Cinematic portrayals of Biblical stories can be a helpful means to encourage our Christian walk. Especially is this the case for me when I watch a movie about the life of our Lord and Savior Jesus Christ. Of course, not everything in a film will be theologically accurate—but no film can accomplish that task. A movie is the director’s and actors’ interpretation of the Gospel events. I have appreciated the following six movies about Jesus. There are sections in each film that touch me deeply and nurture deeper appreciation and love for our Lord. Perhaps one or more of these films will benefit you in the same way.
The different tasks of leadership pose many challenges for a leader. It requires that the leader have a good sense of knowing the people well enough to relate to them but also for him to have a good sense of direction in terms of where he wants to lead them. Fundamentally, however, one of the most neglected aspects of leadership entails knowing exactly where the leader is in terms of self-awareness. In other words, the leader must have a good read on his own strengths and weaknesses in order to know how to best lead the people he shepherds over. This requires a strong sense of self-awareness of the leader in his giftedness, his personality, and his leadership style. This entry will examine the biblical encouragements for self-awareness and the hindrances that prevent his success in leadership.
The model established by God through God’s people to instill God’s Truth within the Next Generation can be describe as such: begin religious instruction in the family home as spiritual practices, add knowledge through the larger community of faith, and provide mentoring from key spiritual leaders for specific practices and duties. This model was utilized throughout the Old Testament era due to some foundational concepts about young people, a developmental stage that was not fully identified at that time outside of Scripture. However, God has specific principles to follow in ministering to this pre-adult age group.
One of my professors in college was really old. I can hear everyone asking: “How old was he?” (No, his social security number wasn’t 7…). Let’s put it this way: he was the founder of the college at which I was studying (Multnomah in Portland, Oregon), and the school was celebrating the half century mark of its founding while I was there! In fact, Dr. John Mitchell was over the age of 90 when he taught the two classes I took from him. He continued to teach well into his mid-90s. Not surprisingly, he was getting forgetful about some things by the time I had him as a teacher, but what he definitely was not forgetting were the Bible verses he had memorized. His ability to recall Bible verses was astounding. I do not know this for a fact, but I would guess that he had all of the New Testament and large sections of the Old Testament committed to memory. All of his students were profoundly impacted by his immersion in the Scriptures.
“Ancient Roots of Modern Day Youth Ministry” (Pt. 1 of a 3 part series) Adolescence is a relatively new phenomenon, but what does Scripture have to say about the model of youth ministry many churches insist is "right"? This 3 part series will look at the Biblical rationale that should inform our youth ministry philosophy, starting with a discussion on the historical roots of youth ministry that have influenced youth ministry practices today.
I love reading good children’s literature to my kids. I especially love it when a great narrative for kids comes packaged together with really good theology. Such is the case with Starr Meade’s Keeping Holiday (Crossway, 2008)—a book so satisfying narratively and theologically that we are re-reading it to our kids this holiday season. The best way I can describe it is to say that Keeping Holiday is part Narnia and part Pilgrim’s Progress for kids.
Several years ago I had a Latin professor who made us memorize a phrase that it has been in my mind ever since. The Latin expression is “magister meus doctus est” and means “my professor is instructed or wise.” Obviously, my Latin professor was teasing when he made us memorize that phrase, but in reality, those words describe an important and profound truth. Everybody expects that professors are wise enough to guide their students. It has been commonly assumed that only those who know more can lead others in the right path because we know that nobody can give something without first possessing it. I have been a teacher in different countries and settings for twenty years now and I can testify about the accuracy of this general perception.
The holidays are quickly being thrust upon us. The day after Halloween, my local shopping malls had already erected Christmas decorations. Thanksgiving has been pushed aside for the shopping holiday, Black Friday. All of this has left me pondering all the other things we celebrate.
Imagine meeting weekly for 3 – 4 months over coffee or tea with someone who is eager to discover what a relationship with Jesus Christ is all about. Conversations focus on understanding the Bible, salvation, the Holy Spirit and resurrection, righteousness and justification, peace with God and the peace of God, the realm of grace, freedom from punishment and the freedom in discipline. They are true conversations, not lectures. You have a guidebook, your “Traveler” gets a Traveler’s Notebook. We have often found that the Traveler has not really begun the journey. He or she has never surrendered to Jesus, and we can help them understand better what salvation is, and commit to Jesus.
We often face pressures to move our Bible teaching sessions along in church, sacrificing depth of teaching impact to save time and keep on schedule with the lesson plans. What do we lose when we do this, and how might we respond to these pressures to ensure greater depth of impact in our teaching?
Jesus Christ faced a myriad of challenges when he walked this Earth; developing the leadership team to continue his mission of redemption, i.e. through the Church after his ascension back to heaven, is one that is easy to underestimate. A glimpse of the training methodology for his disciples is seen in the discourse recorded in the Gospel of Matthew 10:1-8.
There is always a tension between the purity and unity of the church. How do Christians decide how much weight to put on certain beliefs? Here is how I think we need to figure out how to plant flags wisely.
One of the more important areas of preparing to teach for deeper impact that we all acknowledge is the need to pray about our teaching. I believe that all of us affirm this, but when it comes down to what and how to pray we are a bit vague and unsure what to do. Asking God to “bless” our teaching efforts is important, but not enough. In this month’s blog I suggest some ways we can be praying as we prepare to teach.
I have always had mixed feelings about the whole idea of sermons broadcast over the airwaves. And now with the internet we can listen to preachers from thousands of churches around the world without having to interact with a single human being. There are, of course, great benefits to the dissemination of all these sermons. But there are distinct liabilities, as well.
A few months ago I introduced and explained a “coaching” model for teaching that I believe has greater potential for encouraging deeper, more transformative learning. Unfortunately, not many of us are teaching in this way and we need to begin changing how we prepare our lessons and how we use our time as we teach our students. Last month I began to share some ideas for how to begin moving from a “teaching for knowing” to a “teaching for growing” ministry. This month I will finish up these more specific ideas and give you some more questions for reflection. Beginning next month I’ll go back and spend more time on issues of how we prepare for our teaching, how we move beyond teaching for knowing in our use of time in the group, and how to develop a longer-term approach to promoting growth through our teaching. This blog picks up where the last one left off, with six more ideas for teaching more like a coach.
Recently, prior to one of our family trips this summer I stumbled across what looks like a great resource for kids produced by “Faith Comes By Hearing.” It's been a blessing to our kids, so I thought I'd pass it along.
Over the last two months I have introduced and explained a “coaching” model for teaching that I believe has greater potential for encouraging deeper, more transformative learning. Unfortunately, not many of us are teaching in this way and we need to begin changing how we prepare our lessons and how we use our time as we teach our students. This month and next I want to share about a dozen ideas for how to begin moving from a “teaching for knowing” to a “teaching for growing” ministry. After these blogs I’ll go back and spend more time on issues of how we prepare for our teaching, how we move beyond teaching for knowing in our use of time in the group, and how to develop a longer-term approach to promoting growth through our teaching. First, how do we begin to teach more like a coach?
Here’s a summer reading suggestion. Take Andrew Peterson’s Wingfeather Saga for a spin. It’s a stirring fantasy epic that is sure to delight both young and old in your home just as it has in ours.
Despite the evil that exists in our world, the Bible says that God keeps it from unraveling. So, for now, God allows evil to be unleashed-- at least to a degree-- while keeping it in check so He can fulfill the plan He has for all ages— and until He establishes His eternal reign after the defeat of evil and all evildoers.
A book I wrote came out today. It's called Life's Biggest Questions: What the Bible Says about the Things That Matter Most (Crossway). I pray it will help people to know God and his truth better.
Last month I shared a “coaching” model for teaching that I believe can help us deepen the impact of our teaching, helping us avoid the problems of biblical amnesia and aborted application. This month I start by looking at Paul’s teaching ministry to see how this coaching approach fits with his efforts. Then I go back through the phases of the coaching model and talk about what that would mean for us as teachers in the church. What does it look like to begin teaching like a coach?
We’ve seen a lot of death, pain, suffering, and evil in our world during the last few years, so today I want to address a few questions having to do with evil, pain and suffering— questions that, I believe, all ‘thinking’ people ask.
Over the last three months I’ve described a “right-handed” model for thinking about what we do in Christian education. It pulls together five “right” aspects of what we need to focus on in our teaching: right relationship, right knowledge, right passion or heart, right will, and right actions. For the next few months I want to explore and unpack a “coaching” pedagogy that helps promote real growth, not just increased knowledge. Let me start with a verse from one of my favorite Psalms and a story.
Is your church similar to a family holiday celebration? The table is set, the decorations adorn the room, all ages are gathered together… but sitting at different tables. The “adult’s table” is the set with the large platters of food, and the fine wine to match the fine china. At the “kids’ table” are plastic plates that won’t break, no table clothes that could be stained, and no food platters – the plates of food will be served to the children by a parent in pre-approved samplings that the adult chooses. Does this sound like the difference between the adult worship vs. kids worship: one gets the better equipment and musicians while we assume the kids are content with student musicians. Adult mission trips push the limits of opportunities while kids are often ignored for true missional experiences. Even our language of “big church” gives away the “second-class status” with which we classify the children and youth ministries. The larger the church, the more professional the youth ministry becomes… the more segregated youth are from the church. The result is tragically youth are “guests” in church, and hear the message “don’t mess it up”.
Biola University