LMN 442 THEOLOGY OF MISSION. Student Guide

1 LMN 442 THEOLOGY OF MISSION Student Guide PROGRAM: ACHIEVE LEADERSHIP AND MINISTRY SEMESTER: 3 COURSE PREPARED BY: Lynn D. Shmidt, D.Miss. DATE: February 1, 2010 Copyright (2010) by Asbury University All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, or by any information storage or retrieval system without the prior written permission of Asbury University unless such copying is expressly permitted by federal copyright law. Address inquiries to: Copyright Permission Provost Asbury University One Macklem Drive Wilmore, KY 40390

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3 ASBURY UNIVERSITY MISSION STATEMENT The mission of Asbury University, as a Christian Liberal Arts University in the Wesleyan-Holiness tradition, is to equip men and women, through a commitment to academic excellence and spiritual vitality, for a lifetime of learning, leadership and service to the professions, society, the family and the Church, thereby preparing them to engage their cultures and advance the cause of Christ around the world. ACHIEVE PROGRAM MISSION STATEMENT The mission of the ACHIEVE Program is to provide a quality academic program, within a Christian context, that equips nontraditional students to achieve professional excellence in their chosen field. The ACHIEVE Program prepares students for leadership and service to others, cultivates attitudes of lifelong learning, and fosters spiritual development.

4 LMN 442 THEOLOGY OF MISSION TABLE OF CONTENTS 1. Introduction to Course 5 2. Letter from Course Author 6 3. Instructor s Syllabus 7 4. Class Overviews 12 Page Class Session 1 12 Class Session 2 14 Class Session 3 17 Class Session 4 20 Class Session 5 23 5. Course Final 26 6. Devotions 28 Class Session 1 28 Class Session 2 28 Class Session 3 28 Class Session 4 28 Class Session 5 28 7. Works Cited for Course 30

5 LMN 442 THEOLOGY OF MISSION INTRODUCTION TO COURSE Early in the Bible we find God s promise to Abraham that God will bless him and his descendents, and furthermore that all the nations of the earth will be blessed. This study draws from the implications of God s promise set out in Genesis 12 to study the ministry of Jesus Christ and the Church. We look at the application of God s Word as it relates to the purpose of mission, the nature of mission, and the personal challenges of crosscultural mission. It may be helpful to consider the author s perception of mission before beginning preparation for this course. Mission, all mission, is God s mission. All of mankind s efforts in mission originate in the Misseo Dei. One of the most exciting discoveries in this study is that God undertook the mission of salvation of the world from the very beginning of the Old Testament, and God s mission is consistent throughout the Bible including the words of the final book, And I heard a loud voice from the throne saying, Now the dwelling of God is with men, and he will live with them. They will be his people, and God himself will be with them and be their God (Revelation 21:3). God s purpose has not changed from creation until now; he wants to establish a relationship with a people who are his own.

6 LMN 442 THEOLOGY OF MISSION LETTER FROM COURSE AUTHOR Although this course focuses on missiology (the theological study of mission), it is not strictly a theology course in the sense of presenting a systematic theology. The framework of the course includes biblical, historical, cultural, and strategic perspectives of mission. This course challenges us to overcome a common attitude encountered among many Christians and churches today. A common outlook is that mission is just another program of the church. It is just one of the many things that a church is involved in. Mission is most often referred to as missions, one of the church's programs that emphasizes the work of missionaries in church planting or evangelism elsewhere in the world. So, missions has become something done by other people in other places in the world. However, a clearer understanding of biblical mission is that all Christians are called and commissioned to be involved in the mission that God has instituted in the world. Therefore, one of the objectives of this course is to help the student discover what she/he should know and do in regard to world mission. The primary textbook for this course is Perspectives on the World Christian Movement: A Reader (4th edition) edited by Ralph D. Winter and Steven C. Hawthorne. This book is a tremendously rich source for the whole church because it contains writings of prominent missiologists and mission educators of the past 30 or more years. The contributors are a Who s Who among graduate school faculty. Therefore, the articles in this textbook form the foundation of the course material. My prayer is that God himself will illuminate the mind of each student with his passion for mission in order that in the next generation there will be a continuing effective witness for Christ in the world. Lynn D. Shmidt, D.Miss. Wilmore, KY February 1, 2010

7 INSTRUCTOR S SYLLABUS COURSE NUMBER: LMN 442 COURSE TITLE: Theology of Mission INSTRUCTOR: course instructor fills in, copies, and hands out this page only to students during the first class session CONTACT INFORMATION: course instructor fills in Telephone Email - Office - OFFICE HOURS: course instructor fills in (often the best office hours for nontraditional students are prior to the beginning of class or to also include some online office hours when the instructor can be contacted)

8 REQUIRED TEXTBOOKS AND MATERIALS: Fackre, Gabriel, Ronald H. Nash and John Sanders. What About Those Who Have Never Heard? Downers Grove, IL: InterVarsity Press, 1995. ISBN 0-8-308-1606-2. Winter, Ralph D., and Steven C. Hawthorne, eds. Perspectives on the World Christian Movement: A Reader. Fourth Edition. Pasadena, CA: William Carey Library, 1999. ISBN 0-87808-289-1 COURSE DESCRIPTION: Early in the Bible we find God s promise to Abraham that God will bless him and his descendents, and furthermore that all the nations of the earth will be blessed. This study draws from the implications of God s promise set out in Genesis 12 to study the ministry of Jesus Christ and the Church. We look at the application of God s Word as it relates to the purpose of mission, the nature of mission, and the personal challenges of crosscultural mission. COURSE OBJECTIVES: 1. Learn biblical foundations that enlighten our mission practices. 2. Learn missiological principles and evaluate their application for mission. 3. Identify the unique person of Jesus Christ and his participation in mission. 4. Compare and critique the issues concerning the fate of the unevangelized. COURSE GOALS: At the conclusion of the course, students who successfully complete the course will be able to: 1. Describe the foundations of God s mission in the cultural mandate and missionary mandate presented in Genesis and as it unfolds in Genesis beyond the Abrahamic Covenant. 2. Express the importance of and differentiate the elements of the centripetal (a coming to) and the centrifugal (going out) aspects of God s mission and be able to articulate clearly where the Church stands today in relationship to this. 3. Identify how God s people in Old Testament times failed to carry out God s mission and be able to draw out practical lessons for the Church today.

9 4. Articulate the consequence of Christ s entry into God s continuing mission on earth and how Christ s Great Commission becomes the focus for the ongoing mission of the church. 5. Justify the Church s mission of evangelism by defining it, by outlining the challenges that need to be overcome in order to accomplish it, and by delineating strategies for accomplishing evangelism. 6. Identify and defend biblical theologies that relate to the fate of those who die never hearing the gospel. 7. Formulate conclusions about a personal sense of call to mission and its practical application and consider how each local church/denomination ought to respond and be involved in God s mission through Jesus Christ. Students should also consult the Asbury University Bulletin and ACHIEVE Program Student Handbook for important information. ATTENDANCE: Students are required to attend all class sessions. A student is considered tardy if arriving more than one half hour late for class or if leaving more than one half hour before the end of class. Such tardy or early class departure is considered a one-third absence. Three times of such tardiness/early departure will equal one class absence. More than one class absence in a course requires a withdrawal grade regardless of circumstances. The student is responsible to formally withdraw from a course through the Registrar s Office. There are no exceptions to the absence policy. The ACHIEVE Program Director is not authorized to make exceptions. MISSED AND LATE ASSIGNMENTS: Students are responsible for contacting an instructor regarding missed and late assignments. This arrangement should be made prior to the missed class when possible, or as soon as possible thereafter. If a student misses a class due to extenuating circumstances, the student must seek to arrange an alternative assignment with the instructor who may be willing to give an alternative assignment that will take a minimum of four hours to complete for the class participation grade for that class session not attended. If no assignment is given or completed, the portion of the grade for class participation will be deducted. It is the student s responsibility to contact the instructor regarding missed and late assignments. It is the student s responsibility to deliver to the instructor all assignments. The ACHIEVE Program Office is not responsible for arranging delivery of assignments to an instructor for a student. ACADEMIC INTEGRITY: Academic honesty is expected. Scholastic dishonesty is a serious violation of academic standards and Biblical teachings. Academic dishonesty includes, but is not limited to: plagiarism, submitting work completed by someone else, submitted essentially the same paper/project in more than one course without prior consent of instructor, acts which violates the rights of other students from completing

10 their academic assignments (e.g., deliberate withholding of necessary academic material in a group project). CHILDREN IN CLASSROOMS: Due to various disruptions and distractions (whether real or potential) associated with the presence of children in the classroom setting, no minor children will be permitted to accompany either faculty or students into ACHIEVE classes. SOURCE CITATIONS: Sources used in course work must be cited appropriately. The citation system for the ACHIEVE Program is the American Psychological Association (APA) citation method. COURSE GRADE : A = 229-250 B = 200-228 C = 175-199 D = 150-174 F = 149 or less I=Incomplete grades may be granted by the Associate Academic Dean only in extenuating circumstances. When an Incomplete grade is granted, course work must be completed by the 5 th week after the last class of the course, at which time a permanent grade will be recorded. Failure to submit the incomplete work by the deadline will result in a grade of F being recorded. A student who requests an incomplete must contact the instructor for approval and then submit the approved request through the Director, ACHIEVE Program, to forward to the Associate Academic Dean for final approval. REQUIRED ASSIGNMENTS: (List various assignments and their grade value.) Class 1: Response to Questions Grade Value: 25.0 Class Participation 5.0 Journal Response 5.0 Class 2: Response to Questions Grade Value: 25.0 Class Participation 5.0 Journal Response 5.0 Class 3: Response to Questions Grade Value: 25.0 Class Participation 5.0 Journal Response 5.0

11 Class 4: Response to Questions Grade Value: 25.0 Class Participation 5.0 Journal Response 5.0 Class 5: Response to Questions Grade Value: 25.0 Class Participation 5.0 Journal Response 5.0 Final Exam: Grade Value: 100.0 COURSE SCHEDULE: Consult the schedule for your cohort for dates of class sessions. The course final is due at the beginning of the first class meeting of the course following this one.

12 LMN 442 THEOLOGY OF MISSION CLASS SESSION 1 OVERVIEW OBJECTIVES: 1 GOALS: 1 READINGS: Text Pages Perspectives on the World Christian Movement See assignments for pages. ASSIGNMENTS: 1. Read the Course Introduction and Letter from the Author. 2. Start by reading Genesis 2:7-3:24. It would be helpful to read this in a study Bible that can provide you with additional insight into certain key verses and phrases in this scripture. Now, read p. 19, the sectioned labeled God s Kingdom and Redemptive Programs found in Everyone s Question: What Is God Trying to Do by Stanley A. Ellisen in the textbook. Two approaches are possible for completing this assignment. EITHER, in a one-page essay, express how God s mission to save sinful mankind is revealed in these verses. OR, write an outline for a missionary sermon from this passage. All outline headings should be written in complete sentences rather than in one or two word phrases. You may find it easier to come back to this assignment after completing all of your reading for Week One, because it will help you gain understanding of this reading of Genesis. 3. Read Everyone s Question: What Is God Trying to Do by Stanley A. Ellison, p. 17-20, and answer these two questions: Describes God s responses to the two rebellions: of Satan, and of Adam and Eve. What do you think is the value of distinguishing God s responses to Satan and to people? How do you see the Lion still crushing Satan today? How is the Lamb still redeeming people today? 4. Read the following three articles: The Bible in World Evangelization by John R. W. Stott, p. 21-26; The Biblical Foundation for the Worldwide Mission Mandate by Johannes Verkuyl, p. 42-48; and The Willow Bank Report by The

13 Lausanne Committee for World Evangelization, p. 506-509 (Sections 1, 2, and 3) only. Then answer these questions: How does Stott support his idea that the whole Bible is the mandate for world evangelization? Why does Verkuyl disagree with various writers who claim the Old Testament makes no mention of a missionary mandate? The commands of Genesis 1:26-28 are sometimes referred to as the cultural mandate which God gave to mankind. How responsibly do you think it is being fulfilled today? Write a one-page essay in response to whether or not you would use the terms missionary mandate and cultural mandate to describe the foundation of God s mission as it is revealed in Genesis, or whether you think another set of terms would best describe it. 5. Read The Kingdom Strikes Back: Ten Epochs of Redemptive History by Ralph D. Winter, p. 209-227. Then answer these two questions: Illustrate Winter s thesis, The conferring of the blessing brings sober responsibility, dangerous if unfulfilled (p. 212). Explain the cultural and social dynamics behind the Protestant Reformation. INSTRUCTION FOCUS TIME FRAME Introduction to the Course 6:00 6:45 45 minutes The Protevangelium 6:45 7:30 45 minutes The Mandates 7:30-8:10 40 minutes BREAK 8:10 8:25 15 minutes Unfolding of God s Mission Beyond Genesis 8:25 9:45 80 minutes Journal/Reflection Entry 9:45 10:00 15 minutes

14 LMN 442 THEOLOGY OF MISSION CLASS SESSION 2 OVERVIEW OBJECTIVES: 1, 2, 3 GOALS: 2, 3, 4 READINGS: Text Pages Perspectives on the World Christian Movement See assignments for pages. ASSIGNMENTS: 1. Read Witness to the World by David J. Bosch, p. 78-82, with special attention to Two Forces by Jonathan Lewis inserted in this article. Answer the following two questions: Give some examples of centripetal witness found in the Bible and some found in the modern world. Describe the paradox that mission is God s work as well as man s work. 2. Read the following articles: a. Israel s Missionary Call by Walter C. Kaiser, p. 10-16, The Story of His Glory by Steven C. Hawthorne, p. 49-63 (give special attention to section the section labeled The Bible as God s Story, p. 52-61), and review The Biblical Foundation for the Worldwide Mission Mandate by Johannes Verkuyl from Week One. b. After reading the articles answer the following questions: Kaiser asserts that God gave a missionary mandate to the people of Israel in the Old Testament by stating a promise of purpose for Israel. How can a promise have mandate force according to Kaiser? What is the function of a priesthood according to Kaiser? What does this function have to do with a missionary mandate? Hawthorne says that the story of the Bible is directed toward God being known and worshiped. Critique his thesis. Is there a coherent story throughout the Bible? Is God s glory the paramount theme?

15 c. In his Book, A Biblical Theology of Missions, George W. Peters says that God has two basic methodologies in his approach to mission. The centripetal method (a sacred magnetism ) is portrayed primarily in the Old Testament. Peters says that by Israel living a life in the presence and fear of the Lord they would thereby experience the fullness of the blessings of God. In this way they were to startle the nations to attention, arouse their inquiry, and draw them like a magnet to Jerusalem and to the Lord (p. 21). He proceeds to explain that the centrifugal method (a going out) is articulated primarily in the New Testament. Peters says this method is in effect when a messenger of the gospel crosses frontiers and carries the good news to the people of no faith... Israel was to have the opportunity to be made into a servant of the Lord in order to draw the world to the Lord and/or to be transformed from centripetalism into a centrifugal force through the dynamic of Pentecost (p. 52). d. With all of the above in mind write a two-page response paper in which you relate your definition of the centripetal and centrifugal aspects of God s mission. Interact with the varying opinions that you have encountered in your reading, and give your judgment on where the Church today stands in relationship to this. 3. To follow up the previous assignment, reflect again on the articles in assignment 2 and reread a section from last week, pages 209-211of Ralph D. Winter s article, The Kingdom Strikes Back. The first part of this article pertains to the topic of Israel s biblical mission. Winter states in another article, The greatest scandal in the Old Testament is that Israel tried to be blessed without trying very hard to be a blessing. Then write a two-page essay on how Israel failed in her mission. Try to determine any practical lessons the Church today could learn from those failures. 4. Read the following articles that pertain to the Great Commission and the Church: Jesus and the Gentiles by H. Cornell Goerner, p. 112-117; A Man for All Peoples by Don Richardson, p. 118-121; and Mandate on the Mountain by Steven C. Hawthorne, p. 126-131. These articles and a review of The Bible in World Evangelization (p. 21-26) from assignment 4 in Week One will prepare the student for the exercise that will be conducted during the last hour of class. For fuller understanding of the Great Commission and to more completely prepare for the exercise, answer these three questions: a. Goerner What events and statements recorded in the gospels could give the impression that Jesus came just for the nation of Israel? b. Goerner -- Why does Goerner claim that Jesus emphasis on the lost sheep of the house of Israel was a strategic emphasis?

16 c. Hawthorne -- Briefly describe the four alls in Matthew 28:18-20. Why does Hawthorne assert that the commission is greater than the process of making disciples? INSTRUCTION FOCUS TIME FRAME Introduction 6:00 6:15 15 minutes The Centripetal/Centrifugal Issue 6:15 7:05 50 minutes Israel s Success in Mission 7:05 8:05 60 minutes BREAK 8:05 8:20 15 minutes The Great Commission: Part I 8:20 9:05 45 minutes The Great Commission: Part II 9:05 9:45 40 minutes Journal/Reflection Entry 9:45 10:00 15 minutes

17 LMN 442 THEOLOGY OF MISSION CLASS SESSION 3 OVERVIEW OBJECTIVES: 1, 2 GOALS: 5 READINGS: Text Pages Perspectives on the World Christian Movement See assignments for pages. ASSIGNMENTS: 1. The focus of Week Three is evangelism and several unique challenges to the task of evangelism. First, we want to tackle the issue of what evangelism is. Read The Master s Plan by Robert E. Coleman, p. 122-125; and p.574-577 (Section 1. Mission: No Options Here) of C. Peter Wagner s article, On the Cutting Edge of Mission Strategy. The entire article is good so feel free to read it all, but especially focus on the first section. 2. J. Herbert Kane, in his book Understanding Christian Missions (p. 300-305), speaks of three types of evangelism: presence evangelism, proclamation evangelism, and persuasion evangelism. He describes presence evangelism as the witness given simply by the virtue of [the church s] presence in the community. This is a nonverbal witness that requires no articulation of beliefs, but is simply lived by a Christian as a valid expression of God s glory in one s life. Matthew 5:13-16 emphasizes the quality of a believer s life by saying, Let your light so shine before men that they may see your good works and glorify your Father who is in heaven. The second type, proclamation evangelism, is the kind found most often in the New Testament record. The gospel, Kane asserts, contains certain propositional truths concerning the person and work of Jesus Christ. These truths must be articulated... The New Testament closely associates this type of evangelism with preaching. Peter s sermon on the Day of Pentecost attests to the primacy of preaching in the New Testament experience of the church. The Apostle Paul wrote to the Corinthians, Christ did not send me to baptize but to preach (1 Cor. 1:17), and again, Woe to me if I do not preach the gospel! (1 Cor. 9:16). Clearly proclamation was vital to success of the early church.

18 The last type, persuasion evangelism, goes one step beyond proclamation evangelism in that it tries to induce men to accept the gospel. Paul s experience shows how deeply he was concerned for not only proclaiming the gospel but that there would be results and people would accept the gospel. He wrote, I have great sorrow and unceasing anguish in my heart; for I could with that I myself were accursed and cut off from Christ for the sake of my brethren, my kinsmen by race (Rom 9:2,3), and I have become all things to all men, that I might by all means save some (1 Cor 9:22). 3. Reflect on your reading of #1 and #2 above, and then answer these questions: What do you think was the genius of Jesus strategy? Do you think this should be followed today? Why or why not? How do evangelistic strategies today compare with Jesus strategy? Write a one-page essay that covers the following: (1) Briefly describe the three types (3 P s) of evangelism; (2) How do you believe the three types could and should be applied today; and (3) How do you believe the three types could be and are misapplied? 4. We will turn our attention to the special challenge of evangelization in crosscultural situations. Read the following articles: Culture, Worldview and Contextualization by Charles H. Kraft, p. 400-406; The Role of Culture in Communication by David J. Hesselgrave, p. 425-429; and Redemptive Analogy by Don Richardson, p. 430-436. Then answer these questions drawn from the articles: Kraft Describe the difference between culture and worldview using Kraft s river illustration. Kraft How does worldview affect behavior? Why do we seldom question our worldview assumptions? Kraft Why does Kraft describe contextualizing of Christianity as risky? Hesselgrave How do we go about learning the culture of another person or another group of people so that we might communicate effectively? Richardson How does the concept of general revelation affect how a missionary might relate the name of God (character) and biblical truth? 5. Next we will look at the spiritual challenge to evangelism. Read Three Encounters in Christian Witness by Charles H. Kraft, p. 445-450. Then write a one to two-page essay that answers such questions as: Are spiritual encounters legitimate?

19 Do you basically understand and agree with Kraft s presentation? What do you feel is the average Christian s reaction to this matter? What impressed you most about Kraft s presentation? At what points do you disagree with Kraft? Why? How much of a concern should power encounter be in ministry? 6. Finally, several sections in the textbook bring clarity to dealing with the explicit challenge of Satan to the ministry of evangelism. Read the section labeled Becoming biblical realists on pages 94-95, the section labeled Primeval Rebellion on pages 17-18, and the section labeled Victory over Satan on page 91. Then write a one-page response to these readings that answers the following questions: What is the essence of Satan s rebellion against God? How does this affect our mission? Do most Christians take Satan seriously? INSTRUCTION FOCUS TIME FRAME Introduction 6:00-6:15 15 minutes Presence, Proclamation, and Persuasion 6:15-7:00 45 minutes in Evangelism The Challenge of Culture: Part I 7:00-7:45 45 minutes BREAK 7:45-8:00 15 minutes The Challenge of Culture: Part II 8:00-8:45 45 minutes The Spiritual Challenge 8:45-9:15 30 minutes The Challenge of Satan 9:15-9:45 30 minutes Journal/Reflection Entry 9:45-10:00 15 minutes

20 LMN 442 THEOLOGY OF MISSION CLASS SESSION 4 OVERVIEW OBJECTIVES: 1, 2 GOALS: 5 READINGS: Text Pages Perspectives on the World Christian Movement See assignments for pages. ASSIGNMENTS: 1. The study for Week Four will concentrate on mission strategies for today. Read Evangelism: The Leading Partner by Samuel Hugh Moffett, p. 598-600. This is an important article because it lays a foundation for examining strategies of mission. Next, read On the Cutting Edge of Mission Strategy by C. Peter Wagner, p. 574-582; this introduces several targets for mission strategy. After reading both articles answer these questions: In what ways does Moffett suggest that evangelism is to be the leading partner in Christian ministry? Do you agree or disagree? Why? Why does Wagner say that good strategy for world evangelization brings together faith and faithfulness? Explain how a reexamination of the theology of the Kingdom of God will affect the mission practice of ministry to the oppressed, the poor, those at war, or to the demonized or sick? 2. STRATEGY ONE Reach the poor. Read What is Poverty Anyway by Bryant Myers, p. 607-609 and The Urban Poor: Who Are We? by Viv Grigg, p. 610-614. Answer these questions: What ideas does Myers present that you would find helpful if you were involved in a ministry to the poor? Grigg What are the distinctive between Third World poor and the poor in the Western world?

21 Grigg states that eventually it must be movements of the righteous that transform cities (p. 613-614). What are the implications of this statement for strategies of church planting among the poor? 3. STATEGY TWO Work in the cities. Read: The Challenge of the Cities by Roger S. Greenway, p. 559-564. Answer this question: Explain why cities are so strategic for missions today. 4. STRATEGY THREE Go to the unreached peoples. Read Finishing the Task: The Unreached Peoples Challenge by Ralph D. Winter and Bruce A Koch, p. 531-546, and Covering the Globe by Patrick Johnstone, p. 547-557. Then answer these questions: Winter According to the authors, what is the essential mission task? Respond to Johnstone's "Ethnic Challenge." Which strategies do you believe to me more effective in this day and age? Why? 5. STRATEGY FOUR Evangelize by family and language. Read A Church in Every People by Donald A. McGavran, p. 627-632, and Evangelization of Whole Families by Wee Hian Chua, p. 653-656. Answer these questions: McGavran Why does McGavran insist that "a cluster of growing churches" is the proper goal in pioneer church planting? The main principle of McGavran's message is that in new work missionaries should concentrate on just one people group. Do you consider this a biblical principle? Why or why not? Chua What significance does reaching entire households have for church planting among unreached people groups? 6. STRATEGY FIVE Plant churches. Read The Spontaneous Multiplication of Churches by George Patterson, p. 633-642, and His Glory Made Visible: Saturation Church Planting by Jim Montgomery, p. 660-662. Next, answer these questions: Montgomery Describe the strategy of Saturation Church Planting. Why is the author convinced that it is the key to completing the Great Commission? Patterson List Patterson s four principles for reproducing churches. Do you think his principles can be applied to church planting in all world areas (even our country) or are they more applicable to missions in less sophisticated cultures? STRATEGY SIX Minister to those within other world religions. Choose only one of the following articles to read: A Pioneer Team in Zambia, Africa by Phillip Elkins, p.

22 677-681; Pigs, Ponds, and the Gospel by James W. Gustafson, p. 693-697; A Movement of Christ Worshipers in India by Dean Hubbard, p. 703-706; or A Movement to Jesus Among Muslims by Rick Brown, p. 706-707. What was the major strategy or strategies used? Why do you believe the strategy was successful? Were there any features of their religion or culture that served either as a bridge or as a barrier to the Gospel? INSTRUCTION FOCUS TIME FRAME Introduction 6:00-6:15 15 minutes Evangelism: The Foundational Strategy 6:15-6:30 15 minutes Strategy One: Reach the Poor 6:30-7:00 30 minutes Strategy Two: Work in the Cities 7:00-7:30 30 minutes Strategy Three: Go to the Unreached Peoples 7:30-8:00 30 minutes BREAK 8:00-8:15 15 minutes Strategy Four: Evangelize by Family and Language 8:15-8:45 30 minutes Strategy Five: Plant Churches 8:45-9:15 30 minutes Strategy Six: Minister to Those in Other World Religions 9:15-9:45 30 minutes Journal/Reflection Entry 9:45-10:00 15 minutes

23 LMN 442 THEOLOGY OF MISSION CLASS SESSION 5 OVERVIEW OBJECTIVES: 1, 3, 4 GOALS: 6, 7 READINGS: Text Pages Perspectives on the World Christian Movement See assignments for pages. What About Those Who Have Never Heard? As assigned in Week 4 ASSIGNMENTS: 1. Read the Introduction by John Sanders in the Fackre/Nash/Sanders text before you read one of the other three main sections. Write a page or two in essay form, sharing your reactions to the following questions: How significant to you think this issue is? Why? Is Sanders making too much of this issue? In what areas do the varying opinions agree and how important is that? What is your reaction to the number of views on this issue? At this point, what is your view? 2. Prior to Week Five, each student should be assigned one of the three main sections of the Fackre/Nash/Sanders textbook. The class should be evenly divided between the three views. It is necessary to read only your assigned portion to complete the assignment, but would be beneficial to read all sections. As you do this assignment be sure to follow the order below: Inclusivism pages 21-69 Divine Perseverance pages 72-106 Restrictivism pages 107-155 a. Read the main presentation: Inclusivism (p. 21-55), Divine Perseverance (p. 72-95), or Restrictivism (p. 107-139). Write a page or two in essay form to answer the following questions: What are the key components of this view?

24 Who will be saved and who will be lost according to this view? At what points do you agree with this view? At what points do you disagree with this view? Overall can you accept this view? If yes, why. If no, why not? b. Next, read the two responses given to the main presentation you have read: Inclusivism (p. 56-69), Divine Perseverance (p. 96-106), and Restrictivism (p. 140-155). Write a page or two in essay form to answer the following questions: A. Three Concluding Questions How well to you feel each response evaluated the main presentation? With which response did you agree and why? With which response did you disagree and why? What is your view regarding the main presentation now that you have read the responses? If it has changed, why? To wrap up this study we will look at several articles that help us consider the question, What should we be doing in the work of mission? It is easier to talk about mission than to do mission. This final area is divided into three sections: The Potential for Mission, The Personnel for Mission, and The Pilgrimage toward Mission. Can the Mission Be Accomplished? Reread the following article: a. Covering the Globe by Patrick Johnstone, p. 547-558 b. After reading the article, answer these two questions: 1. In your own words describe the geographic challenge, the people challenge, and the urban challenge. 2. Do you consider these barriers to world evangelization equal as challenges or is one or another greater in significance? Who Will Accomplish the Mission? Read the following articles: a. Student Power in World Missions by David M. Howard, p. 305-311 b. Missio Dei or Missio Me? by Roger Peterson, p. 752-756

25 c. Tentmakers: Integrating Work and Witness by Ruth E. Siemens, p. 760-761 d. After reading the articles, answer these three questions: 1. The watchword (motto) of the Student Volunteer Movement, The evangelization of the world in this generation, profoundly motivated students of its day to get involved in overseas mission. Think of another watchword for today that might capture the imagination of young people for the Great Commission. 2. Explain some of the advantages and disadvantages of the Short Term Mission Experience. 3. List the characteristics of tentmakers that distinguish them from Christians who just work overseas. Will You Carry Out the Mission? Read the following articles: a. Your Journey to the Nations: Ten Steps to Help Get You There by Steve Hoke and Bill Taylor, p. 742-745 b. The Awesome Potential for Mission Found in Local Churches by George Miley, p. 746-749 c. After reading the articles answer these two questions: 1. What do you consider to be the key issues or challenges in these articles? 2. How important would you say missions are in your local church or denomination? INSTRUCTION FOCUS TIME FRAME Introduction 6:00 6:15 15 minutes The Unevangelized: Part I 6:15 7:00 45 minutes The Unevangelized: Part II 7:00 7:45 45 minutes BREAK 7:45 8:00 15 minutes The Unevangelized: Part III 8:00 8:45 45 minutes The Finale Potential, Personnel, and Pilgrimage 8:45 9:30 45 minutes Journal/Reflection Entry 9:30 9:45 15 minutes Course Evaluation and Wrap-Up 9:45 10:00 15 minutes

26 COURSE FINAL: Remind students when the Course Final is due. Students may use any material from any source (excluding internet sources, unless specifically approved by the instructor) while developing the Course Final, but every word (unless expressly quoted with appropriate citation) must be that of the student submitting the paper. Students are encouraged to working on their responses to the Course Final as they progress through the course. This material can come from class notes, reading in the texts, or it may be found in classroom discussions. The Course Final is to be typed, Times New Roman, 12 point font, double-spaced (one inch margins) on one side of sheets of white paper (or emailed using these guidelines). A cover sheet should indicate the student's name, course number, instructor's name and the date submitted. It is due at the beginning of the final session of this course. The final exam consists of four sections. Answer each as thoroughly as possible. 1. Definitions. Throughout the entire course you are to list all biblical, theological, and missiological terms that are significant to this study. You will produce a glossary of 20-30 terms, giving a brief definition in your own words. List the terms you encounter in your reading or in class. As much as possible seek to articulate these definitions in terms that will make sense to the average layperson, so that you could actually incorporate these terms and their definitions in any teaching and preaching you may do. 2. Bible Passages. Throughout the entire course you are to list 20-3 biblical passages you encounter that relate significantly to mission or missions. Focus on those scriptures that relate to the inception, development, and ongoing mission of God through Christ. While we might look at the entire Bible as a record of God s mission to the world, this assignment asks you to trace those passages that very clearly describe the mission of God, as presented in class. The instructor may add further guidelines that will help you. It is not necessary to quote the verse, but you may if you find it helpful. For each passage of scripture you list you are to write briefly (in your own words) a summary of the passage s meaning, how it relates to the previous flow of God s mission, how it relates to the ongoing flow of God s mission, and any practical application you are able to make to yourself or to God s mission in the world today. 3. Mission Lesson. Choose one of the first six course goals of this course and develop a presentation geared to an adult class of laypersons. The time frame for teaching this lesson is 30 to 45 minutes. What you prepare for this assignment is to be three to four pages in length. First, give your reason for choosing the particular course goal as the basis for your presentation, how this course goal has impacted your personal life, and the sources that were most helpful to you in preparing your presentation. Secondly, outline your presentation. Keep in mind

27 the following guidelines: (1) Give a title to your presentation that is relevant to the topic that will also attract the attention of your audience; (2) Choose a Bible passage to read at the beginning of the class. This does not prevent using other supporting scriptures in the context of your lesson; (3) Write up your presentation in an outline format. The points of your outline should be complete sentences rather than one or two word topics; and (4) Finally, write an appropriate conclusion or challenge to your audience. 4. Reaction Paper. Imagine that you have been commissioned by your church or denomination to a cross-cultural assignment because you have clearly sensed God s calling to such a ministry. Choose two or three vital concepts that you have studied in this course that will be valuable for your mission work. Discuss how your study has helped you understand what God is doing, and how you can have a more effective ministry in reaching people for Christ. As you write, you may include the thoughts of the readings used in this course, the insights of authors, or information from class lectures and discussions that have encouraged your missiological thinking. Be sure to give proper citation for any quotation or concepts borrowed.

28 DEVOTIONS Using the scriptures and topics listed for each week, you could develop a devotional thought to share with the class. Alternatively, you might ask students to prepare the devotions to give in class each week (5-10 minutes maximum. DEVOTION FOR CLASS SESSION 1: John 1:14 Jesus is the focus of all mission. The Old Testament points to him, the Gospels narrate his life and ministry, and the rest of the New Testament discusses the implications of life in Christ. Prayer focus -- pray for believers that they will understand their responsibility to reach the world for Christ. DEVOTION FOR CLASS SESSION 2: John 1:35-50 Jesus calls people to follow him. Obedience was an immediate response of Christ's first disciples. He hopes for nothing less from you and me. Look at the examples in the scripture, they not only followed Jesus, but they found other to introduce to him too. Prayer focus -- pray for believers that they will act on their responsibility to reach the world for Christ. DEVOTION FOR CLASS SESSION 3: John 13:12-17 Being a servant. To follow Jesus means to serve others -- perform the duties that others will not do, put other's needs above one's own, and to live humbly in all situations. Prayer focus -- pray for believers that the ministries of which they are part truly lift up Christ rather than themselves. DEVOTION FOR CLASS SESSION 4: John 17:20-23 Unity with God. One of the greatest prayers ever prayed is that you may be one with God -- the Father is in Jesus and Jesus is in you. These verses speak about the relationship with God that is possible to every believer. How is it possible to understand and act on your responsibility to others? How is it possible to give yourself to them in servanthood? Only as you live, tied into God through Christ. Prayer focus -- pray that each member of the class experiences the intimate relationship with God that Jesus intends. DEVOTION FOR CLASS SESSION 5: John 20:21-23 Being sent by Christ. This statement of Jesus is loaded with implications. Reflect on what it meant to Jesus to be sent by the Father. Leaving the glory of the Father, making himself much less than he truly was, sacrifice of undeserved criticism,

death for others, et. al. Prayer focus -- pray for believers to be willing to be sent in the same way. What are we willing to give up? To sacrifice? To do on behalf of others? 29

30 WORKS CITED Hiebert, Paul. Anthropological Reflections of Missiological Issues. Grand Rapids, MI: Baker Books, 1994. Kane, Herbert. Understanding Christian Missions. Grand Rapids, MI: Baker Book House, 1974. Peters, George W. A Biblical Theology of Missions. Chicago IL: Moody Press 1972. Richardson, Don. Eternity in Their Hearts. Ventura, CA : Regal Books, 1981. Senior, Donald. Biblical Foundations for Mission. Maryknoll, N.Y. : Orbis Books, 1983. Stott, John R. W. Christian Mission in the Modern World. Downers Grove, Ill. : InterVarsity Press, 1975. Winter, Ralph D. Four Men, Three Eras, Two Transitions: Modern Missions in Perspectives, third edition, Ralph D. Winter and Steven C. Hawthorne, editors. Pasadena, CA: William Carey Library, 1999. Pp. 253-262.