Board of Education Paper – October 2012
GETTING DISCIPLESHIP INTO THE LIFEBLOOD:
Exploring diocesan strategies to ‘mainstream discipleship’
Discipleship: current challenges
The report from the Archbishops’ Council and the House of Bishops, Challenges for the New
Quinquennium, idrew attention to the importance of lay development. Under the theme of Reimagining Ministry two separate issues are noted: concerns related to lay ministries, and those
related to “equipping members of the laity for effective discipleship in the world”.
To contribute to discussion on discipleship development, a seminar was arranged by the
National Adviser in Adult Education and Lay Development to explore the challenges of
potential diocesan involvement in all discipleship development. It focussed on examples of
intentional work in dioceses aiming to turn discipleship ‘rhetoric’ into ‘reality’. Both
experience and theoretical models indicate the importance of a ‘combined’ strategy to
promote the value of discipleship, develop aligned thinking and avoid silo working within a
diocese.
The seminar was held at Church House Westminster in May 2012. It aimed to:
• Look at approaches that have been used to help get discipleship into a diocesan
bloodstream and ‘mainstream discipleship’.
• Identify lessons learned, and examine the extent to which discipleship development can be
intentionally encouraged by strategic diocesan work.
Participants, mostly from adult education, ministry training and mission networks, raised issues
from their own diocesan perspectives, discussed other contributions to strategic thinking, and
reflected on lessons learned.
Strategic Approaches: Existing Experience
Initial presentations at the seminar came from two dioceses where there was already
experience of implementing diocesan strategy to develop discipleship. The process had been
approached in very different ways in each, offering a helpful basis for reflection and discussion.
1. Carlisle Diocese has recently developed a 10 year diocesan strategy built around the
vision and aim “Growing Disciples”. The presentation explained processes which have led to
the vision emerging and being formally adopted, and what is now being done to implement it.
The strategy is not a ‘sudden bright idea inflicted by the diocesan hierarchy’, but builds on two
diocesan initiatives during the last decade. The previous ‘Diocesan Vision’ established
‘Discipleship’ as one of 6 priorities for the diocese, based on a ‘Healthy Churches’ exercise in
every parish, Discipleship was one priority. Secondly, the Ministry and Training Department
then developed strategy to support this vision and promote Christian learning, discipleship and
ministry. They identified lack of confidence among some laity and the need to change the
church culture from clergy-dependency. So over the past decade they have aimed to address
this by enabling and providing lay discipleship training at parish, deanery and diocesan levels,
as well as an ongoing Leadership Course aimed primarily to equip clergy to make and grow
disciples. Discussions with clergy and laity continued to identify ‘discipleship’ as the
fundamental factor which enables or blocks growth in all areas of ministry and mission.
The arrival of the new bishop in 2010 gave a new impetus to re-defining vision and
consultation events were held to develop new strategy. The 2011-20 vision recognises five
“marks of discipleship”, and identifies areas where the diocese needs to provide support for
the parishes. Implementation plans for these are made the responsibility of different members
of the Bishop’s Staff. Further information can be found at
http://www.carlislediocese.org.uk/discipleship/discipleship-2.html
2. Canterbury Diocese had adopted a very different approach. The Bishop of Dover
proposed making 2011 a “Year of Discipleship”. The aim was “for Christians within the
diocese to grow as more intentional disciples of Jesus”, and for “our local churches to explore
and deepen our understanding, confidence and practice of discipleship.” Preparations began
in July 2010, with meetings chaired by the bishop and a team of clergy and diocesan staff
assembled by one lead officer whose diocesan responsibilities included lay development.
The strategy that developed focussed on creating “waves of inspiration and purposeful
programmes, resources and networks” so that parishes could be encouraged to explore the
issue and develop effective parish strategies to develop discipleship. Resources included a
diagnostic oriented lent course (‘Confident Discipleship’)encouraging feedback to the PCCs,,
resources for youth and children, liturgical and prayer materials, a key ‘nine day week’
resourced prayer event between Ascension and Pentecost and a regular illustrated postcard for
distribution to all churchgoers. Special events started with an open discipleship consultation
including deanery lay chairs, deans and others, and concluded with a Cathedral ‘Gathering for
Renewal of Discipleship’. With significant involvement of the diocesan communications
department, all materials were branded with the logo and strap-line “24/7 live it!”
Information, resources and some background documentation can be viewed at:
http://www.canterburydiocese.org/247liveit/ . While the focus was on a single year, follow up work has
included a diocesan ‘Discipleship and Spirituality Resource Group, another diagnostic Lent course and
‘nine day week’ the following year, with the focus around the theme ‘welcome and hospitality’.
3. Other diocesan work:
Seminar participants described further initiatives on a diocesan scale. Some dioceses had held major
one-off events to encourage discipleship (e.g. Cathedral event hosted by a Bishop / an event to which
all PCC members were invited etc). Others had recently developed and promoted diocesan resources
to encourage discipleship formation, or re-examined how these were being targeted. Gloucester
Diocese had undertaken a comprehensive ‘pre strategy-development’ survey of parishes, examining
needs and emphases in work relating to discipleship development http://gloucester.anglican.org/churchoutreach/discipleship2/discipleship-survey/
Another strategic initiative noted was a "rule of life / way of life" approach being developed in Truro
Diocese (launched Pentecost 2012). It is hoped that this can be used by clergy and laity of all ages to help
develop their discipleship, though it is too soon to reflect on outcomes.
(http://www.trurodiocese.org.uk/mission/discipleship/)
Reflections on lessons learned:
Following the presentations, discussion and group work highlighted lessons learned and issues
to note:
* Avoid ‘silos’. If a vision is to get into the lifeblood of a diocese it needs to belong to the
diocese, not just to one department or person within it. Silo working or departmental empire
building had been observed to block development in various places. Some dioceses
commented that these difficulties also occur when specialist departments and those with
different functional roles operate in different ‘silos’. For example, Canterbury suggested that if
they had engaged senior diocesan clergy in early thinking about strategy, these colleagues
would have been able to reinforce the ‘discipleship’ messages. Carlisle said it was helpful that
the long time-scale of their strategy gave opportunities at different points for ‘cross-silo’
working involving different colleagues and foci of interest.
* Community Learning Work promoting discipleship may often be focussed on
encouraging individuals to develop. During discussion, it was commented that some
resources or courses for individuals to follow may unwittingly reinforce the heritage of a
‘clerical model’ which selects ‘special people’ for training. Many resources and approaches
focus on ‘core’ church membership rather than helping ‘the fringe’. It was suggested that it is
important to widen the range of communications, resources and events used to promote
discipleship, and to ensure that inclusive messages, events and materials complement ‘opt-in’
training.
* “Top down and Bottom up”. It was suggested that it is helpful for exhortation and
affirmation from those in leadership to be combined with more local advocacy, and to enable
conversations that foster the interaction between the two. Carlisle noted the value of grass
roots research and initiatives, plus a steady long-term focus combined with the lead and
impetus of a new bishop who was already seen to understand the local area and is trusted.
Canterbury noted that some enthusiastic congregational participation bypassed local clergy:
“this encouraged some clergy to see that perhaps discipleship had a stronger draw than previously
assumed!” Canterbury also reflected on ways in which it could also have been helpful to
involve more lay people in initial planning and as ‘learning champions’.
* Visible Commitment was seen as important. Canterbury commented on the value of the
regular presence of the Bishop not just at the launch but at events throughout the year, and
his constant reference to the theme: “That discipleship is important to the Bishop and to us all
was perhaps the most important message that everyone got.”
* Initiative Fatigue was mentioned as a danger by some participants, and experiences of this
were varied. Carlisle commented on ways in which a 10 year plan reduced the sense of panic,
and was helpful in enabling the message to be presented in a variety of ways and drawing in
different energy pools. As a result of giving time for churches to own and digest the vision,
initial evidence shows that they are now keenly developing all sorts of locally-appropriate ways
of ‘growing disciples’ Canterbury found that presenting the year as a one off, invitational
‘research question’ encouraged the involvement of some churches, as it made the prospective
commitment and ‘cost’ of joining clearly understood and potentially less threatening.
Background issues raised:
* Theoretical bases: Theoretical models can act as checklists to aid both planning and
reflection, and to help identify specific areas which could be given further attention.
Theoretical models based on systems thinking were identified at the seminar as useful: related
models cited were ‘Whole Systems Working’ and ‘Learning Organisations Theory’.
Whole Systems theoryii highlights five areas of the importance of involving diverse
elements of a ‘system’ (Leadership, Public learning, the importance of ‘Difference and
Diversity’, Different Approaches to Meeting and the importance of Follow-Through).
Canterbury used the elements of this model as an assessment tool to identify some of
the strengths and potential weaknesses in their approach - noting especially the key
importance of engaging the diverse elements of the ‘whole system’.
The ‘public learning’ dimension of systems thinking is also stressed in writings on
Learning Organisations.iii These emphasise the importance of ensuring that vision is
shared, of focussing on process and ensuring that communication occurs across vertical
and horizontal boundaries. Work on learning organisations also draws attention to the
importance of dialogue, and limitations that are likely to occur from unaligned teams or
silo working.
* Focus of Discipleship work
Church members have been helped on their journeys as disciples by a variety of processes,
including teaching, mentoring, coaching, group membership and spiritual direction. Some
noted the danger of assuming that one approach alone builds discipleship (e.g. thinking
discipleship is learned on ‘courses’). It was suggested that it can be useful to focus on all the
processes within the community of faith that nurture disciples (as distinct from just thinking
about specific end products - such as the character to be demonstrated by disciples, or the
place we hope disciples will witness). Helpful developments suggested include strengthening
leaders as facilitators of growth, and developing a culture that promotes growth and models
discipleship.
* Focus of Discipleship resources
Discipleship is an ongoing journey, and approaches have been designed to help equip people at
differing points of their individual journeys. These include materials often described as ‘Discipleship
Resources’, and there is frequently confusion about exactly what is meant when people talk of these.
The groupings below overlap considerably, but have been found useful categories by some
diocesan officers aiming to signpost a range of resources.
•
Foundational resources - often designed to nurture and support people relatively new to
Christianity and to encourage belief to be lived in practice. There has recently been
considerable growth in the provision of such ‘discipleship courses’.
•
Course Materials developing knowledge and awareness of the Christian faith. These
often introduce some structured study of theological themes and Biblical material and also
address formational areas such as spirituality and implications for Christian living. (e.g. many
diocesan ‘Bishop’s certificate' courses aim to both inform and form).
• Resources and processes offering a structure or framework to encourage and enable
people in their ongoing walk of discipleship. These materials can focus on formation, and may
include a variety of elements such as spirituality as well as study. They sometimes involve
elements such as clear guidelines of engagement, ongoing commitment or an element of
‘accountability’ (e.g. Cursillo, Renovare, ‘3rd orders’)
•
Materials that develop more advanced theological study, but which are not framed for the
specific context /needs of authorised ministry in the church but which recognise the
discipleship challenges of people whose discipleship is exercised in a wide range of situations.
(The term ‘Education for Discipleship’ was used by the Church of England 2003 'Hind' report iv‘
to encourage provision of this last category - though the term has become used in many
dioceses for all of these.)
Resources also exist focusing on discipleship for specific groups (e.g. youth / parents) or in specific
contexts, including world-facing discipleship referred to in the Quinquennium challenges document. v
* Vocabulary:
The term ‘discipleship’ can be used in a variety of ways and associated with a wide range of
responses related to following, learning, obeying and growing. In the seminar the term was
used as defined in the 2006 report Shaping the Future. Here the term is used “to describe the
whole life-response of Christians to Jesus Christ. Everything a Christian believes and does is potentially
an aspect of discipleship: the goal of discipleship is to grow ever more Christ-like in every aspect of life
“ vi
Some find it useful to list elements, or marks of discipleship. For example, Carlisle had listed
these as Maturity in faith, Lively Prayer and Worship, Community engagement, Evangelism and
Quality of Relationships.
The term ‘discipleship’ is highly valued by many. The word has Biblical resonance and is deeply
entrenched in common Christian consciousness. As it describes the whole life-response of all
Christians to Jesus Christ it values Christian witness beyond the church as well as within it. It
is inclusive, as discipleship is the calling of all Christians irrespective of a lay / clerical divide.
However some people have noted that the word can be meaningless among those without a
church background, and so would like an alternative way to describe the goal of growing ever
more Christ-like in every aspect of life.
Ongoing Challenge and Future Work:
The seminar drew attention to the importance of cross-specialist working and thinking in
terms of enabling ‘whole systems’ to promote discipleship. Intentional work in this area can
encourage people to recognise that rhetoric about the importance of discipleship is not simply
platitude or wishful thinking.
Dioceses have sometimes tended to be look to individual specialists to undertake or promote
work on discipleship, and in places this may have seen only as a local parish responsibility. The
seminar illustrated the value of thinking of new ways to encourage the development of
discipleship, and challenged assumptions that work in this area may best be done only at local
level.vii
Both experience and theoretical models indicate the importance of developing a ‘combined’
strategy to promote the value of discipleship, develop aligned thinking and avoid silo working
within a diocese.
Joanna Cox
National Adviser for Adult Education and Lay Development
September 2012
[links revised March 2013]
i
GS 1815 ‘Challenges for the New Quinquennium’ , 2011
* M Attwood et al, Leading Change: A guide to Whole Systems Working, 2003, The Policy Press
* M. Snow, Leading Change in the Church, 2009, Grove (P119)
iii
E.g. P.Senge, The Fifth Discipline, 1990, Doubleday
iv
Formation for Ministry within a Learning Church’, 2003, CHP
v
E.g:
* Christianity and Daily life: http://www.churchofengland.org/education/adult-education-lay-discipleshipand-shared-ministry/learning-and-discipleship/christianity-and-daily-life.aspx
* Faith, Work and Economic life:
http://www.churchofengland.org/media/1173358/gs%20misc%20974b.pdf,
vi
Shaping the Future: New patterns of training for lay and ordained , 2006, CHP , p.4
vii
Talking of equipping laity for effective discipleship, See GS 1815 suggests:
“It may be that this is an area where the potential involvement of dioceses or the Church at national
level is necessarily limited. Even so, exhortation and affirmation from those in leadership and the sharing
of good practice are important.” (paragraph 83)
ii