Subject: Classroom Instruction and Mentoring Compared
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Classroom Instruction and
Mentoring Compared

George Patterson

with Galen
Currah & Enoch Wan

Published in Global Missiology, Contemporary Practice,
Oct. 2003, www.globalmissiology.net

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PDF version

The comparisons listed below refer to mentoring
new Christian leaders. We mentor them the way Jesus and His apostles did.
Pioneer fields especially require mentoring for new pastors and cell leaders,
until churches are reproducing and doing what the New Testament requires. We
compare mentoring and lecture not to show that one is better but that we need
balance between the two as churches mature. The authors do both. To multiply
churches or cells, educators must do both.

Both methods can impart the inspired Word, prepare leaders and exalt Christ.
Both are essential, depending on the level of development. Tradition exalts
lecture beyond reason and overlooks much-needed mentoring. We plead for
balance. The comparisons show clearly why we need both.

Index

Introduction

1. Physical
Factors

2. General Acceptance and
Enrollment Factors

3.
Relationships

4. Recognition of Student's
Work

5. Objectives and
Commitments

6. Teaching
Methods

7. Application and Order of
Presentation of Teaching Content

8. Materials and
Sources

9. The Responsibility for
Training New Pastors

Related
Reading

1. Physical Factors

1a

Amount of Time Required

Mentoring. Training new leaders is time-consuming. Paul mentored
Timothy and Titus by spending much time with them and giving them fatherly
care. When they matured in the faith and outgrew the need for such
intensive care Paul left them to train other leaders. Their mentoring
tapered off but they kept it up as they passed on what they learned from
Paul to newer leaders. Just as newborn babies need much personal
attention, new leaders and new churches need mentoring until they are
doing what the New Testament requires for them.

Classroom. Classroom teaching is more time-effective. It works
well for more mature leaders who no longer need the intensive care, and
whose flocks are doing the things the New Testament requires.

1b

Location

Mentoring. Location is not important as long as two-way
communication occurs between all present.

Classroom. When we lecture a large group of mature leaders we
normally prefer a classroom designed for one-way communication.

1c

Seating Arrangement

Mentoring. Our trainees form a circle or some other arrangement
that allows maximum interaction. When modeling skills we walk (or ride)
together or sit around a table as at the Last Supper,

Classroom. Our students usually face the same way, seeing mainly
the backs of other students' heads.

1d

Frequency of Sessions

Mentoring. Where mentoring is the primary method of training new
leaders, such as among those who use Train And
MultiplyTM, sessions are less frequent, with more
reading and fieldwork done between sessions. Patterson relates that he
normally held sessions every two weeks when he developed Train And
Multiply in
Honduras.
We meet more often for very new churches and less often for those who live
far away, or for whom transportation is difficult for other
reasons.

Classroom. Classes are normally daily for regular students in
institutional degree programs. For a particular course, sessions are
commonly two or three times a week.

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2. General Acceptance and
Enrollment Factors

2a

General Acceptance

Mentoring. Mentoring as a vital part of Western Evangelical
theological education has limited acceptance. Relatively few educators
mentor in a disciplined way or teach the value of it. We observe in
movements where churches reproduce, however, that someone is mentoring
new leaders in some way.

Classroom. Especially for more mature leaders, classroom
instruction is almost universally accepted as the norm.

2b

Require-ments for Enrollment
and Field Work

Mentoring. We train potential leaders who meet the biblical
qualifications for 'elders' who are spiritually mature and, for example,
keep their children in order. They normally do not add to the Biblical
requirements, lest they deny the pastoral vocation to persons whom God has
gifted for it. Crucial to our understanding of mentoring is that our
trainees are required to have a flock of some kind or a definite current
ministry. In a pioneer field the flock may begin with one’s family and
grow into a church or cell. Trainees put into practice immediately
what we help them plan and prepare for, with their flock or ministry
group.

Classroom. When teaching long ago in the original, traditional
Honduran Bible Institute, like many other educators in pioneer fields we
often enrolled single young people who were not proven in service and thus
failed to meet the biblical requirements for an elder. They were not
mature enough to start a church or lead a group that includes mature heads
of families. Graduates who became pastors did so because they studied a
certain number of years for a diploma that demonstrated that they could
recapitulate memorized material for examinations.

2c

Size of Group

Mentoring. We seek to keep the group small enough to listen and
respond to each student-worker. They help each one plan what his people
will do the next few weeks. Christ occasionally took three of the twelve
apart for special counsel.

Classroom. We often seek larger classes. Floor space sometimes
determined class size rather than learning dynamics.

2d

Duration of Training by
Instructors

Mentoring. We continue intensive mentoring until new leaders and
churches no longer need it. The interaction is too time-consuming to
continue indefinitely. Christ phased it out with the twelve, as Paul did
with Titus whom he left in Crete to prepare others
(Titus 1:5-9).

He also left Timothy in
Ephesus to do the same (2 Tim.
2:2). Once a leader can carry on ministry without the mentor's help or a
church is functioning well, mentors phase out the personal interaction.
Ongoing training then takes the form of more conventional lectures or
workshops. Mentoring resumes, however, for a special need such as a change
in ministry or a personal matter, such as when Paul wrote Philemon, a
house church leader, about a matter of slavery. In this sense, mentoring
never ends.

Classroom. Degree requirements, class schedules and semester
calendars determine the duration of our teaching, often without reference
to the maturity of a student's church or ministry
development.

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3. Relationships

3a

Between Instructor and
Student

Mentoring. As mentors, we show love, care and interest. Paul
shed tears for new leaders in training (Acts 20:31).

Classroom. For leaders who are mature enough to make their own
application of the material, our main concern is normally less personal
and focuses on how well students grasp the subject.

3b

Between Students

Mentoring. As we see among Jesus' disciples and in Paul's
apostolic bands, we enable interaction between trainees who serve one
another and participate together in current ministry. No students worked
alone. They traveled by twos or small groups to minister while they
learned.

Classroom. We give only minor attention to students' interaction
except for special events or to keep order.

3c

Interaction with Churches

Mentoring. We train leaders as part of normal church life. After
Pentecost, training took place while raising up or shepherding
congregations, also as apostolic bands traveled to sow the seed in new
areas. Wherever the apostles made disciples churches or urban cells
multiplied. Cells are small churches and may be part of a larger one. New
Testament churches met in homes and were part of an interactive, citywide
'church' that was a network of tiny house churches or cells.

Classroom. Imbalance in education easily occurs when we limit
teaching exclusively to an institution isolated from the rest of the Body
of Christ. Even in a church building, classroom teaching can be quite
disconnected from the life of the church members and the
community.

3d

Interaction with Society

Mentoring. We keep new leaders in touch with current events that
affect their work. John the Baptist’s imprisonment and death, for example,
profoundly affected Jesus’ disciples. Paul's companions were constantly
affected by community events such as the riot in
Ephesus. We make sure that our
students’ deal immediately with community matters that relate to
their faith and morals.

Classroom. Patterson relates, "Early in my ministry, while
teaching in an institution, I purposely shielded students from outside
influences." Imbalance occurs if new leaders have little or no involvement
with outside society, and deal with current events only to prepare for
ministry in the far future.

3e

View of Students

Mentoring. Our image of the leaders-in-training includes hands
to serve, feet to spread the gospel and heart to obey Jesus in love--a
balanced body. We consider them as student-workers or apprentice-pastors
who serve in a ministry from the beginning. We help them take on more and
more responsibility as Paul did, while they grow in knowledge and skill.

Classroom. Patterson explains, "In our traditional Honduran
Bible Institute before we mentored, we gave more attention to scholarship.
We expected our trainees to be good students, but not necessarily
servant-leaders. Classroom teaching sometimes aims too exclusively at a
student’s ears and brains."

3f

Formality of the Educational
Structure

Mentoring. Mentoring can be informal and spontaneous, or totally
formal with scheduled sessions and policies as firmly structured as for
classroom training. We give the wrong impression to say it is
always "non-formal." At Western Seminary, we do it in a very
formal, highly disciplined way for graduate credit.

Patterson relates that in
Honduras,
after they began mentoring, pastors received all formal training by
mentoring for the first two or three years, or until their churches were
doing all the ministries that the New Testament requires. Their
menu required core modules, done in the order that a new church
needed them. A good menu monitors progress by both the student and his
church, leading to certificates for well-defined levels of church
development.

Some prefer the term ‘coaching’ instead of mentoring, but it falls
short of the serious note that we find in mentoring in the New Testament.
Jesus and Paul did not train new leaders the same way they taught the
public. When Jesus taught the crowds by the sea His classroom was a beach.
To mentor a smaller group of new leaders, however, He turned, climbed a
hill and sat with them to converse.

We discredit mentoring is if we assume that it is only for students
with a problem, or only an occasional unscheduled chat in a teacher’s
office or hallway. The fact that it often places more emphasis on the
immediate implementation of learning content should not lead us to assume
that its structure must be less formal.

Classroom. Formality is consistent; classrooms and degrees
require a formal approach to education. More emphasis is put on cognitive
content and standard examinations.

3g

Organizing to Educate

Mentoring. We try to serve in harmony as a team or interactive
body, as Scripture requires in 1 Corinthians 12, Romans 12 and Ephesians
4:11-16. A mentor serves those with other spiritual gifts while they serve
him with theirs. Normally we work closely with a church or network of
churches, or an educational arm of the churches or mission agency focused
on churches.

Classroom. We organize in departments for the sake of
specialization. Imbalance occurs when we isolate our teaching from other
New Testament ministries, or if we isolate our educational institution
from churches.

3h

Church Participation in
Curriculum and Learning Activities

Mentoring. We help congregations to provide the arena for
training leaders. New Testament churches sent out apostles to make
disciples in neglected areas and trained the new leaders in the process.

Classroom. Church participation in classroom training is nil or
perfunctory if we ask pastors merely to recommend a theological student.
We also weaken our students’ application of material if we implement
internships too long after regular learning has taken place—or too late
for meaningful involvement by the church in curriculum
development.

3i

Team Ministry

Mentoring. We view team ministry as the New Testament norm, not
merely an option. Every passage that describes how to use spiritual gifts
requires it. We ask other mentors to help students with special needs. A
trainer and students serve as a team. Teams are temporary and
task-focused, not permanent; no permanent apostolic teams appear in the
New Testament.

Classroom. We seldom teach as a team or require teamwork of
students for most of what they learn.

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4. Recognition of Student's
Work

4a

Recognition of
Achieve-ment

Mentoring. We recognize pastoral or evangelistic achievement.
Assessment of learning depends mainly on results in ministry. Teaching is
good only if the students do good ministry. Paul the apostle did not rely
on written credentials (neither did he condemn them).

Classroom. We praise students who do well on tests and
acknowledge achievement with diplomas, degrees, certificates or public
honors.

4b

Motivation

Mentoring. We help students to aim for effective service for
Christ and His church and to obey Him in love (John 14:15; Hebrews 13:17).

Classroom. We urge students to aim for good grades and, although
inadvertently, to compete for honors. Do we dare mention here that
competition, if it leads to rivalry, is listed in Scripture with murder,
drunkenness and adultery as a wicked work of the flesh!

4c

Professional Recognition

Mentoring. We normally are not concerned with professional
credentials. Mentoring, even when producing excellent results, usually
goes unrecognized by education institutions. Field practitioners who value
results higher than formal credentials recognize skill acquisition.

Classroom. Institutional recognition opens doors for paid
positions and offers credentials that are widely
accepted.

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5. Objectives and
Commitments

5a

Vision and
Long
Range Purpose

Mentoring. We aim for the same results as the apostles had;
wherever they mentored new leaders, new churches multiplied.

Classroom. We often aim with stronger emphasis for such ideals
as academic excellence, increased enrollment, growth of the institution
and its positive image.

5b

Students' Commitment

Mentoring. Student-leaders commit to a shepherding ministry from
the outset of their training, at least to shepherding their own families
as the core of a new cell group or church. Their education integrates more
and more practice of pastoral skills as they move forward. We push them
into the swimming pool from the very beginning--but into the shallow end,
requiring that they do only what their level of training allows. They do
no pulpit oratory, for example, while still taking child's steps as new
leaders.

Classroom. Our students often commit more consciously to
completing units of study or degree programs. In some programs, they
commit to internships that are quite separate from classroom
learning.

5c

Teacher's Commitment

Mentoring. We commit to listen or in some other way learn first
what the student is doing with his church or people, to detect current
needs and ministry opportunities. Mentoring for us includes modeling the
corresponding skills. We mix fieldwork with teaching the Word, history,
doctrine and any other relevant discipline. We work in cooperation with
other instructors or mentors with skills in areas that we lack. We help
students plan activities for their churches or ministry groups, and hold
them accountable to follow through.

Classroom. We commit more consciously to prepare our
presentation well, assign ample reading that is relevant to the subject,
and communicate in a way that assures understanding.

5d

Who Benefits

Mentoring. Mainly inexperienced leaders need mentoring, or those
who are experienced but are making a career change or are introducing a
new ministry or project for which they lack orientation.

Classroom. Institutional education is most effective for those
who require mastery of vast amounts of systematic knowledge.

5e

Ability to Resist False
Doctrine

Mentoring. Training new leaders by mentoring is more common in
newer mission fields where movements of church reproduction take
place spontaneously (that is, without extensive financial help and control
from outsiders), also in churches in which small groups reproduce
spontaneously. A fervent faith in Christ, awareness of the work of the
Holy Spirit in people’s lives and devotion to the Word of God almost
universally characterize such movements. Mentoring in this context has an
almost universal record of conservative, Christ-centered teaching by
people filled with the Holy Spirit. The only false doctrine that appears
to be very common is legalism, which is characteristic of such church
planting movements no matter how new leaders are trained, because
appreciation of God’s grace requires a degree of maturity and knowledge of
His Word.

In animistic cultures, it also takes time to abandon fetishes and
superstitions, but no more time than what is common under traditionally
trained leaders.

Classroom. Historically, traditional academic theological
institutions have bred far more false doctrine (non-biblical, excessively
rationalistic, dishonoring to Christ). In some areas, it is hard to find a
seminary that teaches the authority of the Word of God and strongly
focuses on Jesus Christ. Especially in older seminaries and Christian
colleges, teachers often spend much of their time correcting the errors of
the last generation of professors.

5f

View of Leadership for Those
Trained

Mentoring. We evaluate leadership more from a church's view. We
consider students to be leaders only if they lead. Simply teaching is not
leading. We must move our people from one point to another. This movement
includes growth in Christ-like character, which requires a corresponding
increase in ministry involvement by serving others in a practical way.
True leaders initiate and continually improve those ministries that the
New Testament requires of a church, and bring a high percentage of their
flock into active service.

Classroom. Patterson recalls how he trained new leaders in the
original Honduran Bible Institute. "I failed to balance classroom
instruction with reeal mentoring. As a result students confused leading
with merely teaching and led few people in their churches into active
ministry."

5g

Reproduction Dynamics

Mentoring. Where the greatest need is to multiply churches or
cells, we train in a way that new student-workers imitate and pass on at
once, training others who train still others. Jesus commanded His
disciples to do only what they had seen Him do first in a way that they
could easily imitate. Paul told the Corinthians to be imitators of him as
he imitated Christ (1 Corinthians 11.1). He trained Timothy and Titus in a
chain reaction; one trained others who immediately began training still
others (2 Timothy 2:2; Titus 1:5). New leaders begin almost from the
beginning to train newer leaders in newer churches or cells. Jethro
advised Moses in Exodus 18 along similar lines. For new leaders mentors
'lower' pastoral training standards until they are simply biblical, to
facilitate reproduction.

Classroom. Reproduction is seldom a conscious purpose of our
teaching, except when we expect graduate students to teach the same
subject in the same or a similar institution. Institutional pastoral
training seldom relates instruction to church multiplication.

5h

Adaptation to Political and
Economic Factors

Mentoring. Roughly one third of the world’s people for political
reasons have little or no access to institutional training and require
secret Mentoring. Another large segment of the world’s population
know mentoring as their dominant learning style, which enables teaching
content to be transferable as in 2 Timothy 2:2, for multiply churches or
cells.

Classroom. Institutional theological education adapts better to
the following conditions. 1) Sufficient affluence to build campuses and
pay salaries and tuition. 2) High enough education level to assimilate
intensive input. 3) Enough well established churches to employ and benefit
from professionally trained clergy.

5i

Source of Income

Mentoring. Mentoring new leaders is not normally a viable source
of income. We do not view it, by itself, as a professional vocation but
rather as one of several duties required by the New Testament of any
leader. The pastors we train by mentoring consider that to mentor others
is a normal and biblical pastoral duty, the same as preaching, giving
member care or serving Communion, for which they do not normally charge a
special fee.

Classroom. We often view teaching as the main duty of a salaried
Christian leader, and therefore as a viable source of
income.

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6. Teaching Methods

6a

Criteria for Using Technology
to Communicate

Mentoring. When modeling pastoral skills or other activities
that new leaders are to imitate and pass on, we use only equipment that is
available to them--the light baton for rapid church multiplication.
Especially when training workers for a pioneer field, we use only those
aids that provide an affordable and reproducible model.

Classroom. For training mature leaders, we often seek the latest
and highest technology that budgets allow. The primary concern for
selecting equipment is effective classroom communication, usually without
considering if the method is transferable to others in the students'
field.

6b

Teaching Style

Mentoring. We give much emphasis to modeling pastoral skills,
discipline and character, on the job. We respond at once to students'
ministry needs and opportunities, by observing, listening, encouraging and
demonstrating skills. Such demonstration, if not possible in a church
context, often takes the form of role-playing. Jesus did not simply
lecture, or teach leaders-in-training what they could learn for
themselves. For example, He answered questions with questions such as
"What do you read in the Law?" Interaction is evident in much of Jesus'
teaching, as He responded to questions and comments. We consider this
interaction to be especially important if one’s ministry or church is
new.

Classroom. While lecturing, we do not normally encourage much
interaction with or between students.

6c

Teaching Process

Mentoring. Training includes modeling skills and discussion
sessions. In discussion sessions we normally do six things.

Pray for guidance.

Listen to each student’s report on
work done and the condition of the people they are mentoring, pastoring,
discipling or serving in some other way.

Plan. Normally a student’s plans
flow from the report; we ask students what they plan to do with their
people and—often more important—what their people will do. Plans are
usually specific things to be done in the next week or two. We often use a
menu that lists ministry options to facilitate planning. Help each

Review studies done.

Assign new studies.
Normally these correspond to the plans.

Pray for power to carry out the
specific plans.

Classroom. Research and subject mastery, lesson objectives,
organization of material and choice of learning exercises precede
delivery. We give more importance to our responsibility to communicate
knowledge than to the student’s ability to pass it on immediately to
others.

6d

When Trainers Prepare What They
Impart

Mentoring. Extensive preparation by the instructor often takes
place after listening to a student’s report on personal or a
church’s needs or ministry opportunities, instead of before a session.
That is, we use the menu approach to teach in response to current needs of
students or their churches. We listen first as students relate their
church’s progress. We ask questions. Then, normally over the next week or
two, we prepare studies to deal with the needs and ministry opportunities
that students reported. The resulting materials usually prove helpful also
for other trainees.

Classroom. We normally prepare class material and outlines
before entering the classroom.

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7. Application and Order
of Presentation of Teaching Content

7a

How Soon Students Apply What Is
Taught

Mentoring. We expect immediate application to a new leader's
life, family, society, cell or church.

Classroom. We expect application but not normally as immediate.
We seldom apply our teaching to immediate ministry opportunities that
students currently face. Sometimes we hope only for some vague future
application.

7b

Curriculum taxonomy (categories
of topics and activities)

Mentoring. We categorize truths under verbs--titles urge action.
We form our teaching content around church, community or family
activities. Teaching modules deal with action balanced with
abstraction. We present doctrinal truths together with plans to edify the
church body at its current stage of growth. We link abstract content to
preparation for immediate tasks such as when Christ gave instruction to
the 70 to evangelize Judean villages (Luke 10).

Classroom. We categorize truth more often under titles that use
static, abstract nouns. We present material in a logical and analytical
order, comparing similar concepts and listing them together. A unit might
deal with all of God's attributes, for example, rather than focusing on
one of them and using it to define tomorrow's ministry plans, by
developing its application for our people’s lives.

7c

Scope of Focus

Mentoring. We integrate widely different disciplines and
applications, focusing them all on the edification of a person, project or
church body, which is the integrating factor. Each of Paul's epistles
taught a variety of doctrines bundled together but related to the current
life of a congregation or individual dealing with others. We verifying
first what a particular student's church or ministry requires.

Classroom. We limit instruction normally to an area that is
well-defined in analytical and logical terms. We relate the subject to
other disciplines only when a logical presentation requires it. Focus from
an intellectual viewpoint is often sharper because it is limited to one
area.

7d

Holistic Ministry

Mentoring. Greater flexibility facilitates holistic education
tied closely to field ministry. We deal in the same session with whatever
disciplines help to edify the students and their churches or whomever they
serve.

Classroom. Sessions tend to limit their scope to one area of
cognitive focus.

7e

Order of Presentation of
Content

Mentoring. We often use a menu. Students select content
from different sources as required by current situations. Jesus said a
good teacher in the Kingdom of
God is like a householder who
brings forth treasures from his storehouse, things both new and old (Matt.
13:52). Extensive preparation
of material often follows a session, in response to students’
reports of needs or ministry opportunities.

Classroom. We prepare material ahead of class time and normally
limit it to one subject. We follow its outline
closely.

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8. Materials and
Sources

8a

Use of Materials

Mentoring. We use any relevant material. If we write, edit or
compile materials, we present it in a menu format so that new leaders can
easily select options that edify their people at their current stage of
development and need. For example, the pastoral training program Train
& Multiply uses a menu approach with 63 small textbooks, so that
students and trainers can easily select material written specifically for
current needs, problems or ministry opportunities of a student's new
church or cell.

Classroom. Our teaching and reading assignments often follow one
or more textbooks written specifically for the subject, with little
emphasis on options.

8b

Authority and
Foundations

Mentoring. Since mentoring is discipling on a leader level, we
base it on the divine authority of our Lord Jesus Christ and His apostles.
Jesus commands us explicitly in Matthew 28:18-20 to make disciples by
teaching them to obey His specific commands. The first New Testament
church in Acts 2 exhibited this obedience by obeying all of Jesus' basic
commands. He commanded over 40 things, which can be summarized in the
seven basic commands that the first disciples obeyed in Acts 2:37-47:
repentance and faith, baptism, breaking bread, love (seen in their
fellowship), prayer, giving and making disciples.

Jesus’ commands form the foundation for all ministry; He is the Rock.
Building on it means to obey His words (Matt. 7:24-27). Bible doctrine per se is not the
foundation; Christ and our relationship with Him are. We establish first a
relationship of loving, childlike obedience to Jesus (John 14:15; 15:14). This is foundational--the first floor of
the 'building.' The written Word and doctrine are the second and third
stories and on up forever. For all eternity we will learn more about God.
New Testament curriculum builds upon the commands of Jesus and His
apostles, so that students' churches soon practice all ministries that
God requires.

Classroom. We recognize the authority of Scripture, but give
less attention to building ministry on the foundation of obedience to the
specific commands of Jesus. Patterson recalls, "When teaching in our
Honduran Bible Institute I failed to balance abstract doctrine with
obedience to Jesus’ commands and students overlooked submission to the
living Word Jesus Christ. They considered the foundation of theological
education to be only knowledge of the written Word, expressed in
propositions."

8c

Use of Scripture

Mentoring. We use the Bible, especially the New Testament, not
only as content for teaching but also as the norm for how our people
practice evangelism, confirm repentance, organize churches, conduct
worship, relate to other congregations, train leaders and deploy
missionaries.

Classroom. Patterson explains, "When teaching in the original
Honduran Bible Institute I used the Bible almost exclusively as content
for my teaching. Our churches as a result seldom used Scripture as the
norm for the way they practiced many of the activities required by the New
Testament."

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9. The Responsibility for
Training New Pastors

9a

Primary Responsibility

Mentoring. We aim for pastors (shepherding elders) to take the
main responsibility and initiative to train the workers for a neglected
area. A mission agency or educational program may provide guidelines,
tools and some help with teaching, but should not take the primary
responsibility from pastors. In pioneer mission fields, for churches to
take this responsibility is essential for normal church multiplication. A
church's apostles (the 'sent ones' that Ephesians 4:11-12 promises to all churches) start the process
in a neglected area, as we see in 2 Timothy 2:2 and Titus 1:5.

Classroom. Faculty of an educational institution tends to assume
the main responsibility for preparing mature Christian leaders. In the
original Honduran Bible Institute, our faculty lacked pastoral gifting;
therefore, we produced preachers but not pastors. Students taught well but
did not shepherd their flocks by leading it into the gift-based ministries
required by the New Testament.

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Related Reading

Borren, Jean, Mentoring Beginning Teachers
(York, ME,
Stenhouse Publishers, 2000).

Guiding, reflecting, coaching

Galbraith, Michael, Mentoring: New Strategies and Challenges (San
Francisco, Jossey-Bass, 1995).

Garrison, David, Church Planting Movements (International Mission
Board, n.d.).

This short book is not about mentoring but reveals
how non-formal training forms an essential part of people movements.

Parks, Sharon, Big Questions, Worthy Dreams (San
Francisco, Jossey-Bass, 2000).

Mentoring young adults in their search for meaning,
purpose and faith.

Patterson, George, Train and Multiply Workshop Workbook. Download from
Downloads page on http://www.mentorandmultiply.com/.

For introducing mentoring into organizations that
know only traditional institutional education.

Sinetar, Marsha, The Mentor’s Spirit (New York, St. Martin’s Press,
1998).

Life lessons in leadership and the art of
encouragement

Send comments to:
[email-masked]

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