Chapter 18
Christian Education
The Lord God has given me the tongue of a teacher, that I may know how
to sustain the way with a word. (Isaiah 50:4)
“First and foremost we have the duty to teach the Word of God.”
Martin Luther (1483-1546) German monk, father of the Reformation, Bible
translator.
“To honor both Christ and children necessitates that we immerse our
youth in the traditions of the faith and in Jesus’ way of life, that we cultivate
in them both the community’s beliefs and its practices.” New
Testament scholar.
The mission of church education programs is spiritual nurturing,
forming Christ in the minds of our children and ourselves through attention to
God’s Word, sharing the faith journey, and Christian fellowship. This
encompassing task is pervasive in strengthening through its participants the
entire congregation. Thus, no other church ministry has such expansion
potential for growth in faith. As commonly expressed, “As the Sunday school
goes, so goes the church.”
The Role of Christian Education
The church possesses unique power through the work of the Holy Spirit
to change lives. No where is this truer than through Christian education where
even one hour of participation a week can have a strong influence. Should not
everyone then attend Sunday school? The answer is, of course, a resounding
“yes,” and recognizing this central role is pivotal in understanding the
emphasis and support required to conduct effective church school programs as
a major and integral part of congregational life.
To know God and Jesus better, to know how his word is proclaimed
through the church, art, and music, to understand the Bible, are all missions of
Christian education. Before continuing, however, these exceptional claims for
church education should in no way be interpreted as a substitute for family
responsibility. The primary setting for all spiritual growth is the family. The
parent-child relationship can be closer to that of God’s love for mankind than
any other human experience. Thus the family has certain God-given
responsibilities which it cannot surrender even if it so chooses. It is the
Christian climate of the household, the unplanned events and indirect teaching
that establish the vast bulk of the child’s early learning , planting the seeds of
spiritual growth.
The church school serves a greater number of people at any given time
and over a longer period of time than any other laity-led component. In
addition to the regular school year, the education calendar may be extended to
vacation Bible school and church camp. So we’re talking about year-round
emersion, as the immediate target, at least for younger members.
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The Special Opportunity of Adult Education
Most adults have a sketchy piece-meal understanding of Christianity and
Christian living based, at best, on early catechetical and Sunday school
instruction followed by sporadic church attendance. The early education years
are crucial in planting the seed of faith. Yet the elementary level involved and
the immaturity of the participants generally reduce the substantive content
retained into adulthood. At the same time, adults must continually fend off
values imposed by society and the need for survival. Consequently, the
Christian life of adults may often be tenuously dependent on residual beliefs
of little real conviction.
After completing church school, most adults spend the remainder of their
lives seeking to know God through the spoken word. And there is no
diminishing this indispensable role in nurturing our Christian spirit. However
central, sermons can never provide the breadth and depth required in all the
many areas necessary for full Christian literacy. Adult Sunday school, on the
other hand, has this potential, if for no other reason, because of its duration of
50 or so minutes each week, year after year. The curriculum also can be
structured to be comprehensive and rigorous. Perhaps most important of all,
the classroom provides opportunity for student and teacher interaction,
intimate involvement essential in developing personal belief and real
understanding.
Of all the areas of congregational life normally practiced, none is likely
to be more effective in changing people’s lives than an effective church
education program. It is a magnificent vibrant showering of God’s favor on
our lives. Education increases our knowledge and understanding of the Bible
and ourselves as disciples. It causes us to grow in wisdom and faith, to renew
our ministry, and to communicate our faith to others. What a wonderful and
encompassing role and response, one that must receive the church’s highest
priority.
In thankfulness, we extol the virtues of Christian education as the best
means of:
● providing detailed instruction, answering questions, and engaging in
interactive discussion and debate.
● initiating and maintaining ties to children and adolescents.
● developing personal growth in faith maturity and loyalty to one’s
congregation.
● directly addressing individuals, their problems and needs.
● engaging in in-depth discussions of controversial issues.
● sharing Christian growth and fellowship.
● providing opportunity for lay leadership at the highest level, teaching
the Word of God.
To obtain these great rewards, Christian education programs must be
carefully structured, taught, and promoted. It is a welcome challenge shared
by church staff, lay leaders, and congregants. But, interestingly enough, as in
only certain other church missions, the principal leadership elements, teachers,
are primarily laity. We are indeed blessed with this sanctioned responsibility.
Chapter 18. Christian Education 18-3
Promoting Christian Education
Worship, education, community service, and fellowship are the
cornerstones of church affiliation. Accordingly, every child should be
strongly encourage to regularly attend Sunday school, and every adult
summoned to participate yearly in at least one elective course as an inherent
component of membership. In the latter instance, such “low dosage exposure”
invariably generates continuing expanded interest. It has been repeatedly
demonstrated that “of all the areas of congregational life, involvement in an
effective Christian education program has the strongest tie to a person’s
growth in faith and loyalty to one’s congregation.” 1
The beginning of each school year provides an excellent opportunity to
promote enrollment. The entire curriculum with detailed course descriptions
should be broadcast to every congregational member and visitor via a mailed
flyer. “Every member” personal contact is an effective follow-on showing we
really care. Promotion should continue throughout the year with weekly
entries in the Sunday service bulletin and regular listings in the church
newsletter. Inserts are advisable in announcing and describing new courses.
The most effective form of publicity is personal testimony and
recruitment by teachers and participating students. “Telling a friend”
combines first-hand knowledge and a personal invitation. A pulpit message
extolling the virtues of attendance is also persuasive testimony. Pastors may
also conduct short “starter” courses to initiate attendance. Finally, to ensure
blanket coverage, membership records should be canvassed with in-person
follow-on invitations directed to all non-participants. All other recruiting
efforts pale in comparison to that which encourages church school attendance.
Managing the Church School
The education committee is responsible for planning and conducting the
church’s learning ministry. The church school superintendent focuses on
guiding day-to-day operations and is a principal committee advisor. The job
description of the church education committee typically includes
responsibilities for curriculum development, staffing (recruitment and
training), support (facilities and equipment), publicity, and
financing/budgeting. See Appendix C for a description example.
In selected detail, the education-specific duties of the committee consist
of six responsibilities. T
rigorous curriculum, and selection and training of teachers are by far the most
important:
● Curriculum design and evaluation with intent to develop a
comprehensive two- to three-year program responsive to the education needs
of a majority of the congregation. Such design, including recommendations
on specific course content, should be based on comprehensive review of the
extensive body of information available in the education field. See following
“Curriculum” section.
● Teacher recruitment, instruction, and encouragement. In the
church, then, God has put all in place: in the first place, apostles, in the
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second place, prophets, and in the third place, teachers . (1 st Corinthians
12:28) Potential teachers should be sought out and encouraged at every
opportunity. Short courses offer excellent opportunities to introduce and “try-
out” new teachers. Some hidden pearls can be discovered in this manner.
We recommend a two- to three-hour “refresher” course be given all
instructors each fall at the beginning of the school year. The experience of the
group should be extensively utilized in discussion sessions and “lessons
learned.”
● Assessment of class dynamics: subject matter, class composition,
and quality of instruction and learning level. Periodic evaluation builds
quality. Assessment can be based on class visits and confidential student
interviews. Visits should be infrequent and unobtrusive. Findings should
always be disassociated from the immediate source and broadcast generically
to all teachers collectively as general guidance.
Selection of church school subject matter is discussed in some detail in
the following “Curriculum Design” section.
Class composition can take many reasonable turns. A heterogeneous
membership benefits from the various experiences and backgrounds present.
A diverse outlook and perspective greatly contributes to discussion and
debate. Eventually individuals gain confidence and comfort in such a group.
On the other hand, immediate camaraderie generally prevails among members
of similar age and background. Also, we are often most influenced by our
peers, particularly youth and young adults. The recommendation here is to
encourage volunteer shifting or trading of class members among similarly
composed groups. Let us share our fellowship with all.
The “skills” part of instruction receives the necessary extended treatment
in the “Learning and Teaching Skills” section beginning on page 18-7.
● Define the duties of the church school superintendent. The
superintendent is primarily concerned with managing school operations. The
responsibilities typically include teacher recruitment, selection, training, and
administrative support; chairing teacher meetings; overseeing budget
expenditures; and arranging substitute teachers. It is understood that the
superintendent is the education committee’s principal contact with instructors,
source of operating information, and central advisor in planning and
budgeting.
● Promote church education programs through extensive and repeated
announcements, advertisement, and individual testimony and invitations. See
this chapter’s “Promoting Christian Education,” section, page 18-3.
● Prepare and promote the church school’s yearly budget. All
budget submissions should include a summary of key revenues, expenditures,
changing conditions and their financial consequence, future plans, etc. See
Chapter 22, “Finance, Administration, and Property.”
Curriculum Design
God instructs us on discipleship through his church school and disciple
teachers. Christian schooling is a high calling requiring proper design of
Chapter 18. Christian Education 18-5
subject matter and effective delivery. Fortunately, the breadth and depth of
the Bible and all derived content is partially counterbalanced by the duration
of study, from childhood through adulthood. However, despite this latitude,
content must always be carefully screened and progressively arranged to align
with student-age group and prerequisite completion. This is the task of
curriculum design to which may be added the initial critical selection of
source materials and preparation of lesson plans, both performed in
conjunction with the teaching staff.
The intent of curriculum design for youth is to provide a grade-level
sequence of study that progressively builds the Christian mind and spirit. For
adults, a limited core of “required” courses is desirable, underlying a majority
of electives. In both instances, the intent is to build upon a solid base, making
up early shortcomings with later “refresher” courses. To this end, member
education records should be maintained for all students and individuals
advised regarding possible deficiencies.
Some introductory rules regarding curriculum design are the following:
● Begin by observing the mechanics of curriculum design.
(1) Strive for comprehensive subject matter coverage over time by
careful study and integrated use of all available church school curriculums.
(2) Be critically selective in the sense of identifying and concentrating on
the best available resources and alertness to new material. Subscribe to
publisher announcements. Consider all media delivery systems.
(3) Distinguish between mandatory or highly recommended and elective
content.
(4) Organize content in cohesive, digestible size units. Condense and
abstract as necessary.
(5) Present course work in sequence, i.e., build on pre-requisite or related
content. Strive for continuity.
● Always build on a “Bible-based” core. Most Sunday school
curriculums are designed to completely cover the Bible during the course of a
year or more time period. The treatment must typically be selective, focusing
on central messages, key events, and personages. Helpful reference materials
include Bible handbooks, 2 dictionaries and companions, commentaries,
concordances, bibliographies, and atlases.
The church school curriculum is altogether dependent on the Bible.
Accordingly, the power of God’s Word must necessarily underlie and
constitute an integral part of all instruction. Such reliance strengthens and
provides perspective and guidance beyond human capabilities. Teachers are
therefore rigorously advised to continuously keep the Bible at hand to assist
and supplement whenever possible. 3
● From toddlers through senior high school, lesson content must be
age-specific, i.e., structured to match the maturity and learning skill levels of
the participants.
● Evaluate course content yearly based on teacher and student
assessment. Upgrade whenever possible.
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● Use surveys to determine the education needs of upper-level students
and adults. The curriculum should have enough breadth and variety
throughout the year to attract almost all parishioners to at least one course.
Adults seeking attendance should be briefly interviewed and steered to
appropriate classes responsive to their needs.
● Use short courses (e.g., 6 weeks) to get people started without
extensive commitment. Short courses are also a good means to test new
content with minimal risk.
● Use the Sunday sermon as a subject source for class discussion.
Curriculum Design Procedures
The intent of curriculum design is to develop a systematic, complete, and
attractive course of study for attendees of all ages. Can a specific church
school curriculum be recommended? Not in detail for it must be tailored to
the educational needs and instruction resources of the individual congregation.
However, an initial taxonomy for planning purposes is possible (see below).
The designing task is not as difficult as it may initially appear. The two
essentials are a meaningful division of labor and trained content reviewers.
Consider these three steps:
(1) Using the curriculum taxonomy below, or one of your own choosing,
assign a resource “expert” in each principal topic area. The representative
taxonomy would require perhaps as many as 14 such assigned specialists.
(2) Task each expert to periodically monitor and evaluate potential
content material in their assigned area and make associated recommendations.
Most investigations will begin with denominational sources followed by
library and internet searches. Note the exceptional amount and quality of free
Christian education material on the World Wide Web. In addition, there are
numerous ecumenical resource centers throughout the country with
exceptional collections.
(3) Teachers, together with their resource expert, review
recommendations taking into account previously presented related class
content. Make final selections.
Curriculum Taxonomy
A composite type church school curriculum drawn from a number of
sources may be outlined as follows:
Youth Pre-school, kindergarten, primary, middle, pre-teen, young
teen, and high school (this program involves at least these seven
divisions).
Bible Study may be conducted book-by-book, by themes, by key
study events, or by individual personages. 4
Old Testament Pentateuch (1 st five books), historical (Joshua
through Esther), wisdom books (Job through Song of
Solomon), and the prophets (Isaiah through Malachi).
New Testament ife of Jesus (four Gospels), the beginning of
Christianity (Acts), the letters (Romans through Jude), and
The Apocalypse (Revelation).
Chapter 18. Christian Education 18-7
Catechism Church doctrine (creeds, Ten Commandments, Lord’s Prayer).
Religious Bible parameters (placing the Bible in historical, cultural, and
thought, geographic context). The history and presence of the faithful
history, community. Includes the lives of living and past saints and
and art religious leaders as models for the Christian way of life.
Comparative religions, church history, religious art and music,
church architecture and symbolism.
The Knowledge of the grace of God, source of our life, faith, hope,
spiritual love, truth, and wisdom. Understanding the place of personal
life and corporate worship, Bible study, and prayer in daily life.
Discovery of serving God through Christian commitment and
service to mankind.
The church Role of the church in society, homiletics, missionary program,
today lay leadership, management issues, evangelism.
Modern Developing and maintaining the Christian character and virtues.
society Family values, morality and social values, peace and justice,
creation and evolution, contemporary issues (e.g., AIDS,
population explosion, welfare).
Learning and Teaching Skills
“Ask the Lord of the harvest…to send out workers into his harvest field”
(Luke 10:2)
Christianity is concerned with establishing a dynamic, living relationship
between God and man. Faith itself, however, is a gift bestowed by the Holy
Spirit on those who earnestly seek. We, in turn, as living parts of this
relationship, can, and are in fact so commissioned to serve as channels for the
Holy Spirit, helping others to understand their dependency and seek God’s
grace.
student motivation, interest in subject matter,
and knowledge of goals and progress; organization and clarity of content,
enthusiasm and repetition of delivery; and peer reinforcement, and reward
generally well known but should be reviewed in a teacher’s meeting at the
beginning of each school year. What we know beyond doubt is that students
primarily learn through a process of involvement in content that has real
meaning to them. Thus attractive, informative subject matter is essential,
coupled with rigorous group discussion, followed at some distance by manner
of presentation.
All the rules of learning can be boiled down to one simple underlying
principle; the student must be involved, in active listening, observing, or
discussion. And then, in matters of personal conduct and emotions, change
occurs only when the individual also discovers meaning in the message. And
the forces involved may lie deep within oneself, not easily touched by a few
words of good advice. The teaching method must then rely on the Holy Spirit
to call forth a response from the student. Without such involvement of both
Spirit and individual no instruction is ever successful. The saddest spectacle
18-8 Part VI. Discipleship Servant Leadership for Congregations
of all is that of the eloquent lecturer who believes that by simply saying the
right thing the learning process is energized. In opposite fashion , the church
school teacher can be no better prepared than by seeking God’s presence and
active student involvement.
Creating Effective Learning Conditions
Without a teacher, learning, if evident at all, is typically accidental,
random, inefficient, and often of little real purpose. In contrast, effective
teachers create optimal learning conditions, albeit still dependent on the
student’s willing involvement. Within the classroom, these climate design and
procedural responsibilities include:
(1) Limit class size to no more than 20. This restriction establishes the
intimacy and importance of the individual plus facilitating group interaction.
Mechanical size limitation permits members to sit around a large table or face
each other in a circle promoting eye contact and a feeling of joint
deliberations.
(2) Package subject matter in 6 month or less increments. Studying any
one topic for longer periods risks flagging attention and possible overkill.
(3) Provide each student a printed syllabus, however brief, outlining the
course purposes, content to be covered, and student responsibilities.
Subsequent handouts a week before each class may assign reading, highlight
critical content, and indicate likely discussion topics. Preparing students in
advance in this manner greatly facilitates content coverage and learning.
Discussion, elaboration, clarification, profitably replace straight lecture .
(4) Maintain an attendance roster to flag absentees to contact. Every
member should be made to realize their individual importance. Noting
absences with a supporting phone call demonstrates this appreciation as few
other outward acts can.
(5) Emphasize group discussion as opposed to lecturing. Lecturing is
suitable for rapid, controlled dissemination of information. Developing
attitudes and beliefs, on the other hand, can best be accomplished through
involvement and discussion. People are inclined to change when they
personally arrive at a decision as to what is desirable, supported by group
agreement. Always remember that establishing belief and creating a right
spirit is something the pupil receives from the Holy Spirit. We are only
conduits at best.
Teachers should view themselves as facilitators and instructors, willing
to encourage and listen as much as to teach. Remember, new thinking on the
part of pupils requires responsive cultivation, not one-sided delivery. While
there is a delicate balance required between involving students and the ends
toward which the subject matter is directed, the latter can always slide to
another day.
(6) Seek the expertise of the class. Students collectively have a great
deal to contribute. Sharing the teaching load acknowledges and responds to
their unique talents and experience. In light of such class credentials, it is not
surprising that differences of opinion will arise. In such instances, avoid
Chapter 18. Christian Education 18-9
degeneration into arguments, attempting to affirm the legitimacy of
differences whenever possible.
Reframing Confirmation
“Let everybody know that it is their chief duty, on pain of losing divine
grace, to bring up their children in the fear and knowledge of God, and if they
are gifted to give them opportunity to learn and study so that they may be of
service wherever they are needed.” ─Martin Luther
Confirmation, the great right of passage into adult church membership,
will be briefly treated here exclusively in terms of recent innovative changes
in the required preparation and the expressed justification. Pastors and
parents will always jointly and independently bear responsibility for devising
and updating the confirmation program. In the broadest sense, this obligation
extends to familiarity with current options and their claimed merits.
Few changes in recent church history have had greater affect on young
members than those related to confirmation training. Consider here as
illustrative the following new innovative approaches being advocated: 5
● Rather than initiate training at a fixed age, encourage selective
entrance based on maturity and readiness. Further, confirmation may be
extended, beginning earlier more modestly, extending later to more gradually
assimilate youth into the congregation. Some churches in fact begin
“confirmation” as early as the third grade, getting to know the child as an
individual and gain parental support. After confirmation, contacts are
maintained through senior high school to respond as a caring community and
youth ministry. Confirmation is, after all, a life-time commitment.
● Enlist parents to more fully participate in the confirmation experience
by reminding them of the promises they made at their child’s baptism, by
urging them to help their children in confirmation homework, and, most
importantly, by encouraging their setting an example by leading an exemplary
life. Home and family should be viewed as a central thread holding the
confirmation ministry together.
● When feasible, dedicate a special “home room” for confirmands to call
their own, a safe place to congregate, study, and associate as a special group.
The idea is to build a sense of trust and community.
● Address confirmands in a more holistic way through small group
interactions and experimental learning led by adult lay leaders sensitive to
youth subcultures. Other supplemental approaches include individual
mentoring, confirmation camp, retreats, service projects, interviewing
congregants, and leading Sunday worship. There are many avenues leading to
understanding and faith.
● During the first year, seek to experience the living God based on the
reality of where the confirmands are with respect to this transcendental event.
All means possible are likely required prayer, discussion, testimony, stories,
reading, homework, music, visuals. Only after young people begin to discover
God in their own way is gradual assimilation of the Bible feasible. Let God
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spring forth in living reality o examinations, no pressure,
only the goal of increasing awareness.
● The second year is one of structured doctrinal study to create the mind
and spirit of discipleship. Martin Luther’s five parts of the catechism
can serve
as a prescribed pattern. This is a studious endeavor involving homework,
memory, responsorial sessions, and testing. Memory of selected Bible
passages, knowledge of church history, symbols, key figures are additional
component parts.
● In contrast to a standard curriculum, providing confirmands some
choice among a limited number of electives allows some tailoring to
individual needs and interests. Choices may also extend to workshop topics
and field trips.
● Public examination, the initiation ritual provides public expression of
the preparatory work. The testing includes not only memorized responses but
interpretations in the confirmand’s own words. The latter can be quite
rigorous and time consuming to ensure real understanding. Nothing less
should be expected least of all by the confirmands themselves after their long
and arduous preparation.
1
Search Institute, “Effective Christian Education,” 3½ year study of Christian
education programs in 561 congregations in six Protestant denominations. (1990).
2
One of the foremost Bible handbooks worth everyone’s attention is by John Bowker,
The Complete Bible Handbook: An Illustrated Companion, (1998, DK Publishing, New
York), 544 pp.
3
Inputting a short subject phrase, the ncccusa.org web site will locate all Bible
passages with the exact same wording. For example, inputting “love one another”
identifies this phrase initially in John 13:34 followed by 13 additional matches through
2nd John 1:5.
4
References are available, interestingly enough, for all three approaches. See, for
example, Allan B. Stringfellow, Through the Bible in One Year, Great Characters of the
Bible, and Great Truths of the Bible, Hensley Publishing, Tulsa, OK.
5
Largely adopted from Walter Wangerin, Jr., “Costly confirmation,” The Lutheran,
May 1999, Vol. 12, No. 5, p. 6.
Title: Servant Leadership for Congregations
Author: Kent Halstead
Source: www.servantleadershipbook.org
Use: May be printed from website and freely
distributed within and among churches
and related organizations. Please tell a
friend.