Vineyard College Units

This unit provides students with an opportunity to focus at an advanced level on the distinctives of the Vineyard movement. It enables students to critically examine theological, historical and sociological perspectives within the Vineyard’s ministry practice and to examine how to apply those perspectives to contemporary ministry.

The unit takes a thorough look at the history of the Vineyard from its early association with Chuck Smith and the Calvary Chapel movement through to becoming a global movement in the 21st Century. Special emphasis will be placed on the ministry of John Wimber and his ecclesiological and theological perspectives.

An examination of core beliefs and practices, and the local and global implications they have had for the movement will be undertaken.

CURRICULUM OBJECTIVES

This course unit provides students with an opportunity to focus at an advanced level on the denominational distinctives of the Vineyard movement. It enables students to critically examine theological, historical and sociological perspectives within the ministry practice of the Vineyard and to examine how to apply those perspectives to contemporary ministry.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. Explain the sociological, historical and theological perspectives that shaped the formation of theVineyard;
2. Determine core distinguishing beliefs and practices that inform the theology and ministry practice of the Vineyard;
3. Analyse the impact and/or contribution of the Vineyard to the broader Christian community;
4. Analyse contemporary issues that impact the Vineyard;
5. Outline an intentional strategy for applying the movement/denominational distinctives to the student’s ministry context.

CONTENT

1. The life and legacy of John Wimber
2. The history and development of the Vineyard Movement
3. An examination of the theological themes and emphases of the Vineyard Movement
4. Vineyard Core Values

Welcome to Church and Mission.  This subject has a two-fold focus. The first focus is found in sessions 1 to 5 and aims to give you foundational teaching to assist you in understanding the key local church functions of worship, community and mission. The following five sessions look at different aspects of ministry and church life to assist you to understand and participate more fully in the life of God’s church.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. Detail the foundational theoretical knowledge and concepts relevant to the topic of Church and Mission
2. Describe a range of approaches to dealing with Church and Mission
3. Analyse information gathered on Church and Mission to complete a range of activities appropriate to Pastoral Theology
4. Show competence in practical skills and/or descriptive, critical and analytic skills with respect to Church and Mission
5. Apply the results of their study to a specific context in Christian life, ministry or theology

CONTENT

1. A definition of the “local church” and understanding of its purpose
2. Examination of the 3 key functions of church life: worship, community and mission
3. Cultural change and the response of the local church
4. A Theology of mission
5. Missional Ecclesiology
6. The role of discipleship and leadership in the local church
7. An examination of the importance and occurrence of values and purpose in the local church
8. The role and practice of church planting

Healing Prayer aims to establish a strong biblical and theological foundation for the student to better understand how God works , and how he wants to work through his church, in the area of healing. The unit also seeks to encourage and equip the student to engage in the practical ministry of healing.

A number of different categories of healing are examined such as physical, spiritual, emotional, demonisation, relational, etc.

CURRICULUM OBJECTIVES

This undergraduate course unit aims to provide for students a biblical and theological understanding of Christian healing and its practice as seen in biblical, historical and current day contexts. It will enable the student to reflect on the importance of healing in their own personal life and ministry, as well as its place in today’s church. The unit is an Elective unit and may form a part of a Major in the Discipline of Pastoral Theology within the Bachelor awards.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. Analyse the biblical teaching on sickness and healing
2. Explain key theological positions on the Kingdom of God and how they impact healing ministry
3. Articulate how the Gospels’ account of the healing ministry of Jesus may serve as a model for healing prayer today
4. Review a diversity of healing approaches used in the church today.
5. Present a proposal for the implementation and operational ethos and practices of a healing ministry

CONTENT

1. Worldview and Definitions
2. Healing and the Kingdom of God
3. Jesus’ Model and Kingdom Authority
4. Healing in the Church: Yesterday and Today
5. The Praxis of Ministry
6. Healing of Body and Spirit
7. Healing of Damaged Emotions and Past Hurts
8. Healing of Deliverance
9. Healing of Relationships, and of Death and Dying
10. A Church That Heals

A key focus of the theology of the Vineyard Movement is on the kingdom of God: it is central not only to the movement’s theology, but also gives shape to the ministry practice of Vineyard churches. In this Unit we present teaching on the kingdom of God which compares a variety of views on the Kingdom with the “inaugurated, enacted eschatology” viewpoint held by the Vineyard and based on the teaching of George Eldon Ladd.

The unit also presents a teaching and practical application of a “third-wave” view on the work of the Holy Spirit, especially as it relates to spiritual gifts, and with a particular study of the gift of prophecy. Pneumatologies other than a third wave view are also discussed.

This unit aims to equip students with a strong theological and biblical grounding for the work of ministry. It has a strong emphasis on both theory and practice related to the kingdom of God and Spirit-empowered life and ministry.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. Analyse the core elements of Kingdom of God theology as expressed in a range of different views on the role of the Holy Spirit in empowering Christians for ministry;
2. Articulate ways of balancing the tensions within a “Now-But-Not-Yet” theology of the Kingdom of God;
3. Review a range of primary and secondary literature relevant to Kingdom of God theology;
4. Critically review the ways in which prophecy and the spiritual gifts are employed in the local church;
5. Establish a set of principles for a theologically supported program of “3rd Wave” ministry practices in a local church context.

CONTENT

1. The Kingdom of God in 20th Century Theology
2. Contemporary Eschatologies, including 21st Century expressions of 3rd Wave theology and praxis
3. The Here but Not-Yet of the Kingdom
4. Inaugurated Eschatology
5. Being a Kingdom Community
6. Person and Work of the Holy Spirit
7. Comparative Pneumatologies
8. Empowered by the Spirit
9. Spiritual Gifts – Traditional Views
10. Spiritual Gifts – Explanation and Demonstration of an Expanded (3rd Wave) View
11. Prophecy
12. The Holy Spirit and the Local Church

This course is designed to produce radical followers of Jesus, who both announce and demonstrate the Kingdom of God, with emphasis on the “demonstrating” aspect. It also seeks to develop a strong biblical and theological foundation to support this ministry, and which is laid down more thoroughly in the Vineyard unit entitled “Kingdom and Spirit”.  It is expected that students will have completed the unit Kingdom and Spirit before commencing this unit.

LEARNING OUTCOMES

At the end of this unit students will be able to :

1. Analyse the Kingdom mandate Jesus gave to his church
2. Critically examine ministry as enacted by Jesus and his disciples as shown in the New Testament and how relevant it is to the ministry of today’s church
3. Determine what it means to live a confident Christian life based on a profound sense of identity “in Christ” and practical ways in which to live that out
4. Explain Third Wave theology/pneumatology regarding the charismatic gifts of the Spirit and how they can be implemented in a healthy way
5. The presentation of a program that seeks to develop and sustain the activity of the Kingdom of God through their own ministry

CONTENT

1. The Kingdom of God
2. Christian Identity
3. Empowered by the Holy Spirit
4. Gifts of the Spirit
5. Prophetic Ministry
6. Healing Ministry
7. Deliverance Ministry
8. Power Evangelism
9. Prayer Ministry

It is clear that both the western world and western Christianity are experiencing paradigmatic change. Western Christianity is often closely identified with western cultural values and mores. However, more recent cultural shifts have resulted in churches finding themselves increasingly on the margins of a rapidly changing society. The stage is set for some conflict, uncertainty and creativity within Christian organizations. There is an urgent need for leadership to be shaped by ‘kingdom’ values and practices and to redefine itself in light of the nature and mission of God in Christ. Leaders that embark on the transformational journey towards missional embodiment are essential for the future effectiveness and influence of the church in the Australian context.

This unit is designed to help leaders and potential leaders to understand the foundation of leadership founded in the essential nature of God and positioned within the kingdom of God, to develop crucial leadership character and skills and to position them to be persons of missional influence in churches and the culture.

LEARNING OUTCOMES       

By the successful completion of this unit, the student will be able to:

1. Demonstrate an intermediate level of knowledge of missional leadership
2. Analyse a broad range of primary and secondary literature dealing with missional leadership
3. Evaluate the missional leadership using the methodologies appropriate to the discipline of mission
4. Show competence in practical skills and/or descriptive, critical and analytic skills with respect to missional leadership and apply to diverse contexts
5. Apply the results of their study to enrich Christian life, ministry, or theology.

CONTENT

This course unit examines the nature and practice of missional leadership. It lays a foundation for the shaping of the missional leader in light of God’s essential nature- love, and founded in the missio Dei (the mission of God). Participants will be challenged to develop a biblical model of leadership based on Jesus’ ministry and to develop a strategy for their own ongoing spiritual and personal nourishment. Participants will also understand the changing nature of ministry and church in the western context and the necessary changes to leadership styles and focus.

SCHEDULE

1. God’s Love – Leadership Motivation
2. Mission of God – The Call and Focus of Missional Leadership
3. The leader’s Priority – Spiritual Leadership
4. Biblical Foundations of Leadership
5. Biblical Foundations – Christ and the Early Church as a Model for the Missional Leader
6. Paradigm for Missional Leaders – Incarnation, Servanthood and Humility
7. Knowing the Times – Contextualisation of Leadership
8. Contemporary Missional Challenges – Changing Nature of Leadership
9. The Missional Leader
10. The Leader’s Journey – Formation of Missional Leaders

This unit will introduce students to Biblically grounded and culturally adapted approaches to following Jesus in the contemporary context. It will investigate theories and practices of discipleship, spiritual transformation and disciple making for the 21st century.

At the end of this unit students will be able to:

1. analyse the Biblical material and theological issues relating to discipleship
2. explain why and how different approaches to making disciples are employed in differing cultural and contextual situations.
3. explain the role and place of a disciple in the public arena
4. develop a discipleship pathway for a given setting
5. reflect upon the foundational importance and practical application of discipleship to Christian life and ministry

The content of this subject includes:

1. The Biblical basis for discipleship
2. Disciple making as a lifestyle
3. The influence of society and culture on discipleship
4. The role of spiritual practices in the maturity and development of a disciple.
5. A strategy for disciple making in the local congregation.
6. From personal growth to community transformation.

This course recognises that a person who is called to minister in a team situation will find their ministry enhanced if they understand more of the dynamics of team ministry. The content is designed to assist in the development of leadership skills and will provide practical skills for increasing organisational effectiveness. It will introduce the student to some of the dynamics of team ministry such as the nature of teams, their effectiveness as well as some of the pitfalls. A particular focus is on the development of intercultural teams both in terms of local church ministry and in working in cross-cultural teams to reach a different (i.e. non-shared) culture. This course unit builds upon previous theoretical and applied reflections in previous units.

By the successful completion of this unit, the student will be able to:

1. Demonstrate an understanding of the nature and breadth of team leadership skills
2. Exhibit an ability to relate various theories and skills to organisations
3. Show an appreciation of the necessity of developing teams and applying leadership skills in organisations, and of enlarging the capacity and character of team members
4. Display an understanding of personality differences and the ways in which these affect team relationships.
5. Show an appreciation of the overall impact a harmonious team in a larger church can have towards effective mission

The content of this subject includes:

1. The nature and importance of team building
2. The Myers-Briggs and other models which explain personality differences
3. Methods of team building
4. Developing effective team communication skills
5. Priority setting and delegation
6. Supervising and appraising performance
7. Conflict management
8. Leading organisations through change

SCHEDULE

1. Team ministry and its biblical basis
2. What is expected of me?
3. Decision making in a team-led church
4. When things go wrong
5. Time management within a team
6. The team member building teams
7. The team member as a visionary
8. The team member as a change agent
9. The team member as a recruiter
10. Avoiding burnout

This course unit introduces students to the initial skills and fundamental principles involved in the preparation and delivery of sermons.

At the end of this unit students will be able to:

1. Articulate and prioritize the elements of an effective sermon and its delivery
2. Explain the role of the sermon in worship and spiritual formation
3. Analyse a range of preaching styles
4. Identify a range of pastoral contexts and determine how they influence  the sermon and its delivery
5. Apply their knowledge and skills to the preparation and delivery of pastorally appropriate sermons.

The content of this subject includes:

1. The Goal of Preaching
2. Method, Manner and Megaphones
3. The Big Idea
4. Outlines and Maps
5. Know Your Stuff
6. Engaging Your Audience
7. Know Your Audience
8. Develop Your Own Style
9. Finding the Big Idea
10. Missional Preaching

Spiritual Formation is the process of restoration in which we are formed into the image of God through Jesus Christ. It’s the work of the Holy Spirit that initiates, designs and implements this process in our lives. Our part is to be open and willing to participate in that reforming. Spiritual Formation Units are year-long in their duration involving practical and academic activities that cause us to awaken to God’s maturing action within us.

This particular unit explores sustainable models of personal transformation that are based on the life and ministry of Jesus. An essential first step to experiencing the abundant life that Jesus promises is being and becoming a beloved child of God. When we learn that we are graciously accepted in this way, we discover good and beautiful narratives that allow us to be drawn by love, vision and Spirit rather than driven by fear, guilt and shame. God’s Spirit empowers us to accomplish those things we cannot accomplish in our own strength. When we participate with the Spirit to follow Jesus on this journey, we experience a radical integration of our head, heart and hands that transforms how we serve and lead.

ACOM considers Spiritual Formation units to be essential in preparation for Christian ministry as well as for those who already are well established in ministry because it’s a lifelong activity. Spiritual Formation units are designed for a variety of ages and stages in life in general. Students engaging with these topics and activities will increase their God-awareness, self-awareness, personal functioning and spiritual maturity for life and ministry.

Spiritual maturity involves:

• Deepening one’s intimate relationship with God thereby growing in God-awareness.
• Developing and sustaining prayerful vulnerability and humility as essential virtues for life and ministry
• Growing in discernment, wisdom and spiritual empowerment

Character Formation involves:

• Expanding self-awareness
• Enhancing relational capacity and virtues
• Developing emotional resilience
• Building personal integrity

Ministry Formation involves:

• Clarifying and developing vocational awareness
• Developing and sustaining self-care strategies
• Extending leadership capacity and skilling

By the successful completion of this unit, the student will be able to:

1. Appraise a number of sustainable models of personal transformation that are based on the life of Jesus
2. Explain the theological and operational connection between grace and personal transformation.
3. Evaluate the power of various narratives in establishing identity and shaping relations to God and others.
4. Analyse approaches to formulating a Christian framework for the distinctive role of the Holy Spirit in the transformation process
5. Construct a process by which the principles of personal transformation will impact a specific area of service or leading.

CONTENT

1. Christian models of personal transformation.
2. The role of Grace.
3. The significance of authentic and false narratives.
4. The particular role the Holy Spirit plays in the transformation process.
5. Serving and leading from our transformed selves.

This course unit aims to introduce students to the literary forms, historical and cultural contexts and theological themes of the Old Testament. It seeks to provide a foundation for further biblical and theological study.

At the end of this unit students will be able to:

1. demonstrate a general understanding of the overall structure and contents of the Old Testament
2. identify the literary shape, themes, social and historical background of the individual books of the Old Testament
3. employ critical methodologies in the interpretation of Old Testament texts.
4. access secondary literature
5. convey the relevance of the Old Testament to Christian life and the contemporary world
6. A threshold concept to be acquired in this unit is:

The books of the Old Testament are works of literature, written and received in a particular historical period, for a distinct religious purpose.

The content of this subject includes:

1. Introduction to the Canon
2. Introductory questions of each book of the Old Testament (authorship, date, historical, political and cultural contexts, etc.)
3. Structure and outline of the major books of the Old Testament
4. Literary genres of Old Testament literature
5. Key theological themes of the Old Testament collection
6. Critical approaches to Old Testament interpretation

This course unit introduces students to the critical study of the New Testament, its literary forms, historical and cultural contexts and theological themes. It provides a solid foundation for further biblical and theological study.

At the end of this unit students will be able to:

1. demonstrate a sound knowledge of the contents of the New Testament
2. display a sound understanding of the historical, social and cultural context of the New Testament
3. demonstrate basic exegetical skills in critical interpretation of New Testament texts
4. access and use significant secondary literature
5. apply the fruits of New Testament studies to a range of life and ministry situations

A threshold concept to be acquired in this unit is:

The books of the New Testament are works of literature, written and received in a particular historical period, for a distinct religious purpose.

The content of this subject includes:

1. Outline of the books of the New Testament
2. Historical, cultural, political and religious contexts of the New Testament materials
3. Approaching the books of the New Testament as literary works
4. Key methodologies of Biblical interpretation
5. Developing skills in exegesis and writing an exegetical essay
6. Key New Testament themes

Hermeneutics is a process that is always taking place. Every time we read or hear the Bible interpretation and application are taking place. The goal of this course is to provide tools and understanding so that this process is conducted in a manner that is healthy. The Bible contains texts that come from a time and place far removed from where we live today. Yet the Christian believes that these texts have application for modern life. The working assumption of this course is that Christians want to be people shaped by the Bible.

This course provides an introduction to some of the key ideas that need to be understood. Students then take these concepts and turn them into a practical exegesis of the text, and apply that exegesis to a context. While some of the terms that have just been used might be strange, the sentiment behind them is one that might sound familiar. The point behind healthy hermeneutics is not knowledge for the sake of knowledge; rather there must be application.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. demonstrate a sound knowledge of general hermeneutical principles
2. demonstrate a clear understanding of sound principles used in interpreting Scripture
3. evaluate a broad range of approaches used in interpreting Scripture
4. apply appropriate hermeneutical principles to biblical texts
5. appreciate the diversity of interpretative approaches used in the interpretation of the Scriptures within the Christian tradition

CONTENT

1. The need for biblical hermeneutics.
2. Terms of reference used in biblical hermeneutics.
3. The history of biblical hermeneutics.
4. Key issues in biblical interpretation.
5. General hermeneutical principles.
6. The application of hermeneutical principles to specific genres of biblical literature.
7. The application of hermeneutics to life and ministry issues.

This Course Unit builds on the Biblical Studies introductory units by investigating the principal literary, historical and theological features of the four Gospels through exegetical methodologies.

At the end of this unit students will be able to:

1. demonstrate knowledge of the historical, socio-cultural and religious background of the four Gospels
2. identify the main literary forms and theological themes of the four Gospels
3. employ exegetical methodologies in formal essay style on selected passages from the Gospels
4. access and use sound secondary scholarship on the Gospels
5. integrate their acquired knowledge into preaching, liturgy and spiritual leadership

The content of this subject includes:

1. Placing Jesus in his historical, cultural, and religious context.
2. Contemporary historical-critical methodologies for studying the Gospels.
3. The Quest for the Historical Jesus.
4. The principal literary features and themes of each Gospel.
5. Practical exercise in exegesis of a selection from one Gospel.
6. Application of critically researched knowledge of the Gospels to various ministry contexts.

The book of Romans has been described as the crown jewel of Pauline Epistles. It has often been read as a summary of Paul’s New testament teaching on matters of doctrine and practice. While that evaluation is open to debate, it is certain that the letter is a key to understanding many of the most vital aspects of the New Testament. The themes detailed and analysed by Paul in Romans are basic to Christian belief and the intensive study of them in this unit will provide a solid grounding for personal belief and public ministry.

CURRICULUM OBJECTIVES

This course unit engages students in a critical examination of the English text of the Epistle to the Romans. It examines the historical context, structure and content of the Epistle with attention given to its theological themes and implications for ministry. As an Advanced Elective unit, this unit builds on the interpretive and exegetical skills formed in pre-requisite units and forms a part of a Biblical Studies major in the degrees.

LEARNING OUTCOMES

At the end of this unit students will be able to:

1. analyse the significance of the historical, socio-cultural and religious background for interpreting the Epistle to the Romans
2. identify the major themes, emphases and principal theological arguments of Romans
3. exegete selected passages from Romans
4. integrate significant secondary literature into the critical study of Romans
5. incorporate insights from Romans to a range of life and ministry situations

CONTENT

1. Locating the Roman Church: The historical, geographical and socio-cultural context of Paul and the Roman Church
2. The structure, style, purpose and content of Romans
3. The distinctive theological themes of Romans
4. Contemporary methodologies for studying Romans
5. Exegesis of the English text of Romans 1-8

This unit shows how the understanding and practice of mission has evolved throughout the centuries in response to the changing needs of the world. It introduces students to the contemporary theological understandings and entry points for mission.

For many, mission is synonymous with proclamation or evangelism. While this has remained constant and urgent throughout the history of the Church’s mission, the demands, trends and insights into mission have changed over the centuries as the needs of the world have changed. It is critical to realise this, to map the changes and to discern the new missionary activities needed today.

For many also, mission is synonymous with missionaries travelling to nations other than their own, so that mission is always cross-cultural. Of course, this view needs to be challenged since the church’s mission is to make disciples of Christ, as much at home as in other nations. Changing patterns of migration mean that now, more than ever, missionary activity at home is also cross-cultural.

But international mission has also changed in several important ways. For example, the direction of travel has changed dramatically. During the 19th and much of the 20th centuries, missionaries travelled from the developed nations of Europe, North America and Australasia to the less developed nations of, for example, Africa, Asia and South America. While missionary travel in that direction has not ceased, most missionaries now travel from those “developing” nations to others, including the traditional sending nations. The duration of their trips has also changed, from many years to a growing trend of short-term mission trips (STMs) of a few days, weeks or months, with many missionaries not learning the language of those they are trying to reach, let alone their culture. In the early 21st century millions of Christians are undertaking STMs each year at a cost of billions of dollars. Biblical stewardship demands that the effectiveness of this be evaluated.

For these reasons, among others, the study of the church’s mission is not only interesting and rewarding, but essential.

LEARNING OUTCOMES

At the end of this unit students will be able to:

1. Explain the biblical basis of Christian mission and identify critical issues in contemporary theologies of mission as espoused by major branches of the Christian Church;
2. Outline key historical, cultural and strategic perspectives related to the practice of world mission;
3. Suggest strategies to strengthen local church commitment to and involvement in world mission;
4. Identify ways in which Australian churches might address cultural and religious diversity in their outreach to the local community;
5. Apply perspectives covered in this unit to the contemporary practice of mission and evangelism.

Schedule

1. Biblical Basis for Mission
2. History of Global and Australian Mission
3. Contemporary Missiology, Mission and the Local Church
4. Cross-cultural Mission, Culture and Language
5. Trends: Short-Term Missions, North-South Shift
6. Mission in and from Contemporary Australia
7. Evangelism
8. Discipleship and Formation
9. Compassionate Service & Advocacy for Justice
10. Creation Care & Conclusion

This graduate course unit is an introduction to the practice of youth ministry. It seeks to encourage students to think differently about how to best minister to this post-modern generation. Students will be introduced to ideas and principles applicable to many different contexts and tools to evaluate and implement these principles.

At the end of this unit students will be able to:

1. Demonstrate advanced understanding of the nature and strategic task of youth ministry within the church.
2. Interpret and compare the various philosophies and principals of youth ministry to the ministry of the local church.
3. Assess and critique the theory and practice behind the various models for youth ministry & how to apply them to a local setting.
4. Derive and formulate the process for analysing the current context of a group with a view to setting and communicating vision and goals for the ministry in order to move forward.
5. Collect and compare new ideas to effectively reach and minister to the youth of the 21st century

The content of this subject includes:

1. Biblical foundations
2. Defining Youth Ministry
3. Clarifying a Call to Ministry
4. Philosophy of Youth Ministry
5. Models for Youth Ministry
6. Getting started – Strategic Programming
7. The Principles of Programming
8. Prayer as a Foundation for Youth Ministry
9. Setting Vision and Goals for Youth Ministry
10. Schools Ministry

This course unit provides students with strategies for establishing a culture of discipleship and leadership development within the youth group. The unit guides them in the practice of recruiting and training youth leaders as well as building student leaders.

At the end of this unit students will be able to:

1. Exhibit an advanced understanding of the key principles and strategies for making disciples in youth ministry.
2. Understand knowledge of recent developments in the area of faith development & discipleship in youth.
3. Exhibit an advanced understanding and professional practice of the importance of developing a relational approach to youth ministry.
4. Exercise advanced skills in applying models for equipping youth for leadership and ministry.
5. Apply knowledge and skills with creativity and initiative in the area of discipleship and mentoring of young people and leaders.

The content of this subject includes:

1. Foundations for Making Disciples
2. Unleashing Potential in Youth
3. Relational Youth Ministry
4. Small Groups, Follow-up and Nurture
5. Equipping Youth for Ministry
6. Equipping Youth for Ministry – Techniques
7. Equipping Youth for Mission
8. Equipping Youth for Leadership
9. Mentoring Youth to Spiritual Maturity
10. Youth Ministry Development
11. Camps, Retreats and Mission Trips well done
12. Developing a Culture of Evangelism

Please note the official SCD name for this subject is: Developing Youth Ministry

This course seeks to address the value of ministry with children within the wholistic context of the family and the faith community, believing that scripture teaches us that this is the best model of helping a child’s faith formation develop in a solid and strong way. We long to see children grow and develop a lifelong faith that helps them become the adults God intended them to be.

LEARNING OUTCOMES

At the end of this unit students will be able to:

1. Articulate an advanced understanding of the theory and concepts of children’s ministry as a missional activity of the local Church
2. Critically analyse a variety of children‘s ministry professional practices and approaches in congregational, family and community settings
3. Evaluate the established theories of the learning characteristics, overall development and appropriate stages of faith of children, with reference to specific ministry contexts
4. Use and evaluate a variety of contemporary resources and techniques to nurture, manage, and ensure safety in children’s ministry in a range of congregational, family and community settings
5. Develop and evaluate effective programs for implementation in children’s ministry in their specific context.

CONTENT

1. Biblical and theological perspectives on the faith formation of a child.
2. Intergenerational Christian formation practices
3. Developing the family-at-the-centre approach to faith formation.
4. Children’s ministry in the way of Jesus.
5. The Church’s role in helping to raise spiritual champions.
6. A study of the learning characteristics and overall
7. development of children.
8. Discipling Children at appropriate faith stages
9. Mission with children in communities of faith and in the world.
10. Behaviour management and safe Environments for working with children.
11. Effective Communication and techniques to nurture and engage children in the faith community.

This graduate course unit introduces students to concepts that equip them to lead and evaluate Christian worship services
At the end of this unit students will be able to:

1. Account for the variety of approaches to Christian worship in a number of diverse Christian traditions
2. Analyse the theological and cultural bases of a variety of Christian worship services
3. Critically evaluate the merits of a range of current debates regarding Christian worship
4. Categorize a range of worship resources in terms of their suitability for various pastoral purposes
5. Construct and critique a range of Christian worship services.

The content of this subject includes:

1. The biblical basis for Christian worship
2. The theology of Christian worship
3. The role of culture in the development of worship
4. The historical developments in Christian worship
5. Current issues in Christian worship
6. Preparation of a Christian worship service

Please note the official SCD name for this subject is: Introducing Christian Worship.

Whether you are a pastor, pastoral care worker, chaplain, supervisor or counsellor you have the privilege of being with individuals in meaningful life-impacting conversations where important and often private information is shared. These moments are sacred and demonstrate God’s presence and activity. While your role is to listen, pray and care for the person, there is also opportunity to be an enabler of spiritual and personal growth, to bring out the best in those you are seeking to help!
In cooperation with what the Spirit of God is already doing, this unit will help you learn the skills to take a person on a journey of change and transformation.

Solution-Focused Coaching enables participants to utilise coaching skills as an opportunity to invest in others in a natural and ongoing way so that conversations are eagerly anticipated by the coach and the coachee.

By the successful completion of this unit, the student will be able to:

1. Demonstrate an intermediate level of knowledge of Solution-Focused Coaching
2. Analyse a broad range of primary and secondary literature dealing with Solution-Focused Coaching3. Evaluate the subject area of Coaching using the
3. methodologies appropriate to the discipline of Pastoral Theology
4. Show competence in practical skills and/or descriptive, critical and analytic skills with respect to Solution-Focused Coaching and apply to diverse contexts
5. Apply the results of their study to enrich Christian life and ministry

The content of this subject includes:

1. Understanding of coaching as a paradigm in comparison to other disciplines such as mentoring and pastoral care.
2. Approaches to coaching
3. Spiritual nature of coaching
4. Coaching skills
5. Contexts for coaching
6. Personal attributes of the coach
7. Understanding the person being coached

SCHEDULE

1. What is Coaching?
2. Approaches to Coaching
3. The Spiritual Nature of Coaching
4. Coaching Skills – 1
5. Coaching Skills – 2
6. The G.R.O.W. Model and Group Coaching
7. Further Approaches – Appreciative Coaching
8. Contexts for Solution-Focused Coaching
9. Personal Attributes of the Coach
10. The Person Being Coached

This unit aims to equip the student to face the unique dilemmas, challenges and opportunities faced by chaplains in a wide variety of situations.
By the successful completion of this unit, the student will be able to:

1. Identify the key elements of the roles of chaplains in a range of contexts
2. Explain the vital nature of working in a team with others (chaplains, case workers, clinicians, managers, administrators and volunteers) in being a healthy and effective people helper
3. Formulate effective principles for developing the roles of self-differentiation, self-awareness and spirituality in effective people helping
4. Develop strategies for working effectively with a range of people helpers
5. Develop their own plans for professional development as key to their ongoing health, effectiveness and resilience as a chaplain.

The content of this subject includes:

1. Foundational skills of the chaplain
2. Self-awareness
3. Self-differentiation
4. Transdisciplinary relationships
5. Chaplaincy in a variety of contexts
6. Professional standards

This course unit is an introduction to practical theology for ministry. It is also an opportunity to overview the biblical and theological foundations of ministry. Common aspects of ministry will be considered.

At the end of the unit students will be able to:

1. demonstrate a sound knowledge of key issues relating to the practice of pastoral care
2. display a sound understanding of the role of the human sciences in pastoral theology and ministry
3. apply the critical insights of biblical and theological foundations to the practice of ministry
4. demonstrate the process of reflection in the practice of ministry
5. develop and apply effective skills for pastoral ministry

The threshold concept to be acquired in this unit is the interdisciplinary nature of pastoral theology.

The content of this subject includes:

1. The theological, epistemological and biblical foundations of pastoral theology
2. Aspects of church pastoral and caring ministry
3. Human science perspectives on contemporary pastoral issues
4. Basic listening skills
5. Developing reflective practice in pastoral ministry
6. Methods of ministry and the place of ordination / leadership

Please note the official SCD name for this subject is: Introduction to Pastoral Theology and Ministry.

This course unit assists those preparing for or engaged in leadership roles in ministry. It involves practical application of what is learnt in other course units and directs learning to the service of others in their faith journey.

At the end of this unit students will be able to:

1. demonstrate an understanding of the biblical, traditional, theological and personal foundations of Christian leadership
2. engage with a personal understanding of pastoral leadership
3. examine one’s own strengths and areas requiring growth and development
4. identify the relationship between the spiritual leader and those served by leadership, within cultural and institutional contexts
5. summarise the various models of pastoral leadership with particular reference to team leadership and develop a working model for their own faith community

The content for this subject includes:

1. Christian leadership in its biblical, traditional and theological expressions
2. Qualities, knowledge and skills necessary for pastoral leadership
3. Needs and expectations of those seeking pastoral leadership
4. Leaders and leadership teams within the context of contemporary Christian community
5. The influence of culture and society on leadership

This course unit introduces students to fundamental principles and practices that equip them for constructing and leading Christian worship services.
At the end of this unit students will be able to:

1. Explain the pastoral and theological significance of the various elements of Christian worship
2. Identify the pastoral needs of the congregation that influence the shape of Christian worship
3. Analyse the key issues of current debates concerning Christian worship
4. Assess the usefulness of a range of worship resources
5. Construct a range of worship services suited to a variety of diverse Christian settings.

The content of this subject includes:

1. The biblical basis for Christian worship
2. The theology of Christian worship
3. The role of culture in the development of worship
4. The historical developments in Christian worship
5. Current issues in Christian worship
6. Preparation of a Christian worship service

Over the last twenty years there has been much change in the Australian church and beyond. Church planting has been both the result of this change, and at the forefront of it. It has been a period of undoing the shackles that have held our thinking and doing of church captive during most of the last century. Now there is both a freedom and encouragement to establish new expressions of church life as seen in church planting.

This course unit recognises that church planting has become a key facet of church life and evangelism and is an important part of Kingdom expansion. It seeks to help students appreciate the biblical and theological foundations of church planting and to equip them in the role they may be called to play in a church plant.

SCHEDULE

1. Why Church Planting?
2. Culture, Change and Challenge
3. The Mission of the Church
4. Church Planting Models
5. The Church Planter
6. The Church Planting Team
7. Vision and Values
8. Planning and Strategy
9. From Addition to Multiplication
10. The Church of the Sovereign God

This course unit explores worldview and intercultural communication from theological and practical perspectives. It will help students understand their own worldviews and those of others, and assist them in effective cross-cultural ministry and mission at home or abroad.

At the end of this unit students will be able to:

1. explain the concept of culture and foundational principles of cross-cultural communication;
2. demonstrate a broad understanding of the theological and theoretical foundations of cross cultural ministry;
3. evidence developing skill in analysing cross-cultural situations and discerning underlying assumptions and values;
4. develop strategies to cope with the complexities of cross-cultural ministry or mission;
5. apply a growing understanding of culture and worldview to the communication of Christian faith across cultural barriers

The basic anthropological distinction between form and function is critical to cross-cultural communication. Words or behaviours can mean different things in different cultures, and we must not assume they have the same meaning in another culture as they would in ours. The danger lies in equating our interpretation of observed behaviours with their actual meaning in another cultural context.

The content of this subject includes:

1. Biblical precedents for cross-cultural mission
2. Developing a theology of cross-cultural ministry and mission
3. Understanding culture and worldview; models of culture types
4. Identifying and understanding one’s own culture and worldview
5. Culture shock and reverse culture shock
6. Introduction to communication theory; dangers of miscommunication
7. Aspects of cross-cultural communication, including language and non-verbal communication; influence of social structures on communication; relationship of medium and message; and the distinction between form and function
8. Church and culture
9. Contextualisation, indigenisation and enculturation in cross-cultural ministry and mission
10. Dealing with prejudice, racism and cross-cultural conflict

Please note the official SCD name for this subject is: Introduction to Cross-Cultural Mission.

This course unit provides you with an opportunity to experience a supervised fieldwork placement in a cross-cultural context. Engaging in such fieldwork can be both challenging and transformative as it allows you to put your theoretical knowledge of working with other cultures to the practical test.

CURRICULUM OBJECTIVES

This course unit provides students with an in-situ­ experience of cross-cultural mission as a practical adjunct to their theoretical study and so to learn the significance of inter-cultural issues in a living and dynamic situation.

EARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. Identify key issues involved in a specific cross-cultural ministry;
2. Articulate coherently the implications for ministry of the interrelationships of culture and gospel within that culture;
3. Analyse cultural elements in their own formation and propose adjustments needed for effectual cross-cultural ministry;
4. Engage effectively in a range of supervised cross-cultural ministry experiences;
5. Apply insights gained from the field experience to an actual or projected personal program in cross-cultural ministry.

Please Note: SCD policy limits students to studying one Field work unit per year of full-time study (i.e. every 8 units), and to one Field Work Unit overall per sub-discipline of study also. Please ensure that you do not exceed these enrolment limits. This unit is one of those Field work units.

CONTENT

Section A: Preparation 

Students must undertake supervised preparation for their cross-cultural ministry field-work. The preparation will include reading the set textbook and any other set readings pertinent to the specific cultural context to be experienced by their fieldwork coordinator.

In addition, the following preparation must be undertaken. Specific details are to be provided to the student by the Fieldwork Coordinator/Supervisor for each fieldwork placement.

1. Students must attend an Information Meeting conducted and/or organised by the Fieldwork Coordinator well before departure, which will include all enrolled students, participating faculty and, where possible, a representative of the fieldwork partner involved. Such a meeting will cover, at a minimum:
   1. Field risk assessment, including task and location hazards
   2. Specific Travel and accommodation arrangements and costs involved
   3. Insurance Arrangements
   4. A full itinerary of the fieldwork, including relevant contact details of the fieldwork partner;
   5. A full list of participating staff and any other personnel and their respective responsibilities;
   6. Full details of any government requirements pertinent to the travel arrangements.
2. Students must meet all organizational requirements of the Fieldwork Placement. Special note must be taken of any additional preparation to be undertaken as required by the Fieldwork Partner (e.g. international police checks, additional interviews prior to selection etc.) The Fieldwork Coordinator will advise the student of these requirements.

Section B: Field Work 

The student will spend at least two weeks immersed in an unfamiliar culture. This learning experience may be local or international. Note that the fieldwork location is subject to an extensive approval process and cannot be modified in the enrolment period.

During the fieldwork, the fieldwork Coordinator will work with the student to:

1. Assist the student to make sense of their experience
2. Assist the student to deal with tensions, difficulties, cultural and health issues, including any placement related conflict.
3. Assist the student to connect their learning objectives with the field practices.
4. Guide and support the student in ethical behaviour

Section C: Post Field Work

The student will be debriefed upon return and will be required to reflect critically upon their learning. This will be achieved by:

1. Completing the post fieldwork assessment tasks.
2. A debrief session with the fieldwork coordinator. This session will include:

• • A discussion of the Field Evaluation Report and how the learning outcomes were achieved through fieldwork placement
  • Reflecting on the fieldwork placement as a learning experience
  • Assisting the student to process ministry related challenges and difficulties and to refer them to specialised support if needed
  • Assisting the student to process specific cultural challenges and difficulties and to refer them to specialised support if needed
  • Identifying key areas for future learning
  • Collating Fieldwork Placement feedback for future coursework development.

In recent days there has been a lot of talk in our churches around community engagement and community development. Often when we think about community engagement, we immediately start talking about food hampers, feeding programs, visitation, Mainly Music type programs and perhaps even street evangelism. This is slightly different in an international context, where perhaps the focus is on orphanages, fresh water programs, education and relief from natural disasters. Whilst all these things are valuable and have their place, questions need to be asked about how much they engage the broader community (whatever our context) and certainly whether they are developing it.

A misconception when we think about community development is that we are talking about the development of our own Christian Community. You may have spent a lot of your life in various forms of community, and perhaps found that both challenging and rewarding. But when we talk about community development we are not primarily referring to the building up of our particular expression of community behind our walls. Rather, we are referring to what it means for the Church (the people of God in the world) to partner with God and others in the developing of God’s world for and towards His Kingdom.

Do you believe God has a picture of what our communities, our cities and our nation and even our world can look like? Isaiah 58 and 65 suggest that this picture is tied up with the concept of shalom, a very earthy presence of God with us now.

Jesus of course in Matthew 6 talks about seeking first the Kingdom of God, which we sometimes tend to interpret as a personal spiritual reality. If we limit our understanding to this, we limit the impact we as the people of God are meant to have in the world.  This unit seeks to expand our understanding of what God is doing in our world and how we can partner with God and others. All this is grounded in a philosophy of community development that allows us to value those whom we are working with as co-labourers. We will also explore practical tools for this kind of engagement.

The first two sessions set up an understanding of the Kingdom of God and what God is doing in the world. Session Three explores our response to this as the people of God, the internal shape necessary for us to respond to God’s agenda. Here we are not so concerned about worship styles and outward expression but more about our attitude and orientation to the world. Often almost by default we can take on an adversarial approach to the world. The Scriptures tell us that God loves the world so how do we position ourselves to love the world? Session Four introduces an over-arching community development framework that is congruent with this understanding of God’s activity. Session 5 sets our Western context. Session Six deals with the context of the developing world, Seven with various approaches to community development we come across in the sector. Sessions 8-10 focus on practical tools and the project management cycle.

At the end of the unit students will be able to articulate a clear theology for community development, be able to work towards employing an empowering methodology and have some practical on the ground skills for effective community engagement.

LEARNING OUTCOMES  

By the successful completion of this unit, the student will be able to:

1. Demonstrate an intermediate level of knowledge of community development
2. Analyse a broad range of primary and secondary literature dealing with community development
3. Evaluate the subject area of community development using the methodologies appropriate to the discipline
4. Show competence in practical skills and/or descriptive, critical and analytic skills with respect to community development and apply to diverse contexts
5. Apply the results of their study to enrich Christian life, ministry, or theology

CONTENT

Over the ten sessions of this unit we will cover:

• Theology – An understanding of the Kingdom of God and its unveiling in the present and how we can use this to create a framework for meaningful engagement with our communities. We will also explore the Church’s necessary response to the Kingdom.
• Context – At its core community development is about understanding a community and working with its strengths to see it become all it can be. This is impossible to do well without an understanding of the community’s social context, its culture and how these things have formed. We will paint a big picture view of the western and developing contexts.
• Methodology – Once we have begun to understand the context we will want to be able to employ a methodology that is true to the context and the gospel. Asset Based Community Development gives us principles that are applicable to both. We will also explore how a rights based approach works and the impact of relational thinking.
• Practical Tools – These include research methodologies, asset mapping and an exploration of the project cycle including evaluation.

SCHEDULE

• Kingdom of God Frame for Community Development
• The Shalom Model
• Shaping Our Response
• Frameworks for Missional Engagement
• Setting the Western Context
• Poverty in the Developing World
• Development Approaches
• Relating for Better Community Development
• Practical Tools
• Project Management Cycle

This unit will focus on the specific spirituality issues faced by people involved in pioneering mission to emerging global cultures. In relational to spirituality, it will relate to finding God outside the church and in strange places. Christian spirituality has been so tied to a Christendom mode of church, and as a result that we have become dualistic in our understanding of God, church and world. We divide life into sacred and secular, and God is found in one but not the other. This unit will seek to address this issue directly and help the student to reconceive his/her relationship to God and the world in a more holistic and biblical way.

We will also explore the nature and essential character of discipleship in relation to the cultural situations and the alternative religions of our day. We will focus particularly on consumerism as the major religious alternative to Christianity in our day.

Finally, because missional work is difficult, we will explore the whole concept of sustainability – staying in there for the long haul and developing disciplines and structures for sustainable mission.This unit presents new models of spirituality, consistent and sustainable for mission in a post-modern context.

The original Content Providers who wrote this unit are Alan Hirsch, Michael Frost and Darren Cronshaw.

HIGHLY RECOMMENDED READING

Beaudoin, Tom, Virtual Faith: The Irreverent Spiritual Quest of Generation X (San Francisco: Jossey-Bass, 1998).
Frost, Michael, Eyes Wide Open: Seeing God in the Ordinary (Sydney: Albatross, 1998).
Frost, Michael, and Hirsch, Alan, The Shaping of Things to Come: Innovation and Mission for the 21st Century Church (Peabody: Hendrickson Press, 2003), Section III on Messianic Spirituality.
Jones, Tony, Soul Shaper: Exploring Spirituality and Contemplative Practices in Youth Ministry (Grand Rapids: Zondervan, 2003).
Willard, Dallas, The Divine Conspiracy (San Francisco: HarperSanFrancisco, 1998).
Frost, Michael, Exiles: Living Missionally in a Post-Christian Empire (Peabody, MA: Hendrickson, 2006).

Supervised Ministry units allow students to explore the practice of ministry with greater depth. They require students to spend focused time in practical ministry in a certain area of interest, meet regularly with a supervisor, have a mentor, engage in relevant readings, interact with specialists in the field and write practical essays to anchor their learning.

A Supervised Ministry unit should be designated in a specific area of ministry. This may include Children’s Ministry, Mission, Youth and Young Adult Ministry, Chaplaincy, Pastoral Care, Worship and Creative Ministries and others. For students in Learning Centres your coordinators will help you to work out what area your ministry placement will be in. At the top of every assignment you submit for this unit, please state the specific area of your ministry placement (e.g. “Pastoral Care”).

This course unit incorporates learning experiences at a practical level as well as giving opportunity to reflect on both the practice and theory of ministry. This reflection occurs with both an appointed supervisor and mentor as well as the formal classroom situation. The mentoring would be with experienced pastors or those in recognised specialist ministries.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

1. Identify important aspects of support for ministry settings
2. Demonstrate a critical understanding of the issues involved in interacting within the mentoring and classroom situation
3. Incorporate the supervisory process and personal journaling as a means of critical self-evaluation
4. Demonstrate a sound level of practical involvement and initiative in the process of practical church ministry
5. Appreciate the value and process of being mentored as means of personal growth

CONTENT

1. Substantial ministry placement
2. Involvement in the process of mentoring with an appointed Mentor
3. Reflection on the practice of ministry
4. Content specific to the area of Supervised Ministry