PRA, The student will explain several ways to teach and to influence his/her congregation to have a strong passion of prayer and form various types of prayer groups and meetings.

CN-47 PRA, The student should be able to explain what is a occasional prayer and what is unceasing prayer.

CN-44 PRA, The student should be able to distinguish and explain the difference between a biblical prayer and a prayer from other religion, such as Buddhism, Taoism, Confucianism and folk religions, etc.

CN-45 PRA, The student explains the different types of prayers and explains how to respond to life situation with different kinds of prayers. For example: prayer on conversion, baptism, wedding, funeral, hospital visit, dedication, etc.

CN-20 OTH, Clearly explain various perspectives of holiness and its application to the Christian life from a variety of theological perspectives eg. Reformed, Roman Catholic, Eastern Orthodox.

CN-21 OTH, Identify the various terms used to express experiential holiness, know their historical context, and express their individual strengths and weaknesses in reference to the cultural context in which the student will most often find themselves.

CN-8, Ability to identify and describe the events, personalities and main themes of the history of the Christian Church.

CN-22 OTH, Tell the story of the broad movements of Christian history by identifying time periods with certain personalities and ideas.

CN-24 OTH, Tell the story of several people who taught holiness doctrine from the Early Church Fathers to the Middle Ages.

CN-23 OTH, Compare and contrast the spread of Christianity within various eras of Christian history.

CN-26 OTH, Give historical examples of how to equip members of the congregation with the knowledge and tools needed for their particular responsibility. (Wycliff, monastic codes, huss,)

CN-27 OTH, Compare and contrast the development of the concept of authority within the Church before and after the Nicene Creed.

CN-28 OTH, Tell several stories of persecution in history, personal tragedy and Christian responses.

CN-29 OTH, Explain the history of fasting in the Church with examples.

CN-30 OTH, Cite historical examples of the interaction of meeting human needs and sharing the gospel.

CN-31 OTH, List historical examples of mentoring.

CN-32 OTH, Using historical examples, Compare and contrast the effectiveness of a team who has clear task, purpose / vision, or mission statements for the team and a team which does not have these things. Franciscans, Benedictines.

CN-33 OTH, Explain several changes in the methods of sermon delivery in the history of the Church. (session quiz)

CN-34 OTH, Compare the differences between historical prayer and modern prayer with examples. (session quiz)

CP-16 OTH, Draw / Tell the story of the development of ecclesiastical/church structures from earliest up to 1500’s (related to denominational polity, leadership perspectives, church health, ministry models, Great Commission strategies)

CP-17 OTH, Give historical examples of how relationships were built with local officials and the negative or positive outcomes of these. (syncretism)

CP-24 OTH, Describe the historical context of the Protestant Reformation and its influence on that era.

CN-9, Ability to identify and describe the events, personalities and main themes of the history of the Christian Church in Asia-Pacific.

CN-32 MIN, Tell the story of three ways that ministry has changed during the history of the Church.

CN-10, Ability to describe Nazarene history in terms of events, personalities, and theology.

CN-37 OTH Ability to explain scriptural holiness and other distinctive characteristics from the Wesleyan-Arminian theological perspective.

CN-40 OTH, Appreciation of the mission, history, and government of the Church of the Nazarene and his place in the larger Christian community

CN-11, Ability to describe the events, personalities and theology in the history of the Church of the Nazarene in Asia-Pacific and other indigenous churches.

CN-28 MIN Explain the nature of Christian Ministry.

CN-12, Ability to explain the structure and mission of the Church of the Nazarene from both historical and current perspectives.

CN-2 ACC, Explain at least 4 of the accountability relationships defined by the Manual for a local church and their theological implications.

CN-6 ADM, Demonstrate the role of a nomination committee and the annual election process.

CN-7 ADM, Explain the local laws that impact the congregation.

CN-5 ADM, Demonstrate how the Manual structure interacts/informs the Vision of God for a congregation.

CN-8 ADM, Explain the Manual provisions that guide a local congregation through a church year.

CN-20 LEA, Explain the role of evaluating / accountability in the mentoring relationship.

CN-21 LEA, Explain the difference between a friend and a mentor.

CN-26 LEA, Compare and contrast the effectiveness of a team who has clear task, purpose / vision, or mission statements for the team and a team which does not have these things.

CN-27 LEA, Explain the negative impacts of not forming a team for various ministries or congregational vision.

CN-4 ADM, Demonstrate how to bring believers into membership in the Congregation according to the Manual.

CN-13, Ability to explain the Nazarene position on speaking in tongues.

CN-24 LEA, Articulate a Wesleyan perspective of Spiritual gifts – an expression of love rather than power.

CN-14, Ability to summarize OT history, and theological themes.

CN-48 SAB, Explain the Biblical foundations for Sabbath.

CN-49 SAB, Explain the difference between a legalistic understanding of Sabbath and the grace that is available to us in a Sabbath time.

CN-3 OTH, Give examples of the character and the actions of principal people in the Bible in relation to the level of divine revelation available in that era – related to the call and character section.

CN-15, Ability to summarize NT background, literature and redemptive themes.

CN-13 DBS, Demonstrate a clear understanding of the role of prayer and fasting in responding to the spiritual world.

CN-14 DBS, Articulate a clear understanding of the role of discernment in spiritual warfare.

CN-50 SAB, Explain why some can consider every day the same before the Lord but each person has a need for a defined time of rest; Colossians.

CN-51 SAB, Explain the difference between an ordinary day and a Sabbath rest day in worship. This is to say explain the difference between rest, relaxation and Sabbath.

CN-3 OTH, Give examples of the character and the actions of principal people in the Bible in relation to the level of divine revelation available in that era – related to the call and character section.

CN-6 OTH, Ability to identify and describe the major theological concepts of the Gospels from the message of Jesus.

CN-7 OTH, Ability to describe the impact of the historical background of the Four Gospels on the message of Jesus.

CN-8 OTH, Ability to identify the steps of historical, literary, and theological analysis used in exegesis of the Gospels.

CN-9 OTH, Explain the perspectives and distinctive features of Matthew, Mark, Luke, and John in their portraits of Jesus.

CN-10 OTH, Describe the life and ministry of Jesus in broad Chronological order.

CN-11 OTH, Clearly state the authority with which Jesus taught in its original setting and how it affects the preaching of His Word today.

CN-12 OTH, Demonstrate interpersonal relationships according to the life and teachings of Jesus Christ, including forgiveness, honesty, loving the neighbor, and respect for other.

CN-42 OTH, Identify two major themes from James and either 1 Peter or 1 John and explain how they shape the role of the church.

CN-43 OTH, Identify the statements James makes regarding communication, and articulate them in terms of either Peter’s understanding of holiness or John’s understanding of perfect love.

CN-16, Ability to identify the literary structure and the main story line of the Old Testament.

CN-17, Ability to list four major themes that run through the Pentateuch.

CP-25 OTH, Explain contrasts between the Spirit world of the ancient world and the presentation of Yahweh in the Pentateuch. (Note to teacher, insert background information about the idols, and Egyptian worship, and worldviews of surrounding nations).

CN-18, Ability to describe the significance of the literary patterns and thematic emphases that appear in Genesis 1 and 2.

CN-19, Ability to identify the unique features that distinguish Genesis 1 and 2.

CN-15 OTH, Clearly explain either orally or in writing a understanding of the Biblical account of the universe and its contents.

CN-18 OTH, Articulate the relationship a biblically based understanding of creation has with the doctrine of God and the doctrine of humanity.

CN-19 OTH, Explain a biblical understanding of the impact of sin on all of creation and the biblical understanding of the stewardship of creation.

CN-20, Ability to trace the theme of the “promise to Abraham of land and descendants” through the patriarchal narrative.

CN-21, Ability to appreciate the significance of God’s “reintroduction” of Himself to the people of Israel in the wilderness.

CN-22, Ability to demonstrate understanding of the sources of theological reflection, its historical development, and its contemporary expressions.

CN-12 DBS, Identify clear Biblical passages appropriate to responding to the spirit world that does not involve proof texting.

CN-46 OTH, Tell the story across history the different actors of the Reformation and the evolution of essential Protestant doctrines.

CP-10 OTH, Formulate a theological rationale for leading a missional church.

CN-23, Ability to integrate Scripture, Tradition, Reason and Experience for theological reflection.

CN-15 DIS, The student should introduce good holiness literature as well as classical Christian literature (audio, video, or other formats) for his/her congregation so that they can continuously to grow in their every day life outside of the church.

CN-52 SMG, Define the purpose of several types of small groups.

CP-2 OTH, Describe the difference between a “works salvation” and the works that proceed from salvation

CN-24, Ability to articulate the Nazarene Articles of Faith.

CN-48 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the doctrine of the Person and Work of Jesus Christ in reference to the Second and Sixth Articles of Faith.

CN-49 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of Salvation, in reference to the Fifth, Sixth, Seventh, Eighth and Ninth Articles of Faith.

CN-50 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the Holy Spirit in reference to the Third and Tenth Articles of Faith.

CN-51 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the Church and its mission and ministry to the world in reference to the Eleventh, Twelfth, Thirteenth and Fourteenth Articles of Faith.

CN-52 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of End Times in reference to the Fifteenth and Sixteenth Articles of Faith.

CP-8 OTH, Teach others the Nazarene Articles of Faith.

CN-53 OTH, Articulate the effects of sin on humanity and the condition of humanity as fallen into sin.

CN-25, Ability to accurately identify and explain the main characteristics of the nature of God, Christ, the Holy Spirit, the Human Person, Sin, Salvation, the Christian Life, the Church and Sacraments, and Eschatology.

CN-35 OTH, Ability to identify and explain the main characteristics of the theological foundations of Christianity.

CN-29 MIN, Identify and model the spiritual gifts and natural abilities God has endowed to the student.

CN-13 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the doctrine the Triune God.

CN-14 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of the source and authority of scripture, compare and contrast with other traditions.

CN-16 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of humanity as created in the image of God and fallen into sin.

CN-17 OTH, Clearly explain either orally or in writing a Wesleyan-Arminian understanding of sin and its impact on humanity and the creation.

CN-38 OTH, Compare and contrast a Wesleyan-Arminian understanding of salvation with other traditions.

CN-26, Ability to understand the basic theories in the art of communication, especially that which concerns preaching and teaching.

CN-3 ACC, Explain the role of social media and small groups, both positive and negative benefits.

CN-28 LEA, Explain the role of social media and small groups / teams both positive and negative benefits.

CN-19 EVA, The student will demonstrate at least 5 culturally appropriate patterns for presenting salvation to a non-believer.

CN-17 EVA, The student will develop contact points within the community that creates interaction with unbelievers.

CN-37 PRE, Explain the difference between teaching and preaching.

CN-38 PRE, Explain at least 4 ways that a pastor or evangelist can call people to respond to the truth of the sermon

CN-39 PRE, Explain at least 4 ways to help the congregation apply the truth of the sermon.

CN-40 PRE, Explain several changes in the methods of sermon delivery in the history of the Church.

CN-41 PRE, Explain the structure of several Biblical sermons.

CN-42 PRE, Explain the theological reasons for God using preaching as the means to deliver the message of salvation.

CN-44 OTH, Be able to evaluate and explain the impact of emotion, both negative and positive, upon communication.

CN-45 OTH, Be able to identify the key components of take a lengthy document, or speech, and re-communicate it in very concise way, with equal or increased effectiveness.

CN-47 OTH, Knowledge of the basic theory and art of communication, especially that which concerns preaching and teaching.

CN-27, Ability to find key resources on crucial perspectives and developments in apologetics.

CN-28, Ability to understand the primary concerns and objections to Christianity from a variety of global cultures, religions and non-theistic positions.

CN-9 CED, Explain every social and environmental aspect that impacts the life of the church and the community.

CN-15 DPF, The student will explain the expectations of family as it relates to ministry in their culture.

CN-18 EVA, The student will explain how to create church outreach models that give room for interaction with not-yet-believers, and build an inventory of felt needs in the community and discover ways the church can be a part of fulfilling those felt needs

CN-25 OTH, Describe the mutual impact of Christianity with Islam, Buddhism, Tribal / Pagan Religions, Hinduism, that they have had on each other.

COMPETENCY Outcomes:

CP-1, Ability to communicate effectively in writing with cultural relevance.

CP-2, Ability to communicate effectively orally with cultural relevance.

CP-132-AP-SMGR, Explain the role of social media and small groups, both positive and negative benefits.

CP-1 OTH, Demonstrate how to tell the stories and theology of the Bible to a non-believer using language that is easy to understand and appropriate to all ages. (the non-believer should re-echo the story in some way, survey, or interview, etc).

CP-3, Ability to prepare Biblical messages for effective and sound Bible preaching.

CP-88 PRE, Demonstrate how to properly exegete a passage as the basis for a sermon.

CP-4, Ability to teach the Word of God.

CP-87 HOL, Teach at least one age-group programs / activities that nurture qualities and traits

CP-94 PRA, The student should explain the Church of the Nazarene / Biblical position on the issue of speaking/praying in tongues and be able to compare and contrast other positions on this issue.

CP-5, Ability to plan, participate in, and guide others in worship.

CP-46 FAS The student explains what fasting is (and is not) and why should we fast.

CP-50 FAS, Develop a plan to lead the church into healthy fasting understanding and practices.

CP-96 PRA, The student should be able to use OT and NT examples to teach the church how to pray.

CP-11 OTH, Organize and execute a worship service that focuses on the Second Coming of Christ.

CP-6, Ability to present the Gospel in a clear and Biblical way.

CP-38 DIS, The student will understand how to write then share their conversion/spiritual journey narrative.

CP-43 EVA, The student will explain how to present the necessary claims of Christ on a person.

CP-44 EVA, The student will explain how people come to Christ using a wide pattern of experiences.

CP-55 ICO, Explain the process and steps of organizing a culturally appropriate evangelistic outreach such as: a Jesus Film showing project or, a medical and/or dental mission.

CP-7, Ability to support and carry out church planting.

CP-30 DIS, The student will be able to explain the basic essential concepts of discipleship, and explain what is a disciple, how to be a disciple, why would a person become a disciple, and how to make more disciples.

CP-31 DIS, The student will start a discipleship group.

CP-32 DIS, The student will demonstrate that those they are discipling are equipped to disciple others.

CP-33 DIS, The student should demonstrate how to establish an accountability group among his/her discipleship groups.

CP-34 DIS, The students demonstrate how to care for the growth of the disciples in applying the Word of God in everyday life.

CP-8, Ability to express pastoral care to others including visiting the sick, conducting weddings, funerals, burials, baptisms, and dedications.

CP-97 RIT, Explain the theological implications of a wide range of rituals.

CP-98 RIT, Explain the steps needed to organize a major ritual such as a wedding or baptism.

CP-99 RIT, Demonstrate basic counseling for both pre-marital and grief.

CP-100 RIT, Demonstrate several techniques for administration of various rituals. (Weddings, Funerals, Baptisms, and Communion must be included) and where to find the rituals in the Manual.

CP-101 RIT, Demonstrate public reading or memorized scripture quotation during a ritual.

CP-9, Ability to do basic Biblical counseling with wisdom.

CP-18 CON, Demonstrate how to apply basic counseling techniques.

CP-19 CON, Explain or demonstrate the difference between confronting and attacking. And he/she should know how to avoid attacking others in the mist of counseling, but at the same time knows how to help the person to see and to admit his/her problem, and they will be willing to move toward the direction of changing lifestyle or stopping sinning.

CP-20 CON, Demonstrate the ability to identify church members who are also gifted in this area, and willing to develop them into good helpers in this ministry.

CP-21 CON, Demonstrate the ability to provide pre-marital and marital counseling.

CP-21 DBS, Explain how to distinguish between demonic or spirit activity in distinction to physical or psychological phenomena.

CP-22 DBS, Demonstrate how to effectively model and train people to adequately respond to the spirit world. (Caution must be exercised to make sure that anyone dealing with this is free from sin and walking close to Christ).

CP-23 DBS, Explain the most common ways that demonic activities are expressed in your culture / context.

CN-10 CON, The pastor should be able to understand the biblical foundation of counseling and to explain the importance of knowing how to counsel people using the resources of the body of Christ.

CN-11 CON, Explain the limits of counseling and that only God’s power can change people’s hearts.

CP-10, Ability to determine directions and personnel for the building up of the Church.

CP-6 ADM, Demonstrate how to equip members of the congregation with the knowledge and tools needed for their particular responsibility.

CP-7 ADM, Demonstrate how to train members in stewardship of resources for accomplishing the mission of the Church at all levels; local, district and global.

CP-8 ADM, Demonstrate the proper supervision of auxiliaries; NYI, NMI and SDMI as well as other coordinators the congregation chooses.

CP-59 LEA, Develop a mentoring agreement with a local church member.

CP-60 LEA, Explain the selection process for mentoring. (prayer, issues such as gender and age).

CP-62 LEA, Explain the goals of a mentoring relationship.

CP-76 LEA, Understand and articulate the importance of demonstrating the worth of each individual within the team.

CP-83 MIN, List at least 10 ways a member of their congregation can minister in their daily life context.

CP-84 MIN, Equip at least one person to implement the gifting God has given them in both the local congregation and their daily life context.

CP-33 OTH Research, observe and inventory a local church for the use of gifts of the Spirit to build the body of Christ.

CP-11, Ability to organize and promote Christian education for all ages.

CP-11 ADM, Demonstrate planning from 3 months to 1 year.

CP-105 SMG, Explain how small groups contribute to the growth of believers and the development of congregations (existing and new).

CP-104 SMG, Explain the teaching theory, concepts and methods at work within each of the small groups.

CP-29 OTH, Ability to envision Christian education most appropriate for a local church and to assure the development and empowerment of those serving in it.

CP-30 OTH, Ability to prepare, organize and deliver a biblically sound basic scheme of teaching/learning discipleship in culturally appropriate ways, using appropriate techniques and skills.

CP-31 OTH, Ability to develop and utilize existing ministry forms such as (such as Sunday school administration and oversight, teacher education, curriculum planning and assessment, small group facilitation and training and family nurture and formation, etc.) by which individuals, families, and congregations may be formed into Christlikeness.

CP-32 OTH, Ability to assess and implement emerging approaches to Christian education in light of enduring theological (Bible, doctrine, philosophy) and contextual (history, psychology, sociological) perspectives

CP-12, Ability to be a leader and to encourage other leaders.

CP-13 ADM, Explain the steps to a successful project that integrates well with the vision of the congregation.

CP-14 CED, Demonstrate how to prioritize issues in order of urgency and then actively seek and bring appropriate solutions to bring remedy or relief.

CP-36 DIS, The student will demonstrate how to develop questions and make observations of the group that enables the group to more fully understand each other’s spiritual condition.

CP-72 LEA, Demonstrate how to form a personal vision (case study) then in harmony with a larger group (same case study).

CP-73 LEA, Explain how the breadth of the vision should match with the breadth of the area of responsibilities.

CP-74 LEA, Explain how a mission statement is expressed very specifically in a vision for the local context.

CP-23 OTH, Ability to conceive and articulate purpose, mission, and vision, and to develop strategic plans in a local church.

CP-78 LEA, Develop and articulate a strategy for team creation, team endurance and team termination.

CP-79 LEA, Demonstrate forming a team.

CP-82 LEA, Be able to clearly demonstrate the role of the team in leadership development.

CP-103 SMG, Demonstrate leading and developing leaders for five different types of small groups, using a balance of activities in a culturally appropriate length of time and frequency of meeting.

CP-18 OTH, Demonstrate leading and developing leaders for different types of small groups, using a balance of activities in a culturally appropriate length of time and frequency of meeting. In historical context.

CP-13, Ability to carry out and/or support Christian marriage in all aspects and to counsel others in respect to polygamy.

CP-25 DPF, The student will develop an activity that reveals the priority of discipling the whole family.

CP-27 DPF, The student will develop a plan with a mentor that balances family and ministry expectations.

CP-28 DPF, Articulate an awareness of family counseling services that are available to ministry families.

CP-14, Ability to administrate finances, to prepare reports and statistics.

CP-2 ACC, Demonstrate how a Church board holds a local pastor accountable. Share an example of a monthly pastor’s report to the board.

CP-3 ACC, Demonstrate how a pastor holds Church leaders and teachers accountable.

CP-9 ADM, Demonstrate how to train a local church treasurer and church board secretary to report monthly and annually to the church board and congregation.

CP-10 ADM, Demonstrate the budgeting process for the Local Church and for at least one special project.

CP-12 ADM, Demonstrate how to report to the local church board and to the district Assembly.

CP-15, Ability to be approved in a supervised ministerial practicum.

CP-16, Ability to interpret OT & NT passages, and apply to personal and congregational life.

CP-24 DPF, Demonstrate a practical application of a Biblical understanding of the importance of the spouse and family.

CP-17, Ability to apply the NT message and the demands of the Gospel to life and ministry.

CP-26 DPF, The student will develop and demonstrate an effective system for personal spiritual development, holistic personal care and articulate the importance of accountability for these.

CP-69 LEA, Demonstrate the ability to analyze the gifting and abilities of the group.

CP-58 LEA, Demonstrate that the student is mentoring someone now.

CP-61 LEA, Compare and contrast the benefits of mentoring with not mentoring

CP-63 LEA, Determine the purpose of the mentoring relationship.

CP-65 LEA, Determine the frequency and length of time for each meeting.

CP-66 LEA, Explain the difference between a formal and informal mentoring relationship.

CP-86 HOL, Develop a system that focuses on the development of spiritual character of the leaders of the church.

CP-12 OTH, Create a social impact activity that demonstrates holiness as love in action.

CP-18, Ability to articulate and describe various genres found within the Pentateuch.

CP-14 OTH, Identify the major themes found within the Pentateuch and create a Sunday School lesson that reflects that theme – preferably a theme that is traceable through a majority of the involved lesson

CP-19, Ability to teach the position of the Church of the Nazarene on the doctrine of holiness.

CP-37 DIS, The student will demonstrate how to lead a person to the experience of Entire Sanctification.

CP-89 PRE, Demonstrate an interpretation of Scripture that is in line with Wesleyan Arminian Holiness theology. Teach others a Wesleyan-Arminian understanding of the doctrine of God.

CP-108 SMG, Be able to identify and articulate to a small group the Biblical foundations for the Wesleyan understanding doctrine of holiness – without proof texting.

CP-13 OTH, The student will prepare a testimony to their personal experience of entire sanctification and deliver it in a non- academic environment. A student that is uncertain of their current experience should clearly identify where they understand themselves to be in that journey, and what steps they are taking to embrace the experience of heart holiness.

CP-20, Ability to express humility and interdependence in all of one’s personal relationships through openness, righteousness, and honesty.

CP-4 ACC, Demonstrate how small group leader is accountable to his/her small group.

CP-16 CON, Demonstrate the ability to ask appropriate and reflective questions.

CP-17 CON, Demonstrate how to be prayerfully sensitive to nonverbal communication given by the person to help understand potential underlying motives and or problems.

CP-81 LEA, Demonstrate how to develop trust in a team through personal integrity.

CP-80 LEA, Demonstrate accountability to the team and to the goal of team.

CP-107 SMG, Explain potential conflicts and how to deal with conflict in a family or a small group.

CP-21 OTH, Demonstrate, define, and articulate the importance of personal integrity.

CP-21, Ability to love God with all one’s heart, soul, mind, and strength, and to live out the experience of entire sanctification.

CP-1 ACC, Explain how the statement of Christ – if you love me you will keep my commands, applies to other loving relationships as well.

CP-41 EVA, The student will bring grace into others’ lives through helping to meet felt needs, being an example of righteous living, be able to explain the fallen state of man, sinful condition, and his need for salvation.

CP-85 MIN, Demonstrate how to help a person understand how to live in God’s will for their lives.

CP-102 SAB, Demonstrate how the student is currently taking a weekly defined time of rest.

CP-22, Ability to communicate orally and visually according to the culture.

CP-15 OTH, Demonstrate story telling techniques.

CP-23, Ability to preach Biblical sermon that applies to life.

CP-48 FAS, The student will explain various types of possible fasts and when and how to fast

CP-49 FAS, Articulate the biblical basis for fasting

CP-91 PRE Develop a one year preaching plan in line with the Christian calendar and seasons.

CP-92 PRE, Demonstrate the ability to apply the word to call for obedience or change in response to the sermon.

CP-24, Ability to evangelize in public and private.

CP-35 DIS, The student will train their disciples in the application of evangelism.

CP-40 EVA, The student demonstrates intentionally building and modeling strong and honest relationships with non-believers

CP-42 EVA, The student will pray for the not yet saved and teach others to do the same

CP-95 PRA, The student will lead in prayer for lost individuals God has made them responsible for.

CP-53 ICO, Identify vocational training opportunities the church can initiate in a given context in partnership with the community leaders.

CP-20 OTH, Ability to communicate evangelistically and to be engaged with and equip others in personal and congregational evangelism.

CP-25, Ability to communicate publicly through multiple methods (oral, written, media, etc.) with clarity and creativity for the sake of fostering meaning.

CP-75 LEA, Explain the benefits of matching a person’s passions, strengths and personality to specific tasks / ministries on a team. (Strength-finders is one possible tool).

CP-26 OTH, Ability to communicate publicly through multiple methods (oral, written, media, etc.) with clarity and creativity for the sake of fostering meaning.

CP-26, Ability to write and speak clearly and in a grammatically correct manner in the modes of discourse used in the ministry.

CP-93 PRE, Demonstrate the ability to communicate effectively.

CP-19 OTH, Demonstrate the ability to reflect on ministry practices in light of a Wesleyan focus on ministry.

CP-27, Ability to speak coherently and cogently in the modes of communication styles for the various ministry contexts.

CP-56 ICO, Demonstrate the skill in communicating with community and government officials.

CP-71 LEA, Demonstrate the ability to communicate the vision clearly and consistently.

CP-90 PRE, Demonstrate 5 different ways to properly organize / deliver a sermon for a culturally appropriate length of time.

CP-27 OTH, Ability to write and speak clearly and in grammatically correct manner in the modes of discourse used in the ministry.

CP-28, Ability to synthesize, analyze, reason logically for discernment, assessment, and problem solving,

CP-52 ICO, Identify various tangible ways the church can connect with the community.

CP-67 LEA, Demonstrate how to form or discover clear core values and the mission of the group.

CP-68 LEA, Demonstrate the ability to create a clear SWOT for the group in their context.

CP-70 LEA, Demonstrate the ability to form a clear and compelling vision statement in conjunction with key members of the group.

CP-29, Ability to analyze the validity of arguments and to identify their presuppositions and consequences.

CP-15 CON Demonstrate the ability to listen to others. He/she must practice active listening skills so that he/she can grasp the core problem or issues of the person they are talking with.

CP-30, Ability to think critically and communicate both gently and clearly the critical rationales of the Christian faith in a postmodern, pluralistic and multi-faith world.

CP-5 ACC, Explain how the difference between Biblical understanding of forgiveness, restitution and trust -and the impact on the accountability relationship.

CP-54 ICO, The student explains how to balance meeting humanitarian needs and the sharing the gospel.

CP-57 ICO, In light of the scriptures studied, the student will explain the basic steps toward individual or community disaster relief in cooperation with other organizations or ministries if possible.

 

CHARACTER Outcomes:

CH-1, Ability to take responsibility for one’s own spiritual growth with the goal of becoming like Christ.

CH-3 ACC, Demonstrate how you are accountable to God.

CH-18 DIS, The students will testify each week to love by putting the needs of someone else ahead of their own.

CH-22 CON, Demonstrate the Character qualities identified as Modeling Christ.

CH-21 EVA, The student will demonstrate passion for reaching the unsaved, and the urgency of reaching the unsaved

CH-44 PRA, The student should have a strong passion for a life of prayer, and willing to devote himself/herself into prayer, and can demonstrate a life of prayer by keeping a prayer journal.

CH-2, Ability to find, understand and utilize resources for one’s own spiritual growth in prayer, Bible study, and personal devotion.

CH-17 DIS, The student will lead by example by demonstrating they are being discipled and discipling others as well.

CH-19 DIS, The student will model spiritual disciplines to their small group and others including: prayer, devotional reading, fasting, solitude, public worship and others.

CH-38 HOL, Identify the spiritual development practices that are important to you, what practices speak to you the most in your spiritual growth.

CH-39 HOL, The student will develop a program for their own spiritual development.

CH-23 FAS, The student will fast and explain how their life has changed because of fasting.

CH-3, Ability to practice personal Christian ethics in faithful stewardship, in personal relationships, and in finances.

CH-1 ACC, Explain the Biblical understanding of stewardship in relationship to accountability.

CH-32 MIN, Demonstrate diligence by helping others identify their spiritual gifts and natural talents.

CH-33 MIN, Model stewardship of spiritual gifts in ministry with others.

CH-4, Ability to teach and model sexual purity.

CH-40 HOL, Develop a yearly Sunday School lesson and yearly preaching plan focusing on character traits a pastor and/or a church must have (love, forgiveness, humility, courage, compassion, justice, etc.)

CH-5, Ability to demonstrate oneself consistently in public Christian ethics, in decision making, and in conducting oneself as a Christian in a pagan society.

CH-8 ADM, Demonstrate administration using patience, gentleness, and diligence.

CH-9 CON, Demonstrate how to express his/her feeling appropriately in situations like accidents, tragedies, lose of a family, losing jobs, etc. (in difficult life situations)

CH-3 OTH, Explain the impact of personal integrity citing historical examples.

CH-6, Ability to give value to the interrelated aspects (ethical, personal, social, and environmental) in the development of persons in any social structure.

CH-4 ACC, Give examples of how you are accountable the DS, your mentor and your disciples.

CH-6 ADM, Demonstrate submission to those in authority within the Church.

CH-5 ADM, Demonstrate how a pastor functions in love as the visionary chairperson of a church board.

CH-7, Ability to apply OT insights to one’s life and spiritual formation.

CH-14 DPF, The student (if married) will have family devotions, and plan for their family to be involved in ministry activities.

CH-15 DPF, The student will develop a personal financial priorities with a mentor.

CH-36 HOL, The student will explain what the Holy Spirit has shown them will need to change in their life that would make them more like Christ. (PS 139)

CH-2 OTH, Identify and tell the story of three persons within this section of scripture that portray characteristics that are reflective of Christ. From these same stories articulate those characteristics that are not reflective of Christ and show how this distinction can be used in forming a model for contemporary Christians to follow.

CH-8, Ability to reflect theologically on life and ministry.

CH-37 HOL, List and explain top ten character traits a pastor should have as it relates to pastoral ministry.

CH-41 PRE, Demonstrate how the message has impacted or changed the preachers own life.

CH-9, Ability to express humility and interdependence in all of one’s personal relationships.

CH-2 ACC, Compare and contrast the difference between accountability and coercion or manipulation.

CH-7 ADM, Explain how to Model Christ as an administrator.

CH-4 OTH, Explain how your words and actions impact another person’s feelings of self-worth.

CH-10, Ability to grow spiritually in their understanding of the intellectual aspects of their personal faith.

CH-21-AP-CON, Explain how to Model Christ in this activity.

CH-1 OTH, Have a deep appreciation for the doctrine of holiness.

 

CONTEXT Outcomes:

CX-1, Ability to identify and describe the events, personalities, and main themes of national history in the context of world history and Asia-Pacific history.

CX-2 OTH, Able to tell historical stories in a contextual way to the community and church and make local application. (Community History Project)

CX-2, Ability to identify in current events some main trends in science, politics, and civil education.

CX-5 CED, Explain the job responsibilities of local officials and demonstrate how to build relationships with those in position of authority.

CX-15 RIT, Explain the impact of any local laws or customs on major rituals.

CX-3 OTH, Explain how some laws have historically impacted congregations. Compare with modern examples.   (Discussion – report).

CX-3, Ability to apply this current information to the ministries of the Church.

CX-1 ACC, Explain how the Bible, the Manual and cultural expectations help solve or make worse problems that arise in a local church. Give several examples of how problems were or were not resolved.

CX-17 SMG, Explain various hazards to a healthy small group, such as: becoming too self focused, gossip: exclusiveness, eternal non-ending, general stupidity, loss of purpose, power struggles between groups, thinking that just talking makes the group important, disconnected from the mission of the congregation and church.

CX-4, Basic ability to analyze and describe community and church dynamics.

CX-2 ADM, Demonstrate how to understand the Mission of God for this Congregation i.e. how to find God’s vision for a particular congregation at this time in this place.

CX-3 CED, Demonstrate how to make an in-depth and evaluation of the most pressing issues for the church and community.

CX-4 CED, Explain the most urgent needs and problems facing the community where the church is located.

CX-5, Basic ability to identify characteristics of culture.

CX-9 LEA, Explain the environment that the group will be ministering in.

CX-10 OTH, Identify and explain the variety of ways our communication can be misunderstood and how this impairs good communication

CX-6, Ability to support missionary and trans-cultural principles.

CX-5 OTH, Explain with examples historical methods for evangelism and discipleship the Church engaged across cultures.

CX-6 OTH, Identify at least one historical example of culture and beliefs hindering or helping communication.

CX-7, Ability to distinguish between world views – Local, Biblical, and Western.

CX-13 PRA, The student will read and report about prayers throughout church history. For example, from ancient time to modern time, different spiritual leaders’ insights on prayer.

CX-15 OTH, Communicate orally and visually what you know while adapting to worldview, culture, sociological dynamics and trends.

CX-8, Ability to make an integrated presentation of divine creation.

CX-1 OTH, Compare the cultural background and the understanding of the universe presented in the Old Testament with the local culture and the understanding of the universe held in the context of ministry.

CX-11 OTH, Compare and contrast the teaching of the book of Genesis regarding humanity, sin, and creation, with local beliefs and interpretation of these stories.

CX-9, Ability to interpret Christian positions that are relevant from the modern Asia-Pacific context regarding issues like magic, spiritism, demonic possession, ancestral veneration, divine cure, and medicine.

CX-14 RIT, Contrast the purpose of ritual from other faiths and the purpose of rituals in Christianity.

CX-4 OTH, Explain how the Church historically responded to the spirit world and other religions.

CX-10, Ability to understand the relevance of OT to contemporary society in Asia – Pacific.

CX-7 ICO, Identify, list and explain biblical examples where the people of God or the church made a positive / negative impact to the community.

CX-11, Ability to understand the relevance of Christ’s ministry and message for contemporary society in Asia- Pacific.

CX-11 HOL, Implement a practical model of Christ in compassionate ministry activities.

CX-7 OTH, Compare and contrast different ministry practices used by local congregations in different cultural contexts.

CX-12 OTH, Compare and contrast the development of Christology (doctrine of Jesus Christ) in the Western and Eastern Church and its impact in 21st century Asia.

CX-12, Ability to explain and effectively use missiological and trans-cultural principles to retain meaning across contexts.

CX-6 CED, Explain how to request a continuing educational program that will most benefit your ministry in your local church and community.

CX-8 OTH, To identify and articulate understanding of the key theological concepts addressed in these books and how they relate to today.

CX-14 OTH, Analyze various historical forms of Christian worship and devotion and consider how to apply these forms within today’s cultural context.

CX-13, Ability to identify and apply principles of cross-cultural communication.

CX-10 MIN, Compare and contrast different ministry practices used by local congregations in different cultural contexts.

CX-12 PRE, Explain how to use a culturally appropriate illustration that actually supports the point that the sermon is making.

CX-14, Ability to move from an intellectual understanding to a personal, transformational encounter with Christ.

CX-8 ICO, The student will demonstrate involvement in the community.

CX-16 SAB, List several benefits that come from regular Sabbath.

 


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