Liberty Baptist Theological Seminary

Liberty University

SELECTING A DISCIPLE-MAKER’S MESSAGE

Submitted to Dr. Rod Earls

in partial completion of course requirements for

DSMN 500 – Discipleship Ministries

Deborah Baskin

Vidalia, GA

April 4, 2013

Contents

Introduction......................................................................................................................................3

Definition of Educational Terms………………………………………………………………….4

The Sources of a Communicator's Message………………………………………………………6

The Forms of a Communicator's Message……………………………………………………...…7

Conclusion………………………………………………………………………………………...8

Bibliography……………………………………………………………………………………....9

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Introduction

Paul asserted in Romans 12:2: “Do not conform any longer to the pattern of this world,

but be transformed by the renewing of you mind. Then you will be able to test and approve what

God’s will is – his good, pleasing and perfect will.”1 This verse is a clarion call to all Christians

who desire to be disciple makers. First, one must keep his mind and heart focused on God’s will

through mediation on His Word. The Christian disciple-maker has a bit of a different calling than

other disciple-makers. Typically, if one is making disciples, he is leaving his personal mark on

his disciples. This is not the case with a Christian disciple-maker. “A good Christian teacher is

one with no disciples of her own, because her teaching makes disciples for Christ. They are

imprinted with the form or likeness of Jesus Christ, not the form of the likeness of the teacher.”0

Secondly, a Christian disciple-maker must have more in his arsenal that just knowledge of God’s

word. He must also have a love (The New Commandment) for his neighbor. This love of

neighbor is a vital element in effective disciple making if one wants to engage the entire person

in loving God and doing His will.

In order to assist one in developing a method of effective discipleship, Dr. Michael

Mitchell crafted a system based on scriptures and experience to help one in preparation of a

disciple-making message or lesson. This essay will first clarify some educational terminology

and then review the sources and forms of a disciple-maker’s message. It will conclude with a

succinct summation of how these elements can be utilized in the creating of an appropriate and

effective message.

1 Unless otherwise noted, all scripture will be taken from the New International Version.

0 Marianne Sawicki “How to Teach Christ's Disciples 19-37 and Matthew 11 2-15: John 1” (paper presented on the occasion of Dr. Sawicki's installation as Associate Professor, Lexington, KY, November 21, 1985),http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0000963533&site=ehost-live&scope=site (accessed April 3, 2013).

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Definition of Educational Terms

Mitchell explored the meaning of five terms: content, curriculum, message, teaching

methods, and learning activities. Content is the subject matter and materials that supply the

substance to one’s endeavors and messages.0 For the Christian educator this content is going to

include the spiritual realm, too. The Lord’s revelation and creation contain all that one needs to

know, experience and teach. Support for this statement is found in the following, “The heavens

declare the glory of God; the skies proclaim the work of his hands. Day after day they pour forth

speech; night after night they display knowledge” (Psalm 19:1-2).

The word curriculum comes from the Latin word currere, which means “a running” or

“a course.”0 Hebrews 12:1 stated, “And let us run with perseverance the race marked out for us.”

Indicated in this passage is that the race is marked out for the runner. Thus the curriculum marks

out the path that one will teach in order to get from point A to point B. A disciple maker’s

message/lesson is the avenue of this transmission.0 An individual does not decide to run a long

marathon without first training and running in shorter races. The content of scripture is the

subject matter; however, smaller segments of it should be taught and practiced before the entirety

of it can be learned. Curriculum determines the sections one will teach or preach. Mitchell gives

three guiding principles in determining curriculum: instruction, inclusion, and participation.

Instruction should produce some form of learning, growth or development.0 Inclusion requires

0 Dr. Michael R. Mitchell, Leading, Teaching, and Making Disciples: World-Class Christian Education in the Church, School and Home (Bloomington, IN: CrossBooks Publishing, 2010), 270.

0 Ibid., 273.

0 Ibid.

0 Ibid., 274.

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that every student who wants to participate be allowed to do so.0 Participation is accomplished

by the teacher’s encouragement of students to be actively engaged.0

“The term message is derived the word missive, referring to something sent, such as a

letter.”0 Mitchell qualifies this principle using Hebrews 12. In Hebrews 12, God as the Teacher

lays out a course for each Christian to run.0 The disciple-maker follows this pattern by selecting

messages applicable to his students. In order to choose meaningful messages, one must get to

know his students. “If you do truly love your neighbor, …if you love them (those you teach) then

you will speak to them. You will look them in their eyes. You will shape the story (the message)

to include them, sometimes using their names.”0 In other words, the message needs to be

uniquely selected for those one is teaching/training. An example of this is noticeably

demonstrated in 1 Corinthians 1 and 2. Paul is able to send an effective message to these people

because he has intimate knowledge of them. He addresses specific issues that relate to the church

in Corinth. Another interesting feature in most of Paul’s letters is that he often addresses people

by name. He was invested in the lives of the individuals in the churches.

Lastly, Mitchell addressed teaching methods and learning activities. “The intention is to

physically engage the student with these methods in order to stimulate the soulish activities of

learning: thinking, feeling, and choosing.”0 The learning activities in the disciple-making model

involve participants going out from the community to be involved in service and missions to the

0 Ibid., 275.

0 Ibid.

0 Ibid. 276.

0 Ibid.

0 Walter Wangerin Jr., “Making Disciples by Sacred Story: Biblical Storytelling Conveys the Realities of Our Faith Better Than Almost Any Other Form of Communication,” Christianity Today 48, no. 2 (February 1, 2004): 69,http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0001434248&site=ehost-live&scope=site (accessed April 3, 2013).

0 Mitchell, 276.

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world. This activity (going out) demonstrates that the learning is not simply for personal

accomplishment but has an outward expression in the caring for and discipling of others.0

Discipleship activities are intentional, relational, and reciprocal.0

The Sources of a Communicator’s Message

Mitchell identified the influences of following four sources in a message: tradition,

observation, participation, and inspiration. Tradition is the “living words of the community.”0 2

Peter 1:16 clarified exactly what the living words involve: “We did not follow cleverly invented

stories when we told you about the power and coming of our Lord Jesus Christ, but we were

eyewitnesses of his majesty.” It is imperative that one uses the “codified text”0 when preparing

messages. Messages need to be biblical and firmly established in the scriptures because this will

help ground the disciples in the Bible.0

Observation addresses the life essentials of the students. A disciple-maker realizes that

each person has his own life experiences that need to be addressed. In other words, the lessons

should be question-driven because people will come to a gathering that addresses issues with

which they are wrestling.0 Observation unites the learner with the Holy Spirit if the disciple-

maker is seeking godly wisdom as he prepares and teaches.0

0 Sylvia Collinson “Making Disciples and the Christian Faith,” Evangelical Review of Theology 29, no. 3 (July 1, 2005): 241, http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0001610460&site=ehost-live&scope=site (accessed April 3, 2013).

0 Ibid.

0 Mitchell, 281.

0 Ibid., 282.

0 Mark Galli, “Making Disciples Today: Introducing Christianity Today's New Five-Year Teaching Venture,” Christianity Today 55, no. 12 (December 1, 2011): 22, http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0001869467&site=ehost-live&scope=site (accessed April 3, 2013).

0 Ibid., 23.

0 Mitchell, 283.

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Participation is when the life message of the teacher is employed in a lesson. Mitchell

reminded the teacher that he should only teach what he knows and is practicing.0 In explaining

the “Principles of the Catechumenal Process,” Clifford Harbin elaborated on this aspect with

what he termed as storytelling. He stated, “Each person, whether a bishop or a new Christian, has

experienced God acting in his or her life. Telling those stories connects the biblical narrative

with our individual lives.”0

Finally, Mitchell expounded upon the component of inspiration. Inspiration is the leading

of the Lord. This is the anointed information and illustrations that the teacher communicates with

his students.0 Galatians 5:25 supports this component: “Since we live by the Spirit, let us keep in

step with the Spirit.”

The Forms of a Communicator’s Message

In the same way that H2O can exist as water, gas, or ice, a message can manifest itself in

a diversity of forms. These include: 1) the lesson’s subject matter, 2) the class environment, 3)

the life experiences of the students, and 4) the example of the teacher (model).0 Mitchell stated

that all of these forms should be employed for a message to be truly heard and trusted.0

The metaphor of a three-legged stool can help one in understanding an approach that

utilizes diversity in content delivery. The first leg in the stool involves the textbooks. The second

of the stool is the information addressed in class. This could be presented in lecture, discussion

or media format. Finally, the third leg is the research that the student does himself.0

0 Ibid., 281

0 Karen M. Ward, “Making Adult Disciples: Rite for Our Times,” Christian Century 116, no. 10 (March 24, 1999): 348,http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0000992870&site=ehost-live&scope=site (accessed April 3, 2013).

0 Mitchell, 283.

0 Ibid., 286.

0 Ibid. 287.

0 Ibid., 289.

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Mitchell set forth a nicely ordered seven-step procedure in helping one to determine the

form of his message:

Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiencesStep 7: Determination of what to evaluate and of the ways and means of doing it.0

Each of these steps is necessary when developing a message that is biblical, life applicable, structured, and missional.

Conclusion

As I prepare for my next Sunday school lesson, I will take into consideration the needs of

my class. As I think on these needs, I will seek the Holy Spirit’s guidance in determining a

biblical way to address them. I will use illustrations from my life and from the lives of other

saints to help personalize the lesson. Prayerfully, I will select scriptures that will convey God’s

message in the areas of concerns or questions. In order to stimulate class participation, I will

determine which learning activities will involve my students. Finally, I will put forth a challenge

or missional activity that the class can either do individually or corporately in order to evaluate

the understanding of the message.

0 Ibid., 296.

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Bibliography

Collinson, Sylvia. “Making Disciples and the Christian Faith.” Evangelical Review of Theology 29, no. 3 (July 1, 2005): 240-50. http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0001610460&site=ehost-live&scope=site (accessed April 3, 2013).

Galli, Mark. “Making Disciples Today: Introducing Christianity Today's New Five-Year Teaching Venture.”Christianity Today 55, no. 12 (December 1, 2011): 22-23.http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0001869467&site=ehost-live&scope=site (accessed April 3, 2013).

Mitchell, Dr. Michael R. Leading, Teaching, and Making Disciples: World-Class Christian Education in the Church, School and Home. Bloomington, IN: CrossBooks Publishing, 2010.

Sawicki, Marianne. “How to Teach Christ's Disciples 19-37 and Matthew 11 2-15: John 1.” Paper presented on the occasion of Dr. Sawicki's installation as Associate Professor, Lexington, KY, November 21, 1985.http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0000963533&site=ehost-live&scope=site (accessed April 3, 2013).

Wangerin, Walter Jr. “Making Disciples by Sacred Story: Biblical Storytelling Conveys the Realities of Our Faith Better Than Almost Any Other Form of Communication.” Christianity Today 48, no. 2 (February 1, 2004): 66-69. http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0001434248&site=ehost-live&scope=site (accessed April 3, 2013).

Ward, Karen M. “Making Adult Disciples: Rite for Our Times.” Christian Century 116, no. 10 (March 24, 1999): 348-50. http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=rfh&AN=ATLA0000992870&site=ehost-live&scope=site (accessed April 3, 2013).

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