LIFECYCLE & Should aging churches be euthanized? #No (what I learned by consulting them)

by Bob Whitesel, D.Min., Ph.D., 12/7/17.

Recently a student commented, “Last week (national name) was advocating that we put a ‘Sun Set Clause’ in all our churches. He said less than 1% of churches in the country are older than 100 years old. There are no churches that trace their heritage as a congregation to the first century church. He says that churches have a life cycle and instead of fighting it we should work with it. He said the most fruit years of most churches ministry is in the first 30 years. He is advocating that all decisions made in the church be based on the idea that we have 30 years of ministry left. He believes that if we did this we would place more emphasis on people and less on buildings. Instead of building monuments that will last for ever we would make disciples and release them to be missionaries. I would be interested in your prospective on this?”

I responded:

Thanks for the question. My view on this comes out of interviews I have conducted over the past 25+ years with hundreds of older members of churches in my consulting practice. I discovered that as people age they need the church more, rather than less. However as they age they have less ability to volunteer as well as less ability to support the church. Therefore, Like Social Security I believe we should provide a spiritual security in our congregations. So rather than closing a congregation down you can revitalize a congregation into a new lifecycle.

I discovered that as people age they need the church more, rather than less. However as they age they have less ability to volunteer as well as less ability to support the church.

Also as older congregants age I believe they have more insecurity in their lives. They have financial insecurity as they live on a fixed income. And they have relational insecurity as their friends move away and/or die. In addition they have health insecurity. Therefore it is been my experience that they look to the church to provide needed security and a worship culture they can relate to. Without an influx of younger generations the church becomes organizationally insecure it only adds to their insecurity.

Here is where I’ve written more about this and answered more questions: https://churchhealthwiki.wordpress.com/2017/02/19/multiplication-instead-of-planting-an-independent-new-church-what-about-planting-a-new-venue-instead-pros-cons-considered/

Finally, as I said above I came to this viewpoint after interviewing hundreds of aging members. Over and over again these dear hard-working saints worry that their church will not survive. Usually they’ve seen exit behavior occur as the result of change implemented too quickly or without consensus (see Bruno Dyke and Frederick A. Starke, “The Formation of Breakaway Organizations: Observations and a Process Model,” Administrative Science Quarterly 44 [Ithaca, NY: Johnson Graduate School of Management, Cornell University, 1999], 792-822.).

Thus, older congregants fear (rightly so) being left behind and marginalized. And many of these dear saints ran the church and supported it through the years as young families.

But I want to agree with (national name) that we put too much emphasis on facilities. In fact, I wrote a chapter in the book Growth by accident, death by planning: How not to kill a growing congregation (Abingdon Press, 2004) that “Missteps with facilities” was one of the quickest ways to kill a growing congregation. You can find more info on that here: https://churchhealthwiki.wordpress.com/2014/11/13/facilities-the-7-donts-7-dos-of-building-growthbyaccidentbook/

I believe people like (national name) are not as familiar with the needs of aging congregants because they don’t consult aging churches. Most of them have been involved in church plants. In fact that’s how I started out: overseeing a network of church plants and then planting a church myself. And in hindsight I found I had a jaded view. I tended to not understand the needs of aging congregants and rather dismissed them.

And in hindsight I found I had a jaded view. I tended to not understand the needs of aging congregants and rather dismissed them.

After having consulted for so many years and conducted numerous focus groups with aging congregants I have found them to be dear, committed saints who now suffer insecurity in their lives” an insecurity the next-generation can address … if the next gen doesn’t abandon and instead respects the senior saints’ culture.

The result has been that some churches, like Trinity Wesleyan Church in Indianapolis has reached out to senior centers. They just don’t go into senior centers and put on a Sunday service. But they actually organize the seniors to lead the services. It gives aging Christians an opportunity to still be involved in worship and leadership. (As a preacher, worship leader and pastor I hope one day that opportunity will be afforded me 🙂

STUDENT SUCCESS & Don’t Use the First Resource That Pops Up in a Google Search

Commentary by Dr. Whitesel: Sometimes several students will cite the same outside resource, because it appears near the top of a Google search. Many times this can be a relevant article. But other times, it may not be.

Let me give an example with a hint for student success.

I ask students to find scholarly research that explains the “difference between primary and secondary research.” Usually, a handful of students will cite https://www.thebalance.com (an advertising agency). The advertising agency is not juried (i.e. does not have an editorial board of scholars verifying their explanation is reliable and valid). But, they do correctly identify the difference between primary and secondary research.

Therefore, should students use such a source?

YES: If students are using this source to verify that practitioners agree with scholars on the differences between primary and secondary research. This would be acceptable.

NO: If students are using these practitioners as a source of reliable and valid information in an academic course, a scholarly source should probably be utilized instead.

If you are unsure about a source, find out about their background and if they have scholarly degrees (masters or doctoral) and/or have a scholarly editorial board, they would be considered scholars. (Though there are different levels of scholarship.)

In the example above, students could find out about the ad agency’s background by clicking on the “about us” link: https://www.thebalance.com/about-us. There students could find that while they are practitioners, they’re not scholars (and it’s not juried by an editorial board).

The problem arises because in a Google search for the “difference between primary and secondary research” this link often pops up near the top. However remember, in graduate school (a research-based school) you should not choose an outside source based upon popularity, but based upon scholarship.

While I always try to be gracious and give students some leeway early on in our course, I cannot do so later in the course. Student resources should increasingly be scholarly and therefore for fairness I will usually grade down a little bit more each week for non-scholarly sources.

My students understand that fairness and academic veracity require this. It makes their degree worth more and their learning more valuable.

STUDENT SUCCESS & My Grading Policies w/ More Examples of Outstanding Work

(from one of my recent syllabi)

Grading Policies

Your grading policy for your course is dependent on your school and program. Your grading policies can be found in the IWU Catalog.

Discussions

In most workshops, there are discussion forums. These discussions focus on either a special topic or general material from the workshop. You will be given instructions on which discussion forums apply to the current workshop. Complete discussions individually or in study groups as instructed. Well-thought-out postings that add something intellectually to the discussion are required for a good grade. Your initial postings should fully answer the questions posed in the course interface. Additionally, you must reply to at least two of your classmate’s postings. Postings of the “I agree” or “Me too” variety will not suffice.

In these weekly discussions conduct some outside reading in a minimum of two to three books to support your observations. This might include a Bible commentary, other books on this topic, etc. Customarily the graduate school student is expected to be skimming a minimum of several outside books each week and bring them into, when helpful, the online conversation. Also bring into the conversation relevant ideas from your other course textbooks. Thus, each week the student should be bringing into the online conversation one to two textbooks and two to three outside references as a minimum.

Also be sure to reply to any followup questions posted by your instructor. These are designed to help you dig deeper into application and theory.

End-of-week Papers

Most weeks an end-of-week paper will be due by Thursday 11:59pm. Like your discussions these end-of-week papers should cite relevant outside readings which support your observations. Similar to the discussion parameters, the graduate school student is expected at a minimum to be skimming several outside books each week and bringing them to bear upon their weekly papers (with citations). Also, don’t forget to bring into your papers relevant ideas from other course textbooks.

And, unless specified differently by your professor, your end-of-week papers should comply with APA formatting rules and include an abstract.

An Expectation of Outside Scholarship

Therefore for B level work, the student should each week be utilizing and citing in their weekly papers and discussion forums, one to two textbooks and two to three outside references. Remember however, this is for B level work. A person seeking a higher grade would be expected to do better.

Letter Grade Equivalencies

Grade
Description of Work

A
Clearly stands out as excellent performance. Has unusually sharp insights into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines. Anticipates next steps in progression of ideas. Example “A” work should be of such nature that it could be put on reserve for all cohort members to review and emulate. The “A” cohort member is, in fact, an example for others to follow. Typical interaction will be 3+ times in each forum.

B
Demonstrates a solid comprehension of the subject matter and always accomplishes all course requirements. Serves as an active participant and listener. Communicates orally and in writing at an acceptable level for the degree program. Work shows intuition and creativity. Example “B” work indicates good quality of performance and is given in recognition for solid work; a “B” should be considered a good grade and awarded to those who submit assignments of quality less than the exemplary work described above. Typical interaction will be 3+ times in each forum.

C
Quality and quantity of work in and out of class is average. Has marginal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at least minimally. Typical interaction will be 3 or fewer times in each forum.

D
Quality and quantity of work is below average. Has minimal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at below acceptable levels. Typical interaction will be two or fewer times in each forum.

F
Quality and quantity of work is unacceptable and does not qualify the student to progress to a more advanced level of work.

STUDENT SUCCESS & Helping Other Students Not Only Aids Them, But Increases Your Score Too

by Bob Whitesel, D.Min., Ph.D., 4/19/17

Students often ask how to score well in an online discussion posting. And though the parameters for each letter grade are spelled out in great detail in the syllabus (and I’ve posted them again below) students often want examples.

Here are examples: one is a student’s posting about a “worship disaster” followed by two examples of responses. The first is a poor example of a response and the second is a good example.

Situation of Student X:

…My pastor decided to add a service on Wednesdays at 6:30pm. I would not call it a disaster, but definitely a failure. We had already added a third service on Sunday mornings and we just did not have enough room to accommodate all the worshippers. The solution that leadership tried to implement was to add a Wednesday evening service which would allow for more newcomers. The service was from 7pm to 8:30 pm.

The mistake was adding the Wednesday evening service. The reason it was a failure is because adding the Wednesday service did not do what was it was supposed to do. Most of the people who attended to Wednesday service were people who already normally attended church on Sunday. I believe it is important that we deal with our mistakes as individuals and as the church…

Response of Student 1 (a poor example)

_____StudentName____, that certainly is a difficult situation. I know that Charles Arn has some good insights in his book about how to start a new service. You might want to take a look there and see what which of his ideas might be helpful.

Response of Student 2 (a better example)

_____StudentName____, I am sorry to hear about the failure of this mid-week service. It seems to me, though, by the way you described how normal Sunday service attenders would come on Wednesday nights that maybe there was not a specific group that the church was trying to reach with this service and it was seen by the congregants as an additional time for them, not for non-attenders.

It may have been more effective if the leadership would have placed an emphasis on the service being either for a select generational, or even spiritual group as discussed in Charles Arn’s book How to Start a New Service (1997). By focusing the service on a select group there could have been mitigation and buy-in from the regular attenders that the new service was to reach new people…

Arn, C. (1997). How to start a new service your church can reach new people. Grand Rapids, MI: Baker Books.

My (Dr. Whitesel’s) response:

What Student 2 did right:

I agree with Student 2. I think the problem was that a specific outreach group wasn’t identified. And then as Student B simply stated, congregants felt it was just another requirement on their already busy volunteer schedule.

Student 2 helped Student X with the following suggestion, “Seems to me, though, by the way you described how normal Sunday service attenders would come on Wednesday nights that maybe there was not a specific group that the church was trying to reach with this service and it was seen by the congregants as an additional time for them, not for non-attenders. It may have been more effective if the leadership would have placed an emphasis on the service being either for a select generational, or even spiritual group as discussed in Charles Arn’s book How to Start a New Service (1997).”

This is the type of posting graduate students will want to utilize in their online conversations. Student 2 found reliable and valid scholarly insights on Student X’s situation and shared those with her.

The result was it not only helped the Student X, but it also helped me the professor see that Student A understood the principles of Dr. Arn’s book.

What Student 1 did wrong:

Student 1 didn’t share any ideas from Dr. Arn’s book, but rather just referred the student to it. Student 1 had probably read Dr. Arn’s book and knew it would be helpful. But as the professor, I have no evidence that Student 1 knew what was in the book.

So if a student simply points to a book for the solutions, it doesn’t earn many points. That is because it’s not clear to the professor if they have read more than the cover of the book. Now, I know that the vast majority of my students have read these books, but for fairness to all students I must see written proof that they know and can apply the principles in the books they cite. And the best way to do that is to help others.

So it’s a win-win. First, Student 2’s type of posting helps the person to whom the student is responding (Student X). And second, it demonstrates to the professor that the responder (Student 2) understands the scholarship on the subject at hand.

From one of my syllabi:

Grading Policies

Your grading policy for your course is dependent on your school and program. Your grading policies can be found in the IWU Catalog.

Discussions

Also be sure to reply to any followup questions posted by your instructor. These are designed to help you dig deeper into application and theory.

Initial posts are due by Tuesday 11:59pm. Follow up posts are due by Thursday 11:59pm.

End-of-week Papers

And, unless specified differently by your professor, your end-of-week papers should comply with APA formatting rules and include an abstract.

An Expectation of Outside Scholarship

Letter Grade Equivalencies

Grade
Description of Work

F
Quality and quantity of work is unacceptable and does not qualify the student to progress to a more advanced level of work.

WORSHIP & A leadership exercise comparing worship in different eras (Yikes! The 80s are Back ;-)

Commentary by Dr. Whitesel: This is an exercise about understanding how different cultures worship. My students enjoy it, so I thought I would post it here. Here is how the leadership exercise works:

Watch this video:

It is a humorous video that actually teaches an important cultural lesson too. It is by the Christian band called Glad. They were known for great vocals (and probably also for 80s haircuts 😉

(the video seems to have disappeared, but here is the audio version.)

But aside from their fashion statement, the group makes a good cultural point in this video. Write down a paragraph regarding the point of their video in your mind.

This is an exercise to allow you to dig deeper into cultural patterns and why they differ. So what is the lesson from this video about culture, when we recognize culture is comprised of behaviors, ideas and products (Hiebert, 1997)?

Here is a more recent version of the video to will enjoy also:

And, for a final bit of humor here is a puppet ministry visualizing the song.)

STUDENT SUCCESS & Why Asking Questions of Other Students is Not the Application Goal of a Seminary

by Bob Whitesel D.Min., Ph.D., 3/30/17.

Seminaries are so-called “professional schools.” That puts them in the category with Business Schools which offer MBA degrees. In seminaries we typically offer ecclesial-orientated, but similiar degrees: MDiv, MA and DMin. These are professional degrees, which means that the students are usually already engaged in their profession and are honing their skills.

Therefore, students are expected to weekly be “applying” what they are learning to their profession in professional schools, such as business schools and seminaries. For example, in a MBA Business School program a student might investigate how to apply an innovate financial model to their business and report back to their professor the applicability.

Papers should describe application plans.

Seminary is the same way. Students are expected to:

Take what they are learning each week
“apply” it to their ministry,
Then report back to fellow students and their professor.

This is why our end-of-week papers are customarily called “Application Papers,” because they describe how the student would “apply” to their profession what they learned that week.

Discussions also should describe application ideas, not just ask questions.

For students to earn points in professional school discussions, they should do more than just ask questions of the other students. Often times students do this because they see the professor asking questions. However the professor’s role is different: she or he is there to probe the thinking and depth of understanding of the students. Other students can do this as well, but it doesn’t demonstrate to the professor that the student is understand the content. It only demonstrates that the other students can ask questions.

To earn points for discussions in a professional school,

Students look up research that can help the other students
Then “apply” that research to the other student’s context.

Here is an example:

A student stated that he thought small groups create intimacy in larger churches. And, he asked a fellow student, who pastored a large church, if this was the case. The large church pastor did not utilize small groups and thus did not reply.

However in a professional school, students do not earn points by asking questions, but by giving application solutions.

Let’s go back to our example. The student’s thesis, that small groups create intimacy in larger churches, is easily supportable from research by various scholars. He could start with the “Reveal Study” that was conducted at Bill Hybel’s church.

So, to earn points for application:

The student finds research on how large churches can maintain intimacy as they grow. The student might discover that small groups help with this.
Then the student shares his/her research-supportable findings with fellow students.
Finally, the student explains (and cites) some “tools” or mechanisms for fostering small groups in a large church environment. Results are …
- The large church pastor would benefit from the application insights in the “tools” suggested.
- And, the student would demonstrate to the professor that she/he was conversant in scholarly research and application on the topic at hand.

MUSICAL PREFERENCES & They May Crystallize Around Age 23.5 According to Research (A Leadership Exercise)

Every culture is made up of behaviors, ideas and products (Christian anthropologist Paul Hiebert defined culture as people who join together because of “shared patterns of behavior, ideas and products.”1. One of the most powerful and cohesion-generating products is music and the celebration that accompanies it.

Holbrook and Schindler’s research suggests that a musical preference begins to crystallize in the early 20s and hardens throughout the rest of a person’s life.

This is important to know when attempting to understand worship wars. Rather than trying to attract people to into adopting music from a different culture, it might be more helpful to find touchstones and points of agreement between the music of their youth and the music of your youth.

So if you’re trying to reach out to another musical generation, begin by studying the music of that generation’s 20something years.

Try this leadership exercise to see if this research can be confirmed with your team members.

A. Ask your team members to share the year in which they were born. If do not want to do so, graciously excuse them from the exercise. Try to get at least two or three participants. Write down their birth year next to their name.

B. Next, ask your leaders to name their favorite musical groups and/or singers. Write these down next to their name. Each person should select three or four examples.

C. With your team (or later on your own if you prefer) go online and locate in which years those musical groups were the most popular.

D. Then correlate the year range of artist popularity with the period in time when the team member was in their 20s.

E. Finally, ask yourself, “Was there a correlation?”

There seems to be so, about 60 to 70% of the time. This is enough to say that Holbrook and Schindler’s research may be partially reliable and valid. But of course, more research is needed. That’s why I ask my students to undertake this leadership exercise. It can add to their experience and to their emerging theses (a thesis is basically a scholarly hunch 🙂 And at the very least, it can make them more sensitive to the musical products that are prefrered by members of their teams.

1. Paul Hiebert, Cultural Anthropology (Grand Rapids, Mich.: Baker, 1976), p. 25.

2. M. B. Holbrook & R. M. Schindler, “Some exploratory findings on the development of musical tastes,” Journal of Consumer Research, (1989) 16(1), p. 122.

STUDENT SUCCESS & Writing Down Your Notes Leads to Better Retention With E-Books

Commentary by Dr. Whitesel: When I begin my research for my upcoming book on the leadership of John Wesley, I relied heavily on e-books. However because of research that says you will remember more if you write down your thoughts, I continued to write down notes from these e-books in my notepads. This is a learning technique rhat has served me well through my graduate degrees. I have found that having handwritten notes, for me, helps internalize the information and create systems in my mind of how the information connects. Not just for myself, research indicates for most people taking written notes is the best way to learn especially when utilizing e-books.

So in other words, using tablets, e-books and computers makes knowledge accessible. But to retain that knowledge most people will do what I have learned to do, to write it down in order to internalize and systematize it.

Read this helpful overview in TIME Magazine…

“Do E-Books Make It Harder to Remember What You Just Read? Digital books are lighter and more convenient to tote around than paper books, but there may be advantages to old technology” by Maia Szalavitz, Time Magazine, 3/14/15.

… I discovered that Google’s Larry Page himself had concerns about research showing that on-screen reading is measurably slower than reading on paper.

This seems like a particularly troubling trend for academia, where digital books are slowly overtaking the heavy tomes I used to lug around. On many levels, e-books seem like better alternatives to textbooks — they can be easily updated and many formats allow readers to interact with the material more, with quizzes, video, audio and other multimedia to reinforce lessons. But some studies suggest that there may be significant advantages in printed books if your goal is to remember what you read long-term…

Context and landmarks may actually be important to going from “remembering” to “knowing.” The more associations a particular memory can trigger, the more easily it tends to be recalled. Consequently, seemingly irrelevant factors like remembering whether you read something at the top or the bottom of page — or whether it was on the right or left hand side of a two-page spread or near a graphic — can help cement material in mind…

This seems irrelevant at first, but spatial context may be particularly important because evolution may have shaped the mind to easily recall location cues so we can find our way around. That’s why great memorizers since antiquity have used a trick called the “method of loci” to associate facts they want to remember with places in spaces they already know, like rooms in their childhood home. They then visualize themselves wandering sequentially through the rooms, recalling the items as they go…

E-books, however, provide fewer spatial landmarks than print, especially pared-down versions like the early Kindles, which simply scroll through text and don’t even show page numbers, just the percentage already read. In a sense, the page is infinite and limitless, which can be dizzying. Printed books on the other hand, give us a physical reference point, and part of our recall includes how far along in the book we are, something that’s more challenging to assess on an e-book…

STUDENT SUCCESS & Research Confirms the Importance of “Interval Studying” Rather Than Cramming

Commentary by Dr. Whitesel: Research cited in The Journal of the Association for Psychological Science points out that it’s important to study at regular “intervals” during a course, rather than cram for a test or a paper right before it is due. Called “interval studying” this research confirms that this leads to better retention and a more satisfied student experience. Read this important research in this article:

Increasing Retention Without Increasing Study Time

by Doug Rohrer1 and Harold Pashler2 (1University of South Florida and 2University of California, San Diego)

ABSTRACT—Because people forget much of what they learn, students could benefit from learning strategies that yield long-lasting knowledge. Yet surprisingly little is known about how long-term retention is most efficiently achieved. Here we examine how retention is affected by two variables: the duration of a study session and the temporal distribution of study time across multiple sessions. Our results suggest that a single session devoted to the study of some material should continue long enough to ensure that mastery is achieved but that immediate further study of the same material is an inefficient use of time. Our data also show that the benefit of distributing a fixed amount of study time across two study sessions—the spacing effect—depends jointly on the interval between study sessions and the interval between study and test. We discuss the practical implications of both findings, especially in regard to mathematics learning.

Read the article here … http://www.pashler.com/Articles/RohrerPashler2007CDPS.pdf

STUDENT SUCCESS & How to Complete an Incomplete

by Bob Whitesel D.Min., Ph.D., 1/1/16.

If you have been granted an incomplete, follow these instructions to complete your incomplete.

First, know that as professors we always hope students will not have to take an incomplete in our courses. This is because though an incomplete grants a 10-week extension from the last day of the course, it will usually require a student to double-up and work on two courses at the same time. In this face-paced accelerated format of Wesley Seminary this is difficult to do.

So, the best tactic is to avoid an incomplete. Here are several brief ways to avoid an incomplete:

1) Do your work early each week. Unforeseen events will always occur and if you have completed your work early in the week you will have the flexibility to address these unanticipated events. It is important to develop a rhythm in your academic work week that includes doing your work early in the week.

2) Tell your professor immediately if there are extenuating circumstances.

3) Know the Wesley Seminary Official Policy on late work (repeated below). Adjunct professors cannot deviate from these policies. But, as a full-time professor I have adjusted late penalties to be less severe. See my late penalties here.

4) Know the Wesley Seminary Official Policy on requesting incompletes (repeated below). I have written more about how to do this here.

5) Do not violate the attendance policy. “The issuance of an incomplete cannot be given if the student fails to meet the attendance requirements.”

6) Following these rules allows professors to be fair to all students. Professors will be reluctant (justifiably so) to grant an extension if you do not follow the rules. It would be unfair to those students who did follow the stipulations.

Official Wesley Seminary Late Policy:

Late Policy:

No credit is available for postings of any kind made in the discussion forums after a given workshop ends.
If your instructor approves your submission of late assignments, each assignment score will be penalized 10% per day up to six days late. After the end of the sixth day, late assignments will not be accepted. An assignment is a paper, a project, a team presentation, etc., but not a discussion or quiz/test.
No late assignments will be accepted after the close of the final workshop.

Incomplete Policy:

Students are expected to complete the course requirements by the last class session. There may be instances when crisis circumstances or events prevent the student from completing the course requirements in a timely manner. However, the issuance of an incomplete cannot be given if the student fails to meet the attendance requirements. In these rare situations, a grade of “I” (incomplete) may be issued but only after completing the following process:

At least 65% of the work must be completed at the time of the request.
The student must request an “I” from the instructor at least one week prior to the end date of the course.
The instructor must obtain approval from the Dean of Wesley Seminary.

Because “incompletes” are granted only for extenuating circumstances, the student’s grade will not be penalized.

A student who receives an “incomplete” has 10 weeks from the final meeting date of the course to complete course requirements and turn them in to the instructor. If, at the end of the 10-week extension, the student has failed to complete the course requirements in order to receive a passing grade, the “incomplete” will become an “F.” A student with more than one incomplete on record is subject to academic suspension.

Therefore, students must meet the following criteria and follow the steps below:

2) A withdrawal request must be made to the IWU Registration Change Counselor in the Office of Student Services (email them at registration.change@indwes.edu).

3) Remember, “the issuance of an incomplete cannot be given if the student fails to meet the attendance requirements.”

4) An incomplete request must be made to your professor (bob.whitesel@indwes.edu)

Again, the request must be made before 5 PM on the Thursday of week 14 or week 7 (for 16 week or 8 week courses respectively).
You must have at the time of the request have completed at least 65% of the coursework.

From the above policies you can see that typically,

No credit is allowed for postings in a workshop after a given workshop ends.
If a late posting is approved, it still will receive a 10% a day reduction due to tardiness and fairness.
No homework will be accepted after the last day of a course.
But, a withdrawal or incomplete can be requested
- on the last day of week 14 in a 16-week course or the last day of week 7 in an 8-week course
- if the student has 65% of their coursework completed (the student must demonstrate to the professor that they have completed this percentage.)

So, knowing the above how do you complete an incomplete?

TIMING: First an incomplete allows you an extra 10-weeks after the last scheduled day of the course. No further extension can be granted.

CONTENT: An incomplete is very similar to an “independent study course” which means:

The student must present a plan to the professor of the assignments that they will redo or do (if they have not been completed). Creating this plan counts as part of your 10-week extension.
The professor cannot give feedback on assignments or feedback on the final grade. Feedback was given for assignments submitted on time during the course. Additionally detailed input was given in the instructions for each assignment. Because this is similar to an “independent study course” the student will not receive feedback from the professor, but must independently complete the assignments from the instructions and the feedback given during the course. This rule cannot be broken, since the professor will have moved on to instructing other students. It would unfair to them to take time away from them and allow a student’s tardiness to affect current students.
The student must compute how many days each and every assignment is late (add up the total days each was overdue from the day it was due to the day the incomplete was requested). For my students, follow my lesser late penalties here.
The student will submit the following in one (1) email before the end of 10-weeks (counting from the last day of the scheduled course):
- One email with all forum postings, written assignments, etc.
- Each completed assignment will have a “heading” that includes:
  1. title, number and student name,
  2. points possible,
  3. days late and total percentage each assignment is to be reduced,
  4. followed by the assignment (follow the syllabus instructions, e.g. forum postings do not need to be in APA format, but end-of-week papers do need to be in APA format).
- The professor will submit your grade within six weeks after receiving your email with the above assignments.
The above must be followed carefully or the homework cannot be accepted. Because an incomplete adds considerably to a professor’s workload after the course was completed, these rules ensure the professor’s current students are not penalized.
Your professor will be praying for you. We want all students to succeed and to increase their world-changing impact.

OPERATIONAL LEADERSHIP & A Quiz to Help Discover if You Are a Shepherd (a leadership exercise)

by Bob Whitesel, D.Min., Ph.D., 12/15/15.

Are you a shepherd or a visionary (or a little of both)?

Here is a posting explaining the difference: STO LEADERSHIP & An Overview: Are you a shepherd or a visionary (or a little of both)?

But what if you are primarily an operational-style of leader, the type we classify as “shepherd?” Will you ever lead a large, growing ministry?

Yes you may, for I have seen many “shepherd leaders” who build leadership teams that lead large flocks. Read the excerpt from my book here to find out the difference (not for public distribution, so if you enjoy the chapter please support the publisher and author by purchasing a copy): BOOK ©Whitesel EXCERPT – CHANGE REACTION Chpt. 2 STO Leaders.

A Questionnaire to Discover If You are Primarily a Shepherd Leader

If you feel you are an “operational leader” more than a “strategic leader,” that is fine.

As I said above, I’ve seen many leaders of large ministries that are primarily operational leaders. This is because they build together a great team to lead the organization.

So how do you know if you are an operational (shepherd) leader? How do you tell?

A good place to start is Randall Neighbour’s self-exam called the “Pastor’s Relational Survey.” It came from the Appendix of his book, The Naked Truth About Small Group Ministry.

You can complete Neighbour’s the “Pastor’s Relational Survey” self-exam in about 10 minutes here: “Pastor’s Relational Survey.”Take this short questionnaire and it may help you focus on your unique leadership gifts.

STUDENT SUCCESS & Posting Early in the Week Can Increase Your Grade

by Bob Whitesel D.Min., Ph.D., 12/15/15.

Students often begin their coursework by posting late in the week. I understand why this happens, because they are undertaking a new academic element in their life. But, I also like to alert them to a potential problem that can affect their grade.

If you as a student post late in the week, you do not always give other students as well as your professor, sufficient time to probe more deeply your analysis. This has the following results:

1.) Your analysis may not be as helpful to your organizational context as it could be, if other students and your facilitator do not have sufficient time to further question you and help you more precisely define your analysis.

2.) Other students may not have time to respond, and thus they may forfeit points for online interaction because there is not enough time left in the week for interaction among students.

3.) And finally, I am not able to question you further to understand what is going on in that fertile mind of yours 🙂 As you know, my job is to assess how well you are grasping the concepts and strategic processes outlined in the reading and as applied to your organizational context (e.g. your case study). Thus, I am unable to fully comprehend your thinking without, at times, positing follow-through questions.

Thus, I would like to tender a potential schedule that students have found works very well in the past.

Friday: read each week’s readings of the first day of the week (Friday) and also post your answers to the questions in the downloadable weekly assignments on Friday too.

Saturday and Sunday: take two days off 🙂

Monday: get back online and interact with fellow students, asking them about what they are learning and giving them advice.

Tuesday through Thursday: work increasingly less on your online interaction and increasingly more on your paper (which is due Thursday at midnight).

This schedule is not mandatory, only an example of what I have seen work best for most students in our program. This will not only help your grade, but will also help fine-tune your analysis and its benefits for your organizational context … as well as benefiting our goal of creating World-changers (Matthew 28:19ff).

STUDENT SUCCESS & A Final Project Alternative: Writing for Publication

By Bob Whitesel D.Min., Ph.D., 12/15/15.

For some of my courses I give students an option of a final project alternative. Instead of the final paper for certain courses (if you were a student just ask) I allow the student to write two articles for publication.

If you’ve received approval from me to do so, here are the parameters.

Instead of the assignment as stated in your syllabus, I will accept two articles that you have written and submitted to a magazine, newsletter, e-zine, newspaper, or other media source on insights you have gained from this course. This is my way of helping you hone your skills in writing research-based articles for popular consumption. And those of you who wish to develop this skill will find this rewarding. In fact, I did this for a graduate course over 20 years ago, and it has led to my writing career.

Each article (there must be two) should be 1200 to 2500 words,
Submitted for publication to a reputable media outlet (this can be online, though a magazine is preferred),
You must show proof this was submitted (an email or fax of your submission letter).
You don’t have to actually get it published, you only have to try (just give it the ‘ol Wildcat college try!)

But, you must let me know if you are pursuing this within the first 5 weeks of an 8-week course or first 10 weeks of a 16-week course.

So, if you are a student then let me know if you think writing about the nexus of leadership and management for popular consumption is where God is calling you. We definitely need more good writers teaching how to develop strategic missional leaders.

Hints for Getting Your Article Published

But sometimes students are undecided if they should undertake the final project alternative of two magazine articles. Often I’ve discovered that this hesitancy can arise because they are unsure about how to approach a magazine with articles for this alternative assignment. Remember, you must write and submit two (2) articles so you will need to approach two magazines. Usually the same magazine will not publish two articles by the same author, unless it is a series (it doesn’t hurt to ask though).

In addition, let me give you some basic parameters:

You have two general options:

1) Contact a magazine and tell them about the topics you are studying. Ask if they would be interested in seeing a sample article. Then ask them about length, guidelines, and any special requests. Their requirements will take precedence over our course requirements of APA style, references, etc. Thus, give the publisher what they want, I will be flexible for those doing the articles.

2) Or purchase several copies of magazines for which you would like to write. Look at the articles and select a magazine that is best suited to the type of article you are writing. Note the type, length, and focus of the articles. Then write the article and send it to them with a cover letter giving a short synopsis about what the article is about.

You will probably get some rejections, but remember you do not have to be published only attempt to do so.

Here are Some Ideas on Who to Contact:

Denominational Magazines (this is usually a good place to start, since they do not have as many submissions)
College Magazines (especially your alma mater)
National Christian Magazines (they receive many submissions, but there are many of them out there).
Online Magazines (called e-zines). Search the internet for them.
Newsletters
Newspapers (here you may need to utilize a “human interest” orientation, telling how the principles in this course are affecting your church).

And, a student who undertook this assignment posted this: “I found a really helpful article on tips for writing blog posts and online publications. Here is the link for that in case it helps in preparing your article: http://brandonacox.com/communications/better-blog-posts/. Interestingly, the first thing I had to do for this submission was change my titles because of what I read in this article.

STUDENT ARTICLES THAT HAVE BEEN PUBLISHED:

Over the years many students have begun their writing careers via this assignment in my courses. Here is a growing list:

https://churchhealthwiki.wordpress.com/2014/11/14/multiplication-wesleyseminary-students-have-articles-published-via-cong-520-course/

STUDENT SUCCESS & How I Outline My Books and Why It is the Key to Communication

by Bob Whitesel D.Min., Ph.D., 12/11/15.

After 12 books and many published articles, I have come to see there is a key writing device that can help you explain your thoughts clearly and logically. This is to write an outline before you write your paper, article or book.

When I was in college I would write “off the top of my head,” which meant I would write a paper based upon whatever came into my mind while writing it. I would just put in down in the order it appeared in my thoughts. I am sure teachers thought I had good insights, but they usually couldn’t follow my logic and reasoning.

It was not until I was in graduate school that I realized the importance of outlining a paper before I wrote it. I think it began because in my courses at Fuller Seminary, I was required to outline Greek and Hebrew sentences before I was allowed to translate them. Slowly I found that this outlining helped me focus my thoughts into categories and into a logical unfolding of my argument.

Here is how one student emphasized this, ” I know for me in writing these papers and final projects, the format (and flow) can make or break it.” She was right, the structure can be the key to getting your ideas across (and getting people to distribute and read your hard work).

I can that over the years I have had mostly exceptional students. But, if there is one area of improvement that might be needed, it might be for most of my students to outline their paper first.

For example. I try to help students outline their papers by giving them general outlines in my instructions. For example, in CONG 520 I suggested three broad areas to address in their final paper. Then, I also suggested 7-steps for the tactical stages of their paper. They didn’t have to follow these structures, for they were only there to give them an idea of one way to outline their paper. They could all experiment with different ways to outline their final paper.

The key though is to use an outline. In fact, writers should create an outline first, regardless of stages you use. Using an outline can help you see the “format (and flow) [that] can make or break it [the paper].”

In fact, to this day here is how I outlined all 12 my books.

1) I first decided on what each chapter will cover and how all the chapters fit together.

2) Then I outline the basic structure of each chapter, e.g.

2.1 a story,
2.2 lessons learned,
2.3 applications of those lessons,
2.4 how to evaluate if the lessons worked,
2.5 questions for discussion,
2.6 endnotes.

3) Then each time I start a new chapter I outline that individual chapter keeping in mind this reoccurring structure.

People tell me by books are very easy to comprehend, and I think it is because I spend about 1/4 of my time working on the outline. All this is to say, to clearly present your ideas … use an outline. Outlining can help you have a clear presentation of your thoughts to both professor and to others.

WORSHIP & Reasons Why Blending Worship May Not Be An Effective Evangelistic Strategy

by Bob Whitesel, D.Min., Ph.D., 10/24/15.

A student once tendered the following query.

“You really believe that three services are necessary to reach the three different generations? I understand a little difference in order to reach a different group, but three seems a little over the top…. Our church currently has two services. One is praise and worship, and one is Traditional. These two services have come with pros and cons at our church. It has expanded the ministry and allowed us to reach some new people. It also has created some division among some who don’t like the other service or feel the two services are actually driving the two groups further apart instead of together. Personally, I am a proponent of a well blended service. Ideally this brings generations together in the same service and teaches them both about compromise when it comes to music styles. I will say for this to work the musicians and music leaders must be good and do a good job of blending the music. Music hopefully is a tool to lead us to worship, that is why I don’t get hung up on styles. I have a problem with those that think only one style is the correct way to worship.”

These are good, and common questions. And, here are my answers.

Hello ___student_name___;

You queried, “You really believe that three services are necessary to reach the three different generations?” Yes, I do. However, variations of this exist so let me give you some general parameters.

Some churches will have a traditional (reaching older adults who want stability in their increasingly unstable lives), blended (really a Christian variation that can seem culturally confusing to unchurched people), contemporary (upbeat with a backbeat) and modern (more engagement and improvisation, see my case-study book: Inside the Organic Church, 2006).

You noted that this has “allowed us to reach some new people.” That is good news! And, wait until you read Chip Arn’s book, How to Start New Service (a textbook for this course) and you will see that his research supports your conclusion: more variation in service styles has been proven numerically to reach more people for Christ!

But, I also think you can see that each of these worship expressions are stylistically different enough to require separate venues, or a sizable segment will not relate and not worship. While your desire to mature people by “teaching them to compromise” is a laudable goal (and one with which I wholehearted agree), the worship service man not be the best venue for this. You see, if you have only a blended service you will lose some of the babes-in-Christ because they may not be ready for adult food. Romans 15:1ff is as good summation of the writer’s argument that for salvation sake, we must try not to put roadblocks (if they are culturally inspired and morally neutral) in the path of young believers.

Thus, if your goal is to reach the unchurched and introduce them to Christ, you will need to get them into an environment where they are not uncomfortable or perplexed by the culturally-derived aesthetics. You won’t want to leave them there. But, you will want them to be able to start there, in a place where they are more culturally comfortable. This is what a missionary does, they take the Good News and put it cultural aesthetics (and worship styles) of a society.

Since my purpose is to introduce them into an encounter with God, it makes sense to present the encounter in the most relevant (to them) way possible.

Many people note that this creates division. And, it does. But I am not sure that worship is the best venue for unity. One young man I asked about this responded to me “you can’t create unity in worship, the seats face the wrong way.”

That is why I agree with you that we need to foster compromise. I wrote two books about this: Preparing for Change Reaction: How to Introduce Change to Your Church (Abingdon Press, 2010) and Staying Power: Why People Leave the Church Over Change What You Can Do About It (Abingdon Press, 2003).

But, to create this unity I am not sure worship is the best venue, for it is a place of spiritual encounter. Thus, you will notice in my books that I strongly emphasize that we supplement varied worship venues with new community spaces where people can gather after church and talk about the same message they heard in the different culturally stylistic venues. Therefore unity experiences and venues, where people can fellowship and get to know each other, must be created. It means not trying to create this in worship, for there it can rob us of our heavenward focus. But rather it means creating unity experiences and opportunities; and offer as many each week as we offer worship experiences.

STUDENT SUCCESS & What to Do If You Must Withdraw or Request an Incomplete @WesleySeminary

by Bob Whitesel D.Min., Ph.D., 12/4/15.

I always hope none of my students will need this option, but if a student feels that they must withdraw or request an incomplete for a Wesley Seminary at IWU course, they must meet the following criteria and follow the steps below:

1) The withdrawal request or incomplete request must be submitted before 5 PM on the Thursday of week 14 for a 16-week course. If you are in an 8 week course, then you must request an incomplete before 5 PM on the Thursday of week 7. In the Doctor of Ministry program you must follow the appropriate rules above or in a 20 week course, submit your request by week 18.

2) A withdrawal request must be made to the IWU Registration Change Counselor in the Office of Student Services (email them at registration.change@indwes.edu).

3) An incomplete request must be made to your professor (bob.whitesel@indwes.edu)

Again, the request must be made before 5 PM on the Thursday of week 14 or week 7 (for 16 week or 8 week courses respectively). A Doctor of Ministry student enrolled in a 20 week course should request this during week 20 at the latest.
You must have at the time of the request have completed at least 65% of the coursework.
If you do request an incomplete, you must still keep up with all postings, etc. An incomplete gives you extra time to do your papers, but because of the synchronous nature of the live discussion, official seminary policy does not allow for making up discussion after a week has ended.

As I said, I hope no one needs to use these options. But, I want to make my students aware of the timeline and criteria, since they will not be able to withdraw or receive an incomplete after the due dates.

EVALUATION & Websites for Tracking Ministry Objectives

by Bob Whitesel D.Min., Ph.D., 12/2/15.

I’ve asked my students to help me create a list of helpful websites or software programs that can help track the numbers in a church or ministry. Such tools can be especially helpful if they let you track participation in small groups as a percentage of overall attendance (this would allow you to track “maturation growth” or what is also called “growth in maturity” Acts 2:42)

Below are a few sites that can help with data gathering. They will probably invigorate tactical leaders (those who lead by numerical analysis) and will make life easier for strategic leaders (those who lead by vision) and operational leaders (those who lead by relationships).(1)

Automated Church Systems: http://www.acstechnologies.com

Life Church in Edmond, OK http://www.churchmetrics.com (This church you may remember was an example of a church with healthy growth which I profiled in Growth by Accident, Death by Planning: How NOT To Kill a Growing Congregation (2004).

More to come …

Footnotes:
(1) If you can’t remember the distinctions between Strategic-Tactical-Operational leadership see Preparing for Change Reaction: How To Introduce Change in Your Church (The Wesleyan Publishing House, 2007, pp. 31-46). You can also take a test to discover your leadership traits on pp. 46-47 of the book or click here: https://churchhealthwiki.wordpress.com/2014/11/17/leadership-3-types-strategic-tactical-operational-freedownload-changereactionbook/

PRAYER & Creative Ideas That Foster “Spaces for Prayer” at Vintage Faith Church, Santa Cruz, Calif.

by Bob Whitesel D.Min., Ph.D., 11/27/15.

The following excerpt from my book, Inside the Organic Church: Learning from 12 Emerging Congregations (Abingdon Press) describes creative ideas that encourage prayer. It looks at how Vintage Faith Church in Santa Cruz, California creates “spaces” for prayer. These ideas can help leaders create a more robust prayer life in a church.

Chapter 5: Vintage Faith Church

The campus of Santa Cruz Bible Church seemed the antithesis of an organic church setting. Neatly trimmed hedges embraced meandering sidewalks amid beautiful window-laden buildings. Vintage Faith Church had grown out of the college ministry of this congregation, and currently worshipped in this boomer church’s multipurpose worship gymnasium.1 I wondered how Vintage Faith could create in this utilitarian space an atmosphere engendering the mystery and wonder of God so preferred in organic milieus.

The answer arrived as I entered. Dark curtaining surrounded me on all sides. Vintage Faith’s simple stage was off center, and thrust into the audience. Three large media screens were placed along a long wall, and on the ends of the auditorium were two “mood walls” where colorful yet muted images of young people lifting their hands in worship imbued this room with a 270-degree sense of expectation. A six-foot metal cross graced the center of the stage, flanked by two candles and a large oil painting depicting a stylized cross. And though this was a bright sunny day, the low lighting, visual images, curtaining, candles, and encompassing artwork transformed a contemporary gymnasium into a peaceful, subdued, and sacred space.2

Dashboard:

Church: Vintage Faith Church
Leaders: Dan Kimball (pastor), Josh Fox (pastor of musical worship), Robert Namba (pastor of spiritual formation), Hannah Mello (director of worship arts) Kristin Culman (communications and hospitality)
Location: Santa Cruz, California
Affiliation: Nondenominational, though assistance is provided by Santa Cruz Bible Church.
Size: 375-450 “That’s an estimate,” states Dan Kimball. “We don’t count people, we count leaders”
Audience: Multiple generations, college students, university personnel and faculty, artists, and pre-Christians – people who are spiritually sensitive
Website: http://www.vintagechurch.org

Let sacred spaces support your mission.

There was nothing wrong with the aesthetics of the Santa Cruz Bible Church auditorium, for it carried the feel of a conference center or a lecture hall. A boomer predilection for such venues may be due to an emphasis on the church’s teaching role. However, the lighting, art, mood walls, candles, prayer cove, etc. at Vintage Faith may indicate a Generation X preference for balancing head knowledge with heartfelt experience. Vintage Faith created a powerful and encircling atmosphere of mystery, wonder, learning and supernatural encounter.

The following are some of the ways Vintage Faith creates sacred spaces.3

Curtains make the institutional feel of a multi-purpose auditorium more intimate and private. Though Vintage Faith worships in an auditorium that will hold 700+, the encircling curtains help attendees feel they are in a private and personal encounter with God.

Prayer areas are created between the curtains and the outer walls. Large throw pillows, candles and rugs not only create a 270-degree cocoon of prayer, but also keep prayer a focus.

A prayer cove beyond an arched trellis offers a space for extended times of prayer with intercessors. I have observed that over time a prayer room’s proximity to the platform can wane, paralleling a distancing of prayer from centrality in a growing congregation.4 Vintage Faith avoids this, by placing their prayer cove near the stage.

Seating includes tables as well as rows of chairs. Tables allow interaction for those desiring it, while forward facing chairs allow other attendees a degree of anonymity.

The platform was off center, so that a large cross was centered in the auditorium expressing the centrality of Jesus. Subsequently, musicians and the lectern were not centrally located, nor the focus.

Low lighting and candles create a sense of reverence, expectation and mystery. The candles are also “symbolic of Jesus as the light of the world,” stated Kimball. Though lighting was raised slightly during the sermon so notes could be taken, their muted luminosity kept the focus off of the leaders, the audience and other extraneous distractions.

Two mood walls were some of the more creative elements. To create this, the end walls of the auditorium were left bare above the eight foot high curtaining. On the white wall above video projectors slowly and appropriately beamed images correlating to the theme of the night. This worked remarkably well, creating a 270-degree experience (the rear wall was not utilized).

Art of diverse mediums was displayed on the stage and around the room. Large paintings in genres ranging from classic to post-impressionism ringed the room. In addition, congregants were encouraged to participate in interactive artwork, which during my visit included a large mosaic that would upon completion be displayed in the auditorium.

A final caveat. These examples should serve as models to assist others in sketching their own indigenized elements. They are not to be followed unswervingly, but rather as examples to forge a coalition between church leaders and artists.

Footnotes:

1. This multi-purpose gymnasium featured basketballs courts, a stage recessed into one wall, and a cheery, if somewhat industrial, ambiance. Such boomer predilection for light, airy and multi-use sacred spaces seems a reaction to the builder generation’s stained glass, dark wood and inflexible worship venues

2. Vintage Faith’s goal is to have a ministry center near downtown Santa Cruz and rent a larger worship gathering space. However, presently they are doing a remarkably adept job at creating a sacred space in a gymnasium

3. Adapted from the Vintage Faith Church bulletin, June 5, 2005. For exhaustive ideas for creating sacred space see Dan Kimball’s helpful book written with David Crowder and Sally Morgenthaler titled Emerging Worship: Creating Worship Gatherings for New Generations (Grand Rapids, Mich.: Zondervan, 2004).

4. See “Missteps with Prayer” in Bob Whitesel, Growth By Accident, Death by Planning: How Not to Kill a Growing Congregation, pp. 43-53

PRAYER & How to Find the Intercessors: The Differences Between Roles & Gifts

by Bob Whitesel D.Min., Ph.D., 11/27/15.

We often have trouble getting people to attend prayer meetings. And, this may be because those who have the gift of intercessory prayer, don’t know they have it. Let me explain. When you invite everyone to a prayer meeting before the service, only a few people (probably those with the “gift of helps”) show up. The problem is that you have not identified those with the gift of intercessory prayer, and those with other gifts are only half-heartedly joining in.

But, the “gift of intercessory prayer” is listed as one of the gifts of the Holy Spirit in James 5:14-16, 1 Tim. 2:1-2 and Col. 1:9-12, 4:12-13. So how do we “find the intercessors?”

First, let’s look at a definition of “the gift of intercessory prayer.”

These are people who have the special gift for “passionate, extended and effective prayer, c.f. James 5:14-16, 1 Tim. 2:1-2; Col. 1:9-12, 4:12-13 (see this excerpt from Spiritual Waypoints: Helping Others Navigate the Journey, Wesleyan Publishing House). C. Peter Wagner estimated that about 5% of a congregation has the gift of intercessory prayer (1979, 1984, p. 70).

Secondly, how do you help those with the gift, “find it?”

A student once said,

“How can you even know if you have the gift of intercessory prayer? Is it if you like prayer? That seems like more a product of personality than gift. Is it because you see more results when you intercede? How can that even be measured? Do you just know it or feel that it is your gift? Dr. Whitesel, in your post you talk about a “supernatural charge or anointing”… I can get pretty jazzed when I preach and I can feel like I am “in the zone” but does that mean it is my spiritual gift? I am sorry to ask all these questions but perhaps I am just that young adult like the original student refers to who just hasn’t fully developed a mature prayer life.”

Here is how I replied, “My professor Pete Wagner wrote a book on Spiritual Gifts and he suggests these five steps to finding yours (Your Spiritual Gifts Can Help Your Church Grow, Regal Books, 1979, 1984, pp. 68-70.)

Explore the possibilities (e.g. the Bible and Spiritual Gifts Inventories)
Experiment with as many gifts as you can (obviously the gift of martyrdom for example 😉
Examine your feelings (you are doing that with preaching)
Evaluate your effectiveness (are people growing in learning when you are in the zone?)
Expect confirmation from the body.”

Thirdly, Everyone Has the Responsibility to Pray (because there is a difference between “roles” & “gifts”).

A student once responded, “I really do not see how intercessory prayer is a gift and I think we are selling ourselves and our congregations short when we consider it so. I think prayer, period, is a discipline. I am convinced that the reason why more people do not pray corporately is that they have no basis to do so. They can’t pray because they don’t know how. They don’t know how because they never do it. I found this true existentially. I never could pray when I was a late youth, early adult and that was because I had no prayer life. But once God developed within me a passion for prayer.”

These are good thoughts. However, the distinction that Peter Wagner would make is that everyone has the “role” of prayer, but not everyone has the supernaturally empowered “gift” (see Your Spiritual Gifts Can Help Your Church Grow, Regal: 1979, 1994, pp. 85-87).

For example, I think I have the gift of teaching (1 Cor. 12:28, Eph. 4:11-14, Romans 12:7, etc.). Though someone may have to teach on occasion without the gift, they cannot say they do not need teaching abilities. They do. But they don’t get the supernatural charge and anointing that those with the gift regularly experience. Now, I’m not saying teaching is such a great gift. I think the gift of intercessory prayer is more critical. But, I have the role of intercessory prayer, and am called to exercise it regularly.

Thus, when like the student above I began to mature in my Christian discipleship I discovered that I had a gift for teaching that as a shy teenager no one could have foresaw. But, I must be careful that I do not view everyone through my lens (i.e. gift) of being a teacher. If I do, I may unfairly criticize them for not teaching with the same passion as I. And especially so, because they may have another gift, such as the gift of intercession.

Thanks for allowing me to elaborate on the important need for everyone to practice the “roles” and for specially endowed people to operate in their gifts.

Here is how one student used “command and gift” as substitutes:

Matt said, “This discussion (roles and gifts) is very similar to the discussion on evangelism we keep having here. Some older member keep pushing back that they don’t need to because they aren’t good or they can’t do it unless the spirit prompts them to. I keep bringing it back to the Great Commission (Matthew 28:19-20) which is the universal command, and the scattering of the seeds (Mark 4:1-20) the reality of the command. With those as a frame work we then discuss the difference between gift and command. Some people are gifted in evangelism and they will win droves of people to Christ, everyone else needs to evangelize and their harvest is what it is.”

I responded that I think “role” is a better better word that command. That is because everyone has the command, and thus should undertake a role in evangelism. But some have the gift, and we should position and empower them for more effective ministry.

Another example is the gift of teaching (1 Cor. 12:28; Eph. 4:11-14, Rom. 12:7, Acts 18:24-28, 20:20-21). Everyone has the role (such as in teaching your children, c.f. Deuteronomy 4:9) but some have the gift and might develop a career of teaching.

Deuteronomy 4:9 (NIV) “Only be careful, and watch yourselves closely so that you do not forget the things your eyes have seen or let them fade from your heart as long as you live. Teach them to your children and to their children after them.”

PRAYER & Listen To the Founder of the Church Growth Movement, Donald McGavran, Praying

by Bob Whitesel D.Min., Ph.D., 11/27/15.

Whey my students study the importance of measurement they often notice that a champion of measurement was Donald McGavran, the founder of Fuller Seminary’s School of World Mission (now School of Intercultural Studies).

Yet most people don’t know that McGavran was also a strong proponent of prayer and its impact upon effective evangelism.

A student came across a Wheaton College website that included sound clips of Donald McGavran praying before he teaches on church growth. I thought it might be an interesting addendum to this discussion.

http://www.wheaton.edu/bgc/archives/docs/mcgpra.htm

Here are a few transcripts from this archive, to give you a glimpse inside of this man’s heart.

(PS I am a guest professor for Wheaton College. I toured the Billy Graham Museum and it is an amazing history of evangelism in North America. If any of you are near the northwest side of Chicago, you must visit the powerful (and free 🙂 Billy Graham Museum at Wheaton College.)

Collection 178, T32 – January 3, 1979 (81 seconds)

[Tape begins in the midst of the prayer]…growth of Your church our first act is to give thanks to Your for the church, the body our Christ, Your household, a sure refuge in the midst of storms, a mighty instrument Lord in Your hand for the reformation of men and societies. We thank You for what each one of us owes to the church. None of us would be here, would be saved, would have hope of heaven or power on earth but for the church. We thank You for the tremendous extension of the church throughout the earth and for the army of missionaries for the gospel, who generation after generation have gone out to proclaim the Good News and disciple the nations. Most of all, good Lord, we thank You for Jesus Christ, the head of the church, our savior and our Lord. Grant, we beseech You, to each of us Your special blessing as we study how to extend the church, how to multiply congregations, how to increase units of the redeemed, units of peace and justice in all peoples, all tribes, all casts. all classes of society that praise and thanksgiving to Your glory may resound from every city and hamlet throughout the earth. In Christ’s name we pray. Amen.

Collection 178, Tape T34 – January 8, 1979 [98 seconds]

[Audio of the first half of the prayer badly distorted on the original recording] Let us pray. Gracious God, You are all pervading love enfolds us. Your salvation, made known of old through Your prophets and made operational in the life and death of our savior, flows fast and wide throughout the earth. You send forth a constant stream of missionaries of the Gospel, that those who live in darkness may know the light of the world, even our Lord Jesus Christ. We stand amazed, Lord, at the extent and diversity of the missionary laborers of Your household. We stand even more amazed and humbled and affrighted at the enormous numbers of those who have not yet heard that there is a savior and that by belief in Him sinful men may become righteous and [words unclear] blind men may receive eternal life. [Brief section missing] through the expansion of Christianity, and the advance of the Gospel, and plan for the birth of multitudes of new congregations of the redeemed. Among all the thousands of pieces of the human mosaic, touch our eyes that we may see the truth, and touch our hearts that we may burn with compassion, and steel our wills, good Lord, that we may do those things that we know we ought to do. This we ask in Christ’s blessed name. Amen.

Collection 178, T51 – February 16, 1979 (107 seconds)

Let us pray together. We gather before You, O Lord our God, as men whom You have called, called to be Your ministers and missionaries and administrators. Into our hands ,good Lord, You have delivered considerable ability and resources. You have appointed us as stewards. And You have given us responsibilities and from us You will require an accounting. And we are told that it is required of a steward that he be found faithful. We discharge our duties, O Lord, in a very complex world where many priorities war within us and without us. We live in such a welter of demands. So many people are shouting that we should follow what they think is important, and our own hearts, Lord, are pulled this way and that. And so we cry to You our compassionate God, send out Your light and Your truth. Let them lead us. In this class and in every class help us discern what is Your clear command and where we are left to do what we think best. Help us weigh most carefully between two appealing courses of action. Show Your clear light of Your revelation on our pathway. And above all, O God, give us the courage to walk the paths which You show to us. In Christ’s name. Amen.

Grading Policies

Discussions

End-of-week Papers

An Expectation of Outside Scholarship

Letter Grade Equivalencies

Grade Description of Work

Situation of Student X:

Response of Student 1 (a poor example)

Response of Student 2 (a better example)

What Student 2 did right:

What Student 1 did wrong:

From one of my syllabi:

Papers should describe application plans.

Discussions also should describe application ideas, not just ask questions.

Here is an example:

So, to earn points for application:

Try this leadership exercise to see if this research can be confirmed with your team members.

Increasing Retention Without Increasing Study Time

Official Wesley Seminary Late Policy:

So, knowing the above how do you complete an incomplete?

Chapter 5: Vintage Faith Church

Grade
Description of Work