Classroom = Instruction and Mentoring Compared

Classroom Instruction = and=20 Mentoring Compared

George Patterson =

with = Galen=20 Currah & Enoch Wan

Published in Global Missiology, Contemporary = Practice,=20 Oct. 2003, www.globalmissiology.net

Download=20 PDF version

The comparisons listed below refer to = mentoring=20 new Christian leaders. We mentor them the way Jesus and His = apostles did.=20 Pioneer fields especially require mentoring for new pastors and cell = leaders,=20 until churches are reproducing and doing what the New Testament = requires. We=20 compare mentoring and lecture not to show that one is better but that we = need=20 balance between the two as churches mature. The authors do both. To = multiply=20 churches or cells, educators must do both.

Both methods can impart the inspired Word, prepare leaders and exalt = Christ.=20 Both are essential, depending on the level of development. Tradition = exalts=20 lecture beyond reason and overlooks much-needed mentoring. We = plead for=20 balance. The comparisons show clearly why we need = both.

Index

Introduction

1. Physical=20 Factors

2. General = Acceptance and=20 Enrollment Factors

3.=20 Relationships

4. Recognition of = Student's=20 Work

5. Objectives and=20 Commitments

6. Teaching=20 Methods

7. Application and = Order of=20 Presentation of Teaching Content

8. Materials and=20 Sources

9. The = Responsibility for=20 Training New Pastors

Related=20 Reading

1. Physical = Factors

Amount of Time = Required

Mentoring. Training new leaders is time-consuming. Paul = mentored=20 Timothy and Titus by spending much time with them and giving them = fatherly=20 care. When they matured in the faith and outgrew the need for such = intensive care Paul left them to train other leaders. Their = mentoring=20 tapered off but they kept it up as they passed on what they = learned from=20 Paul to newer leaders. Just as newborn babies need much personal=20 attention, new leaders and new churches need mentoring until they = are=20 doing what the New Testament requires for them.

Classroom. Classroom teaching is more time-effective. It = works=20 well for more mature leaders who no longer need the intensive = care, and=20 whose flocks are doing the things the New Testament = requires.

Location

Mentoring. Location is not important as long as two-way=20 communication occurs between all present.

Classroom. When we lecture a large group of mature = leaders we=20 normally prefer a classroom designed for one-way = communication.

Seating = Arrangement

Mentoring. Our trainees form a circle or some other = arrangement=20 that allows maximum interaction. When modeling skills we walk (or = ride)=20 together or sit around a table as at the Last Supper,

Classroom. Our students usually face the same way, = seeing mainly=20 the backs of other students' heads.

Frequency of = Sessions

Mentoring. Where mentoring is the primary method of = training new=20 leaders, such as among those who use Train And=20 Multiply^TM, sessions are less frequent, with = more=20 reading and fieldwork done between sessions. Patterson relates = that he=20 normally held sessions every two weeks when he developed = Train And=20 Multiply in=20 = Honduras.= =20 We meet more often for very new churches and less often for those = who live=20 far away, or for whom transportation is difficult for other=20 reasons.

Classroom. Classes are normally daily for regular = students in=20 institutional degree programs. For a particular course, sessions = are=20 commonly two or three times a = week.

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2. General = Acceptance and=20 Enrollment Factors

General = Acceptance

Mentoring. Mentoring as a vital part of Western = Evangelical=20 theological education has limited acceptance. Relatively few = educators=20 mentor in a disciplined way or teach the value of it. We observe = in=20 movements where churches reproduce, however, that someone is = mentoring=20 new leaders in some way.

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

Require-ments for = Enrollment=20 and Field Work

Mentoring. We train potential leaders who meet the = biblical=20 qualifications for 'elders' who are spiritually mature and, for = example,=20 keep their children in order. They normally do not add to the = Biblical=20 requirements, lest they deny the pastoral vocation to persons whom = God has=20 gifted for it. Crucial to our understanding of mentoring is that = our=20 trainees are required to have a flock of some kind or a definite = current=20 ministry. In a pioneer field the flock may begin with one=92s = family and=20 grow into a church or cell. Trainees put into practice = immediately=20 what we help them plan and prepare for, with their flock or = ministry=20 group.

Classroom. When teaching long ago in the original, = traditional=20 Honduran Bible Institute, like many other educators in pioneer = fields we=20 often enrolled single young people who were not proven in service = and thus=20 failed to meet the biblical requirements for an elder. They were = not=20 mature enough to start a church or lead a group that includes = mature heads=20 of families. Graduates who became pastors did so because they = studied a=20 certain number of years for a diploma that demonstrated that they = could=20 recapitulate memorized material for examinations.

Size of = Group

Mentoring. We seek to keep the group small enough to = listen and=20 respond to each student-worker. They help each one plan what his = people=20 will do the next few weeks. Christ occasionally took three of the = twelve=20 apart for special counsel.

Classroom. We often seek larger classes. Floor space = sometimes=20 determined class size rather than learning dynamics.

Duration of = Training by=20 Instructors

Mentoring. We continue intensive mentoring until new = leaders and=20 churches no longer need it. The interaction is too time-consuming = to=20 continue indefinitely. Christ phased it out with the twelve, as = Paul did=20 with Titus whom he left in Crete to prepare = others=20 (Titus 1:5-9).

He also left Timothy in=20 Ephesus to do the same = (2 Tim.=20 2:2). Once a leader can carry on ministry without the mentor's = help or a=20 church is functioning well, mentors phase out the personal = interaction.=20 Ongoing training then takes the form of more conventional lectures = or=20 workshops. Mentoring resumes, however, for a special need such as = a change=20 in ministry or a personal matter, such as when Paul wrote = Philemon, a=20 house church leader, about a matter of slavery. In this sense, = mentoring=20 never ends.

Classroom. Degree requirements, class schedules and = semester=20 calendars determine the duration of our teaching, often without = reference=20 to the maturity of a student's church or ministry=20 development.

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3. = Relationships

Between Instructor = and=20 Student

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

Classroom. For leaders who are mature enough to make = their own=20 application of the material, our main concern is normally less = personal=20 and focuses on how well students grasp the subject.

Between = Students

Mentoring. As we see among Jesus' disciples and in = Paul's=20 apostolic bands, we enable interaction between trainees who serve = one=20 another and participate together in current ministry. No students = worked=20 alone. They traveled by twos or small groups to minister while = they=20 learned.

Classroom. We give only minor attention to students' = interaction=20 except for special events or to keep order.

Interaction with = Churches=20

Mentoring. We train leaders as part of normal church = life. After=20 Pentecost, training took place while raising up or shepherding=20 congregations, also as apostolic bands traveled to sow the seed in = new=20 areas. Wherever the apostles made disciples churches or urban = cells=20 multiplied. Cells are small churches and may be part of a larger = one. New=20 Testament churches met in homes and were part of an interactive, = citywide=20 'church' that was a network of tiny house churches or cells. =

Classroom. Imbalance in education easily occurs when we = limit=20 teaching exclusively to an institution isolated from the rest of = the Body=20 of Christ. Even in a church building, classroom teaching can be = quite=20 disconnected from the life of the church members and the=20 community.

Interaction with = Society

Mentoring. We keep new leaders in touch with current = events that=20 affect their work. John the Baptist=92s imprisonment and death, = for example,=20 profoundly affected Jesus=92 disciples. Paul's companions were = constantly=20 affected by community events such as the riot in=20 Ephesus. We make sure = that our=20 students=92 deal immediately with community matters that = relate to=20 their faith and morals.

Classroom. Patterson relates, "Early in my ministry, = while=20 teaching in an institution, I purposely shielded students from = outside=20 influences." Imbalance occurs if new leaders have little or no = involvement=20 with outside society, and deal with current events only to prepare = for=20 ministry in the far future.

View of = Students

Mentoring. Our image of the leaders-in-training includes = hands=20 to serve, feet to spread the gospel and heart to obey Jesus in = love--a=20 balanced body. We consider them as student-workers or = apprentice-pastors=20 who serve in a ministry from the beginning. We help them take on = more and=20 more responsibility as Paul did, while they grow in knowledge and = skill.=20

Classroom. Patterson explains, "In our traditional = Honduran=20 Bible Institute before we mentored, we gave more attention to = scholarship.=20 We expected our trainees to be good students, but not necessarily=20 servant-leaders. Classroom teaching sometimes aims too exclusively = at a=20 student=92s ears and brains."

Formality of the = Educational=20 Structure

Mentoring. Mentoring can be informal and spontaneous, or = totally=20 formal with scheduled sessions and policies as firmly structured = as for=20 classroom training. We give the wrong impression to say it is=20 always "non-formal." At Western Seminary, we do it in a = very=20 formal, highly disciplined way for graduate credit.

Patterson relates that in=20 = Honduras,= =20 after they began mentoring, pastors received all formal training = by=20 mentoring for the first two or three years, or until their = churches were=20 doing all the ministries that the New Testament requires. Their=20 menu required core modules, done in the order that a new = church=20 needed them. A good menu monitors progress by both the student and = his=20 church, leading to certificates for well-defined levels of church=20 development.

Some prefer the term =91coaching=92 instead of mentoring, but = it falls=20 short of the serious note that we find in mentoring in the New = Testament.=20 Jesus and Paul did not train new leaders the same way they taught = the=20 public. When Jesus taught the crowds by the sea His classroom was = a beach.=20 To mentor a smaller group of new leaders, however, He turned, = climbed a=20 hill and sat with them to converse.

We discredit mentoring is if we assume that it is only for = students=20 with a problem, or only an occasional unscheduled chat in a = teacher=92s=20 office or hallway. The fact that it often places more emphasis on = the=20 immediate implementation of learning content should not lead us to = assume=20 that its structure must be less formal.

Classroom. Formality is consistent; classrooms and = degrees=20 require a formal approach to education. More emphasis is put on = cognitive=20 content and standard examinations.

Organizing to = Educate

Mentoring. We try to serve in harmony as a team or = interactive=20 body, as Scripture requires in 1 Corinthians 12, Romans 12 and = Ephesians=20 4:11-16. A mentor serves those with other spiritual gifts while = they serve=20 him with theirs. Normally we work closely with a church or network = of=20 churches, or an educational arm of the churches or mission agency = focused=20 on churches.

Classroom. We organize in departments for the sake of=20 specialization. Imbalance occurs when we isolate our teaching from = other=20 New Testament ministries, or if we isolate our educational = institution=20 from churches.

Church = Participation in=20 Curriculum and Learning Activities

Mentoring. We help congregations to provide the arena = for=20 training leaders. New Testament churches sent out apostles to make = disciples in neglected areas and trained the new leaders in the = process.=20

Classroom. Church participation in classroom training is = nil or=20 perfunctory if we ask pastors merely to recommend a theological = student.=20 We also weaken our students=92 application of material if we = implement=20 internships too long after regular learning has taken place=97or = too late=20 for meaningful involvement by the church in curriculum=20 development.

Team Ministry =

Mentoring. We view team ministry as the New Testament = norm, not=20 merely an option. Every passage that describes how to use = spiritual gifts=20 requires it. We ask other mentors to help students with special = needs. A=20 trainer and students serve as a team. Teams are temporary and=20 task-focused, not permanent; no permanent apostolic teams appear = in the=20 New Testament.

Classroom. We seldom teach as a team or require teamwork = of=20 students for most of what they = learn.

Top=20 of page =97 Index

4. Recognition of = Student's=20 Work

Recognition of=20 Achieve-ment

Mentoring. We recognize pastoral or evangelistic = achievement.=20 Assessment of learning depends mainly on results in ministry. = Teaching is=20 good only if the students do good ministry. Paul the apostle did = not rely=20 on written credentials (neither did he condemn them).

Classroom. We praise students who do well on tests and=20 acknowledge achievement with diplomas, degrees, certificates or = public=20 honors.

Motivation

Mentoring. We help students to aim for effective service = for=20 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=20 inadvertently, to compete for honors. Do we dare mention here that = competition, if it leads to rivalry, is listed in Scripture with = murder,=20 drunkenness and adultery as a wicked work of the = flesh!

Professional = Recognition

Mentoring. We normally are not concerned with = professional=20 credentials. Mentoring, even when producing excellent results, = usually=20 goes unrecognized by education institutions. Field practitioners = who value=20 results higher than formal credentials recognize skill = acquisition.

Classroom. Institutional recognition opens doors for = paid=20 positions and offers credentials that are widely=20 accepted.

Top=20 of page =97 Index

5. Objectives and=20 Commitments

Vision and=20 Long=20 Range Purpose

Mentoring. We aim for the same results as the apostles = had;=20 wherever they mentored new leaders, new churches multiplied. =

Classroom. We often aim with stronger emphasis for such = ideals=20 as academic excellence, increased enrollment, growth of the = institution=20 and its positive image.

Students' = Commitment

Mentoring. Student-leaders commit to a shepherding = ministry from=20 the outset of their training, at least to shepherding their own = families=20 as the core of a new cell group or church. Their education = integrates more=20 and more practice of pastoral skills as they move forward. We push = them=20 into the swimming pool from the very beginning--but into the = shallow end,=20 requiring that they do only what their level of training allows. = They do=20 no pulpit oratory, for example, while still taking child's steps = as new=20 leaders.

Classroom. Our students often commit more consciously to = completing units of study or degree programs. In some programs, = they=20 commit to internships that are quite separate from classroom=20 learning.

Teacher's = Commitment

Mentoring. We commit to listen or in some other way = learn first=20 what the student is doing with his church or people, to detect = current=20 needs and ministry opportunities. Mentoring for us includes = modeling the=20 corresponding skills. We mix fieldwork with teaching the Word, = history,=20 doctrine and any other relevant discipline. We work in cooperation = with=20 other instructors or mentors with skills in areas that we lack. We = help=20 students plan activities for their churches or ministry groups, = and hold=20 them accountable to follow through.

Classroom. We commit more consciously to prepare our=20 presentation well, assign ample reading that is relevant to the = subject,=20 and communicate in a way that assures understanding.

Who = Benefits

Mentoring. Mainly inexperienced leaders need mentoring, = or those=20 who are experienced but are making a career change or are = introducing a=20 new ministry or project for which they lack orientation.

Classroom. Institutional education is most effective for = those=20 who require mastery of vast amounts of systematic = knowledge.

Ability to Resist = False=20 Doctrine

Mentoring. Training new leaders by mentoring is more = common in=20 newer mission fields where movements of church reproduction = take=20 place spontaneously (that is, without extensive financial help and = control=20 from outsiders), also in churches in which small groups reproduce=20 spontaneously. A fervent faith in Christ, awareness of the work of = the=20 Holy Spirit in people=92s lives and devotion to the Word of God = almost=20 universally characterize such movements. Mentoring in this context = has an=20 almost universal record of conservative, Christ-centered teaching = by=20 people filled with the Holy Spirit. The only false doctrine that = appears=20 to be very common is legalism, which is characteristic of such = church=20 planting movements no matter how new leaders are trained, because=20 appreciation of God=92s grace requires a degree of maturity and = knowledge of=20 His Word.

In animistic cultures, it also takes time to abandon fetishes = and=20 superstitions, but no more time than what is common under = traditionally=20 trained leaders.

Classroom. Historically, traditional academic = theological=20 institutions have bred far more false doctrine (non-biblical, = excessively=20 rationalistic, dishonoring to Christ). In some areas, it is hard = to find a=20 seminary that teaches the authority of the Word of God and = strongly=20 focuses on Jesus Christ. Especially in older seminaries and = Christian=20 colleges, teachers often spend much of their time correcting the = errors of=20 the last generation of professors.

View of Leadership = for Those=20 Trained

Mentoring. We evaluate leadership more from a church's = view. We=20 consider students to be leaders only if they lead. Simply teaching = is not=20 leading. We must move our people from one point to another. This = movement=20 includes growth in Christ-like character, which requires a = corresponding=20 increase in ministry involvement by serving others in a practical = way.=20 True leaders initiate and continually improve those ministries = that the=20 New Testament requires of a church, and bring a high percentage of = their=20 flock into active service.

Classroom. Patterson recalls how he trained new leaders = in the=20 original Honduran Bible Institute. "I failed to balance classroom=20 instruction with reeal mentoring. As a result students confused = leading=20 with merely teaching and led few people in their churches into = active=20 ministry."

Reproduction = Dynamics

Mentoring. Where the greatest need is to multiply = churches or=20 cells, we train in a way that new student-workers imitate and pass = on at=20 once, training others who train still others. Jesus commanded His=20 disciples to do only what they had seen Him do first in a way that = they=20 could easily imitate. Paul told the Corinthians to be imitators of = him as=20 he imitated Christ (1 Corinthians 11.1). He trained Timothy and = Titus in a=20 chain reaction; one trained others who immediately began training = still=20 others (2 Timothy 2:2; Titus 1:5). New leaders begin almost from = the=20 beginning to train newer leaders in newer churches or cells. = Jethro=20 advised Moses in Exodus 18 along similar lines. For new leaders = mentors=20 'lower' pastoral training standards until they are simply = biblical, to=20 facilitate reproduction.

Classroom. Reproduction is seldom a conscious purpose of = our=20 teaching, except when we expect graduate students to teach the = same=20 subject in the same or a similar institution. Institutional = pastoral=20 training seldom relates instruction to church = multiplication.

Adaptation to = Political and=20 Economic Factors

Mentoring. Roughly one third of the world=92s people for = political=20 reasons have little or no access to institutional training and = require=20 secret Mentoring. Another large segment of the world=92s = population=20 know mentoring as their dominant learning style, which enables = teaching=20 content to be transferable as in 2 Timothy 2:2, for multiply = churches or=20 cells.

Classroom. Institutional theological education adapts = better to=20 the following conditions. 1) Sufficient affluence to build = campuses and=20 pay salaries and tuition. 2) High enough education level to = assimilate=20 intensive input. 3) Enough well established churches to employ and = benefit=20 from professionally trained clergy.

Source of = Income

Mentoring. Mentoring new leaders is not normally a = viable source=20 of income. We do not view it, by itself, as a professional = vocation but=20 rather as one of several duties required by the New Testament of = any=20 leader. The pastors we train by mentoring consider that to mentor = others=20 is a normal and biblical pastoral duty, the same as preaching, = giving=20 member care or serving Communion, for which they do not normally = charge a=20 special fee.

Classroom. We often view teaching as the main duty of a = salaried=20 Christian leader, and therefore as a viable source of=20 income.

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6. Teaching = Methods

Criteria for Using = Technology=20 to Communicate

Mentoring. When modeling pastoral skills or other = activities=20 that new leaders are to imitate and pass on, we use only equipment = that is=20 available to them--the light baton for rapid church = multiplication.=20 Especially when training workers for a pioneer field, we use only = those=20 aids that provide an affordable and reproducible model.

Classroom. For training mature leaders, we often seek = the latest=20 and highest technology that budgets allow. The primary concern for = selecting equipment is effective classroom communication, usually = without=20 considering if the method is transferable to others in the = students'=20 field.

Teaching = Style

Mentoring. We give much emphasis to modeling pastoral = skills,=20 discipline and character, on the job. We respond at once to = students'=20 ministry needs and opportunities, by observing, listening, = encouraging and=20 demonstrating skills. Such demonstration, if not possible in a = church=20 context, often takes the form of role-playing. Jesus did not = simply=20 lecture, or teach leaders-in-training what they could learn for=20 themselves. For example, He answered questions with questions such = as=20 "What do you read in the Law?" Interaction is evident in much of = Jesus'=20 teaching, as He responded to questions and comments. We consider = this=20 interaction to be especially important if one=92s ministry or = church is=20 new.

Classroom. While lecturing, we do not normally encourage = much=20 interaction with or between students.

Teaching = Process

Mentoring. Training includes modeling skills and = discussion=20 sessions. In discussion sessions we normally do six things.

Pray for guidance.

Listen to each = student=92s report on=20 work done and the condition of the people they are mentoring, = pastoring,=20 discipling or serving in some other way.

Plan. Normally a = student=92s plans=20 flow from the report; we ask students what they plan to do with = their=20 people and=97often more important=97what their people will do. = Plans are=20 usually specific things to be done in the next week or two. We = often use a=20 menu that lists ministry options to facilitate planning. = Help each=20

Review studies done.

Assign new = studies.=20 Normally these correspond to the plans.

Pray for power to carry = out the=20 specific plans.

Classroom. Research and subject mastery, lesson = objectives,=20 organization of material and choice of learning exercises precede=20 delivery. We give more importance to our responsibility to = communicate=20 knowledge than to the student=92s ability to pass it on = immediately to=20 others.

When Trainers = Prepare What They=20 Impart

Mentoring. Extensive preparation by the instructor often = takes=20 place after listening to a student=92s report on personal = or a=20 church=92s needs or ministry opportunities, instead of before a = session.=20 That is, we use the menu approach to teach in response to current = needs of=20 students or their churches. We listen first as students relate = their=20 church=92s progress. We ask questions. Then, normally over the = next week or=20 two, we prepare studies to deal with the needs and ministry = opportunities=20 that students reported. The resulting materials usually prove = helpful also=20 for other trainees.

Classroom. We normally prepare class material and = outlines=20 before entering the classroom.

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7. Application = and Order=20 of Presentation of Teaching Content

How Soon Students = Apply What Is=20 Taught

Mentoring. We expect immediate application to a new = leader's=20 life, family, society, cell or church.

Classroom. We expect application but not normally as = immediate.=20 We seldom apply our teaching to immediate ministry opportunities = that=20 students currently face. Sometimes we hope only for some vague = future=20 application.

Curriculum taxonomy = (categories=20 of topics and activities)

Mentoring. We categorize truths under verbs--titles urge = action.=20 We form our teaching content around church, community or family=20 activities. Teaching modules deal with action balanced with = abstraction. We present doctrinal truths together with plans to = edify the=20 church body at its current stage of growth. We link abstract = content to=20 preparation for immediate tasks such as when Christ gave = instruction to=20 the 70 to evangelize Judean villages (Luke 10).

Classroom. We categorize truth more often under titles = that use=20 static, abstract nouns. We present material in a logical and = analytical=20 order, comparing similar concepts and listing them together. A = unit might=20 deal with all of God's attributes, for example, rather than = focusing on=20 one of them and using it to define tomorrow's ministry plans, by=20 developing its application for our people=92s lives.

Scope of = Focus

Mentoring. We integrate widely different disciplines and = applications, focusing them all on the edification of a person, = project or=20 church body, which is the integrating factor. Each of Paul's = epistles=20 taught a variety of doctrines bundled together but related to the = current=20 life of a congregation or individual dealing with others. We = verifying=20 first what a particular student's church or ministry = requires.

Classroom. We limit instruction normally to an area that = is=20 well-defined in analytical and logical terms. We relate the = subject to=20 other disciplines only when a logical presentation requires it. = Focus from=20 an intellectual viewpoint is often sharper because it is limited = to one=20 area.

Holistic = Ministry

Mentoring. Greater flexibility facilitates holistic = education=20 tied closely to field ministry. We deal in the same session with = whatever=20 disciplines help to edify the students and their churches or = whomever they=20 serve.

Classroom. Sessions tend to limit their scope to one = area of=20 cognitive focus.

Order of = Presentation of=20 Content

Mentoring. We often use a menu. Students select = content=20 from different sources as required by current situations. Jesus = said a=20 good teacher in the = Kingdom of=20 God is like a = householder who=20 brings forth treasures from his storehouse, things both new and = old (Matt.=20 13:52). Extensive = preparation=20 of material often follows a session, in response to = students=92=20 reports of needs or ministry opportunities.

Classroom. We prepare material ahead of class time and = normally=20 limit it to one subject. We follow its outline=20 closely.

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8. Materials and=20 Sources

Use of = Materials

Mentoring. We use any relevant material. If we write, = edit or=20 compile materials, we present it in a menu format so that new = leaders can=20 easily select options that edify their people at their current = stage of=20 development and need. For example, the pastoral training program = Train=20 & Multiply uses a menu approach with 63 small textbooks, so = that=20 students and trainers can easily select material written = specifically for=20 current needs, problems or ministry opportunities of a student's = new=20 church or cell.

Classroom. Our teaching and reading assignments often = follow one=20 or more textbooks written specifically for the subject, with = little=20 emphasis on options.

Authority and=20 Foundations

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

Jesus=92 commands form the foundation for all ministry; He is = the Rock.=20 Building on it means to obey His words (Matt. 7:24-27). Bible doctrine per se is = not the=20 foundation; Christ and our relationship with Him are. We establish = first a=20 relationship of loving, childlike obedience to Jesus (John = 14:15; 15:14). This is foundational--the first = floor of=20 the 'building.' The written Word and doctrine are the second and = third=20 stories and on up forever. For all eternity we will learn more = about God.=20 New Testament curriculum builds upon the commands of Jesus and His = apostles, so that students' churches soon practice all = ministries that=20 God requires.

Classroom. We recognize the authority of Scripture, but = give=20 less attention to building ministry on the foundation of obedience = to the=20 specific commands of Jesus. Patterson recalls, "When teaching in = our=20 Honduran Bible Institute I failed to balance abstract doctrine = with=20 obedience to Jesus=92 commands and students overlooked submission = to the=20 living Word Jesus Christ. They considered the foundation of = theological=20 education to be only knowledge of the written Word, expressed in=20 propositions."

Use of = Scripture

Mentoring. We use the Bible, especially the New = Testament, not=20 only as content for teaching but also as the norm for how our = people=20 practice evangelism, confirm repentance, organize churches, = conduct=20 worship, relate to other congregations, train leaders and deploy=20 missionaries.

Classroom. Patterson explains, "When teaching in the = original=20 Honduran Bible Institute I used the Bible almost exclusively as = content=20 for my teaching. Our churches as a result seldom used Scripture as = the=20 norm for the way they practiced many of the activities required by = the New=20 Testament."

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9. The = Responsibility for=20 Training New Pastors

Primary = Responsibility

Mentoring. We aim for pastors (shepherding elders) to = take the=20 main responsibility and initiative to train the workers for a = neglected=20 area. A mission agency or educational program may provide = guidelines,=20 tools and some help with teaching, but should not take the primary = responsibility from pastors. In pioneer mission fields, for = churches to=20 take this responsibility is essential for normal church = multiplication. A=20 church's apostles (the 'sent ones' that Ephesians 4:11-12 promises to all churches) start = the process=20 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=20 the main responsibility for preparing mature Christian leaders. In = the=20 original Honduran Bible Institute, our faculty lacked pastoral = gifting;=20 therefore, we produced preachers but not pastors. Students taught = well but=20 did not shepherd their flocks by leading it into the gift-based = ministries=20 required by the New Testament.

Top=20 of page =97 Index

Related = Reading

Borren, Jean, Mentoring Beginning Teachers=20 (York, = ME,=20 Stenhouse Publishers, 2000).

Guiding, reflecting, coaching

Galbraith, Michael, Mentoring: New Strategies and Challenges = (San=20 Francisco, Jossey-Bass, 1995).

Garrison, David, Church Planting Movements (International = Mission=20 Board, n.d.).

This short book is not about mentoring but = reveals=20 how non-formal training forms an essential part of people movements.

Parks, Sharon, Big Questions, Worthy Dreams = (San=20 Francisco, Jossey-Bass, 2000).

Mentoring young adults in their search for = meaning,=20 purpose and faith.

Patterson, George, Train and Multiply Workshop Workbook. = Download from=20 Downloads page on http://www.mentorandmultiply.c= om/.

For introducing mentoring into = organizations that=20 know only traditional institutional education.

Sinetar, Marsha, The Mentor=92s Spirit (New York, St. = Martin=92s Press,=20 1998).

Life lessons in leadership and the art of=20 encouragement

Send = comments to:=20 george_patterson@globalmissiology.net

Top of = page =97 Index=20