Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
Getting Discipleship into the Lifeblood:
Exploring diocesan strategies to ‘mainstream discipleship’
Introduction and Summary
This paper was first delivered to the Board of Education in October 2012, by Joanna Cox,
the National Adviser for Adult Education and Lay Development.
It reports on a seminar attended by diocesan officers from the adult education, ministry
training and mission networks which examined the strategic approaches taken to get
discipleship embedded into the lifeblood of two dioceses, one in the northern province
and one in the southern province. It also reflects upon the lessons learned, including the
importance of avoiding silos and of strategies which include top down and bottom up
working. In particular, it notes the how important the visible commitment of the Bishop
and senior staff are to the success of any discipleship focused strategy.
Mark 9 of Developing Discipleship in a diocese calls for specific strategic plans at diocesan
level. Mark 10 emphasises resourcing and reviewing diocesan plans. This paper may help
pump-prime discussions about how to develop strategic approaches in a diocese and how
to sustain them.
A reference is made in this paper to Carlisle diocese’s identification of the marks of
discipleship. These refer to the characteristics of personal discipleship that the diocese
would expect and are distinct from the Marks of Developing Discipleship in the life of a
Diocese as presented to the General Synod, to which these resource papers relate.
Discipleship: current challenges
1.
The report from the Archbishops’ Council and the House of Bishops, Challenges for the
New Quinquennium1, drew attention to the importance of lay development. Under the
theme of Re-imagining 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’.
2.
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 involved in dioceses seeking to develop a strategic approach to the
development of discipleship. It focussed on examples of intentional work in dioceses
aiming to turn discipleship rhetoric into reality. Both experience and theoretical
1
General Synod, 2011, Challenges for the New Quinquennium , GS 1815 (London: General Synod of the Church
of England)
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Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
models indicate the importance of a combined strategy to promote discipleship,
develop aligned thinking and avoid silo working within a diocese.
3.
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
blood stream and to ‘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
4.
5.
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.
Carlisle Diocese
This diocese has recently developed a 10 year diocesan strategy built around the vision
and aim of ‘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
the Growing Healthy Churches exercise in every parish.
6.
Secondly, the Ministry and Training Department developed a 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 clergydependency as key issues. So over the past decade they have aimed to address these
by enabling and providing lay discipleship training at parish, deanery and diocesan
levels, as well as an ongoing Leadership Course aimed primarily at equipping 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.
7.
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 (accessed 19.08.14)
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Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
8.
Canterbury Diocese
This diocese 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.
9.
The strategy that was 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 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!
10.
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’.
11.
12.
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. a cathedral event hosted
by a Bishop or 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. This can
be seen at http://gloucester.anglican.org/churchoutreach/discipleship2/discipleshipsurvey/ (accessed 19.08.14)
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. See
http://www.trurodiocese.org.uk/mission/discipleship/ (accessed 19.08.12)
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Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
Reflections on lessons learned
13.
Several points to notes, lessons learned and issues to note were highlighted and
discussed in the light of the presentations. These included a) avoiding silos b) the
importance of learning as a community, rather than simply as individuals c) the
importance of developing strategy with commitment both from senior leadership and
at grass-roots d) the importance of visible commitment from the bishop and e)
avoiding people feeling overloaded with too many new initiatives.
a) Avoid ‘silos’
If 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.
b) 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 also focus on core
church membership rather than helping those at 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.
c) Both 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 by-passed 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 might
also have been helpful to involve more lay people in initial planning and as ‘learning
champions’.
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Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
d) Visible Commitment
The visible commitment of the bishop signified by his regular presence, not just at the
launch but at events throughout the year, along with his constant reference to the
theme was seen as important in Canterbury diocese. They said, ‘That discipleship is
important to the Bishop and to us all was perhaps the most important message that
everyone got’.
e) Initiative Fatigue
This was mentioned as a danger by some participants, and experiences of this were
varied. Carlisle diocese 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
14.
15.
Theoretical bases
Some diocesan officers had found theoretical models helpful as checklists to aid both
planning and reflection, and to help identify specific areas which could be given further
attention. Theoretical models such as Whole Systems Working2 and Learning
Organisations Theory3 were cited. Work on learning organisations also draws attention
to the importance of dialogue and the 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
2
E.g. Attwood, M et al, 2003, Leading Change: A Guide to Whole Systems Working, (Bristol: The Policy Press)
Snow, M., 2009, Leading Change in the Church, Grove Book number P119 (Cambridge: Grove Books)
3
E.g. Senge, P., 1990, The Fifth Discipline, (London: Doubleday)
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Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
16.
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.
a) Foundational resources
There are 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.
b) Course Materials developing knowledge and awareness of the Christian
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).
c) Resources and processes offering framework to encourage and enable ongoing
discipleship development
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, Third Orders of Religious Communities e.g. Franciscans)
d) Materials that develop more advanced theological study
Though not framed for the specific context and needs of authorised ministry in the
church, these 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 report4, to encourage provision of this last
category - though the term has become used in many dioceses for all of these
categories.
e) Discipleship for specific groups e.g. young people or parents.
Resources also exist which focus on discipleship for specific groups (e.g. youth /
parents) or in specific contexts, including world-facing discipleship referred to in
Challenges for the New Quinquennium’5.
Vocabulary used to speak about discipleship
4
The Archbishops’ Council, 2003, Formation for Ministry within a Learning Church, (London: CHP)
See Christianity and Daily life: http://www.churchofengland.org/education/adult-education-lay-discipleshipand-shared-ministry/learning-and-discipleship/christianity-and-daily-life.aspx
and Faith, Work and Economic Life:
http://www.churchofengland.org/media/1173358/gs%20misc%20974b.pdf
5
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Resources for Developing Discipleship
From the Ministry Division, Education Division
& Mission and Public Affairs Division
17.
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’6
18.
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.
19.
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
20.
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 level7.
21.
Both experience and theoretical models indicate the importance of developing a
combined strategy to promote the value of discipleship, which develops aligned
thinking and avoids silo working within a diocese.
6
The Archbishops’ Council, 2006, Shaping the Future: New patterns of training for lay and ordained, (London:
CHP), p.4
7 Talking of equipping laity for effective discipleship, 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’. General Synod, 2011,
Challenges for the New Quinquennium, paragraph 83.
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