RE 2133 Introduction to Religious Education
Williams Baptist College
Fall 2005
“A wise man will hear and increase learning. And a man of understanding will attain wise counsel.
The fear of the Lord is the beginning of knowledge, but fools despise wisdom and instruction.” (Proverbs 1:5, 7 NKJV)
INSTRUCTOR/CLASS INFORMATION
Instructor:
Office Phone:
Office Hours:
Home Phone:
Dr. Walter H. Norvell
Office Location: SC 104
(870) 759-4150
Office Internet Address: wnorvell@wbcoll.edu
(Generally) Monday-Friday, 8:00 a.m. to 4:30 p.m.
(870) 886-6439 Please limit calls after 8:00 p.m. to emergencies only.
Course Number: RE 2133
Section: A
Term: Fall Semester
Year: 2005
Class Meetings: MWF, 8:00-8:50 am
Title: Introduction to Christian Education
Credit: 3 hours
Location: SC104
COURSE DESCRIPTION
An introduction to the aims, methods and principles of Christian education, with special note given to
Southern Baptists in the field. Includes practice in planning the religious educational activities of the rural
church.
COURSE OBJECTIVES AND INDICATORS
As a result of this course, the student will demonstrate an understanding of and the skills associated with:
1. knowing and defining the mission and functions of the local church;
2. formulating a biblical basis for the teaching ministry of the church;
3. showing an understanding of the integration of educational ministries with the biblical mission of
the church and a local church’s mission statement;
4. identifying, understanding, and valuing the educational programs of the church;
5. demonstrating skills for organizing a church for educational ministries including Sunday
School/Bible study, small group ministries, outreach, new member orientation, care groups,
leadership development, teacher training, ministry teams, and discipleship;
6. developing skills in curriculum planning, budgeting, ordering, and obtaining educational materials;
7. explaining the role of the pastor in educational ministry;
8. evaluating the educational ministry of the local church; and
9. creating lesson plans for given Southern Baptist curricula.
Students will demonstrate mastery of these objectives by completing unit assignments and activities such
as:
INTRODUCTION
1. defining Christian education and understanding a biblical basis for it (Obj. 1-3).
UNIT 1: THE MISSION AND FUNCTIONS OF THE CHURCH
2. understanding the mission and functions of the church (Obj. 1-3).
3. writing sample church mission statements (Obj. 3).
4. diagramming from memory the church Model and Process (MAP) (Obj. 3-4).
UNIT 2: THE TEACHING MINISTRY OF THE CHURCH
5. summarizing required reading (Obj. 1-9).
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6. completing a project related to Christian education (Obj. 4-8).
7. discussing the teaching function in Christianity (Obj. 4-5, 7).
UNIT 3: PRACTICING CHRISTIAN EDUCATION TODAY
8. observing age-group Bible studies (Obj. 4-5, 8).
9. writing a book report related to Christian education (Obj. 1-9).
UNIT 4: TEACHING IN THE LOCAL CHURCH
10. writing lesson plans using curricula for various age groups (Obj. 9).
REQUIRED TEXT BOOKS
Anthony, Michael J., ed. Introducing Christian Education: Foundations for the Twenty-first Century.
Grand Rapids: Baker Academic, 2001. ISBN: 0-8010-2275-4
Eldridge, Daryl, ed. The Teaching Ministry of the Church: Integrating Biblical Truth with Contemporary
Application. Nashville: Broadman & Holman, 1995. ISBN: 0-8054-1087-2
RECOMMENDED BIBLIOGRAPHY
Daniel, Eleanor A. and John W. Wade, eds. Foundations for Christian Education. Joplin, MO: College
Press, 1999. ISBN: 0-89900-855-0
Clark, Robert, Lin Johnson, and Allyn K. Sloat. Christian Education: Foundations for the Future.
Chicago: Moody Press, 1991. ISBN:0-8024-1647-0
Coleman, Lucien E., Jr. Why the Church Must Teach. Nashville: Broadman Press, 1984. ISBN: 0-80543234-5.
Edge, Findley B. Teaching for Results, Rev. Nashville: Broadman & Holman, 1999. ISBN 0-8054-2015-0
Ford, LeRoy. Design for Teaching and Training: a Self-Study Guide to Lesson Planning. Print on
Demand with Wipf & Stock.
Gregory, John Milton. The Seven Laws of Teaching, Revised. Grand Rapids: Baker Book House, 1992.
ISBN: 0-8010-3652-6
Hemphill, Ken and Bill Taylor. Ten Best Practices to Make Your Sunday School Work. Nashville,
LifeWay Church Resources, 2001. ISBN: 0-7673-9593-X
Johnston, Jay and Ronald K. Brown. Teaching the Jesus Way: Building a Transformational Teaching
Ministry. Nashville: LifeWay Church Resources, 2000. ISBN:0-6330-0840-0
Lawson, Michael S. and Robert J. Choun, Jr. Directing Christian Education: The Changing Role of the
Christian Education Specialist. Chicago: Moody Press, 1992. ISBN: 0-8024-1702-7
LeBar, Lois E. Education that is Christian. Wheaton, IL: Victor, 1989 .
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Malphurs, Aubrey. Developing Vision for Ministry in the 21st Century. Grand Rapids: Baker Book House,
1999. ISBN: 0-8010-9087-3
Malphurs, Aubrey. Ministry Nuts and Bolts. Grand Rapids: Kregel Publications, 1997. ISBN: 0-82543190-5
Marshall, Mark. Mapping Your Church Strategy. Nashville: LifeWay Church Resources, 2003. ISBN: 06330-9440-4
Mims, Gene. The Kingdom Focused Church: A Compelling Image of an Achievable Future. Nahsville:
Broadman and Holman, 2003. ISBN: 0-8054-2080-0
Mims, Gene. Kingdom Principles for Church Growth. Nashville: LifeWay Church Resources, 2001.
ISBN: 0-7673-1889-7
Norvell, Walter H. “Biblical Foundations of the Teaching Ministry” in The Midwestern Journal of
Theology, Vol. 1, No. 1 (Spring, 2003), 84-93
Norvell, Walter H. “The Great Commission Imperative of Teaching” in the Journal of Baptist Theology
and Ministry Vol. 1, No. 2. Found at http://www.baptistcenter.com/BCTM%20Journal.htm.
Price, J. M. Jesus the Teacher. Nashville: Convention Press, 1981.
Raughton, Alan and Louis B. Hanks. Essentials for Excellence: Connecting Sunday School to Life.
Nashville: LifeWay Church Resources, 2003. ISBN: 0-6330-8918-4
Reed, James E. and Ronnie Prevost. A History of Christian Education. Nashville: Broadman & Holman,
1993. ISBN: 0-8054-1867-9
Richards, Lawrence O. and Gary J. Bredfeldt. Creative Bible Teaching, Revised and Expanded. Chicago:
Moody Press, 1998. ISBN: 0-8024-1644-6
Wilhoit, James C. and John M. Dettoni, eds. Nurture That Is Christian: Developmental Perspectives on
Christian Education. Grand Rapids: Baker, 1995. ISBN: 0-8010-2132-4
ONLINE COURSE RESOURCES
The syllabus, grading rubrics, and various other resources for enriching this course are found on this
course’s website. Each student is responsible for locating the appropriate resources for each class
meeting, printing them, reading them prior to class, and bringing them to class as needed. You may
access the course website at www.wbcoll.edu/ucompass.
REQUIREMENTS FOR CREDIT
1. Assignments:
Please note: Turning in an assignment is no guarantee of receiving full point value. Only
assignments done in a professional, error-free manner with excellence in thought and
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organization will receive full point values. All assignments will be evaluated on the basis of
rubrics. Please consult the appropriate rubric as you start, develop, and complete each
assignment.
Assignment 1: Anthony Book Parts Response
100 points possible
Due: Sept. 28
After reading each part of Introducing Christian Education by Anthony, write a two page response for
each part. Remember that each part contains several chapters. In your responses, find two to three ideas in
each part that were meaningful to you. These ideas may be something you have never thought about
before, something that speaks to your personal church experience, something you liked a lot, something
that made you think a lot, even something you might strongly agree or disagree about. Identify these two
to three ideas and discuss what you learned about them from the text. The total assignment will be about
10 pages long. Each part is worth 20 points for a total of 100 possible points when completed with
excellence.
Assignment 2: Eldridge Book Questions
100 points possible
Due: Oct. 17
Download “Textbook Questions for Teaching Ministry of the Church questions from the website. As you
read the text book chapters, answer each question in a way that shows you have read the material. Your
answers should clearly reflect what you are learning in your reading and in the classroom. There is no
limitation on the maximum numbers of pages, but your answers will likely be between one-half to one
page for each question. Answer with clarity and thoroughness.
Assignment 3: Student Choice Project
100 points possible
Due: Oct. 24
Each student may choose ONE of the following projects to complete. While you must do your own
original work with this project, you may use resources to give you ideas. However, you must include those
resources in your write-up so the professor will know what resources influenced your thinking and
planning.
Project 1: Interview a Pastor about Christian Education
The student will spend one hour with a pastor talking about Christian education in his church. The
pastor may not be a current college student or a relative. The student will create about 6-8 excellent
questions that will help the student learn about the pastor’s attitudes, beliefs, and participation in
Christian education in his church. The student should record the conversation on video. Then the
student should write a five page reaction to the interview, noting any and all elements of the interview
that relate to the course and textbooks. The reaction should include the student’s evaluation of the
pastor’s understanding and participation in his church’s educational ministry. The student will turn in
the video recording (either on VHS cassette or on a DVD compatible with Windows Media Player)
and the reaction paper.
Project 2: Design a teacher training course
The student will design a teacher training course for teachers who work in a particular age group
(adults, youth, children, or preschoolers). The course can only be four hours long. The course should
reflect the content of this course and the textbooks. The student should include the title of the training
course, the titles of each of the sessions, a learning goal for each session, a detailed outline of the
content of each session, and a teaching plan including a motivational step, examination steps, and
application steps. The course should be written in a way that someone else could pick up the plans
and teach the course.
Project 3: Design a Bible Study
The student will design a Bible study for one age group: children, youth, or adults. The course can
only be four hours long. The course should reflect the content of this course and the textbooks. The
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student should include the title of the training course, the titles of each of the sessions, a learning goal
for each session, a detailed outline of the content of each session, and a teaching plan including a
motivational step, examination steps, and application steps. The course should be written in a way
that someone else could pick up the plans and teach the course.
Project 4: Design a New Member Course
Pretend that your church has had eight adults become Christians in the last three months and none of
them have any church background at all. What should a new Christian know about living the
Christian life? You have the opportunity to teach a new member course for these new Christians but
you only have four hours. Plan a new member course. The course should reflect the content of this
course and the textbooks. The student should include the title of the training course, the titles of each
of the sessions, a learning goal for each session, a detailed outline of the content of each session, and
a teaching plan including a motivational step, examination steps, and application steps. The course
should be written in a way that someone else could pick up the plans and teach the course.
Project 5: Design a Retreat Bible Study for Youth
Your youth group is planning a fall retreat. There will be four Bible study sessions of one hour each
during the retreat. Considering your youth group, what do they need to study? The study should
reflect the content of this course and the textbooks. The student should include the title of the Bible
study, the titles of each of the sessions, a learning goal for each session, a detailed outline of the
content of each session, and a teaching plan including a motivational step, examination steps, and
application steps. The course should be written in a way that someone else could pick up the plans
and teach the course.
Project 6: Design a Witness Training Course
Your church is preparing for a crusade in your town. The goal is to have twenty people prepared to
effectively share their personal testimonies and to effectively present the plan of salvation to people
who respond to the invitation at the crusade. You must plan a witness training course that will
accomplish these two goals. You will have four hours of training. The course should reflect the
content of this course and the textbooks. The student should include the title of the training course,
the titles of each of the sessions, a learning goal for each session, a detailed outline of the content of
each session, and a teaching plan including a motivational step, examination steps, and application
steps. The course should be written in a way that someone else could pick up the plans and teach the
course.
Assignment 4: Sunday School/Bible Study Observances
50 points each; 200 points possible total
Due: Nov. 28
The student will observe Sunday School or small group Bible studies for preschoolers, children, youth,
and adults. Use the Bible Study Observation form found on the class website. Obtain permission from the
class teacher and other church leaders as needed (minister of education, pastor, Sunday School director,
etc.). Observe in a non-threatening and unobtrusive manner. The student must observe the complete
teaching session. The student will submit the completed forms, one for each age group.
Assignment 5: Lesson Plans for Age Groups
50 points each; 200 points possible total
Due: Various Dates
The student will use a curriculum and plan sheets provided by the professor to create lesson plans for each
of the four age groups. This is an in-class activity.
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Assignment 6: Book Report
200 points possible
Due: FINAL
Each student will select a book (or books) from the list provided below. The student will read the book or
books and write a five-page book report using the following outline:
I.
Summary (about three pages)
II.
Personal Reaction (about one page)
III.
Application to a Church Setting (about one page)
The student will effectively summarize the major points of the book(s) in the first section. In the second
section, the student will write a personal reaction to the book(s). In the third section, the student will
suggest ways this book or books could be useful to the educational ministry of a local church. This book
report is due as the final exam. Each student will also present a brief oral report about their book(s) to the
class, following the same basic outline of the book, using about five to six minutes and stating why fellow
classmates from profit in ministry from reading this book. The books appropriate for this assignment are:
Jesus the Teacher and Why the Church Must Teach
Nurture That Is Christian
Teaching for Results
Ministry Nuts and Bolts
Creative Bible Teaching
A History of Christian Education
Foundations for Christian Education
Ten Best Practices and Teaching the Jesus Way
The Kingdom Focused Church
The Seven Laws of Teaching
Class Participation
100 points possible
Instructor graded at the end
Each student will be subjectively graded on class participation. Class participation grade will be enhanced
by such actions as faithful attendance, regular and pertinent participation in class discussion, evidence of
preparation for class, thoughtful regard for and interaction with other students, and insightful questions.
Class participation can be decreased by such actions as lack of preparation for class; poor attitude; lack of
classroom participation; and being late with assignments, tardies, and absences.
2. Class Attendance: “Students are expected to attend every class session. Each instructor will maintain
current records and will, upon request, furnish an accurate report of any student's attendance pattern to the
Dean of Students, Academic Dean, Academic Affairs Committee, or other persons having legitimate
interest in this record. Attendance is checked from the first class meeting; therefore, late registrants will
have some absences when they first meet a class. When students are absent, for any reason, they are still
responsible for the content of the missed lecture and for any assignments. If the absence causes the student
to miss a major examination, that examination may be made up if the instructor is convinced that the
absence was justified. A student's attendance record is a legitimate part of the criteria which the instructor
may use in assigning a grade for the course. It is the responsibility of students to be aware of the
attendance policies for their classes.
After a student has missed the equivalent of one week's work, the student may be required to
justify any further absences to the Academic Dean or the Academic Affairs Committee. If the student is
unable to do so, the student may be required to withdraw from school. If a student is negligent or dilatory
in class attendance or assignments, the instructor may, after consultation with the Academic Dean,
suspend the student from class without the privileges of attendance or credit. The student may apply for
reinstatement, but may be reinstated only with the consent of the instructor and the Academic Dean and
the payment of a change of course fee. A letter grade of "W" will be entered for the course if suspension
occurs prior to the 13th week; an "F" will be entered if suspension occurs after the 12th week.”
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3. Late Assignments: Late work will be accepted if submitted in a reasonable amount of time, except
where otherwise noted. However, the grade received on any regular assignment turned in after the due
date will be reduced by 5% for each class session it is late. Example: A paper turned in one class late will
receive no more that 95% of its graded value. Assignments more than eight class periods late will receive
zeros.
4. Turning in Assignments: Assignments are only received in class. Please do not drop off assignments
without advance permission.
5. General Requirements for Written and Oral Projects:
A. All assignments will be prepared in a manner consistent with Turabian style.
1. All assignments are to be typed (or word-processed) with name and date on the cover page.
2. Multiple pages are to be stapled in the upper left-hand corner. No report folders, please.
3. Please use a size 12, easy-to-read font such as Times New Roman with one (1) inch margins on
all four sides of the text.
4. Please omit any blank pages.
5. Use only left margin justification.
6. One may use Turabian style to create papers with footnotes, endnotes, or parenthetical notes.
For those using Microsoft Word, the use of parenthetical notes will likely improve the appearance
of the paper and reduce the stress of writing in Turabian style.
7. Some assignments may require a minimum number of resources. While you may certainly use
your text books and versions of the Bible, YOU MAY NOT COUNT SUCH RESOURCES
TOWARD THE MINIMUM NUMBER OF RESOURCES.
B. This course is offered at the college level and the work will be evaluated as such. Three credit hours
will be awarded upon successful completion of the course.
C. A high quality of writing and grammar usage is important in the production of all class work and
assignments. Assignments that show a lack of attention and low proficiency in writing and grammar skills
will be returned ungraded for correction and resubmission. If that makes the paper late, late penalties will
be assessed.
D. Make duplicates and keep copies of ALL assignments. Paper and electronic copies are like “academic
insurance.” This professor has lost papers!
E. Plagiarism is forbidden. Plagiarism is the use of another person’s words or ideas in ways that cause
those words or ideas to appear as if they are your own. The source of the words and ideas of others must
be cited. Any assignment in which plagiarism is determined may receive an automatic zero (0) for that
assignment after a consultation with the instructor. In addition, the offending student will be reported to
the Dean. A second discovery of plagiarism with the same student will result in an automatic failing in
the course.
7. Computation of Final Grade: All scores of assignments are totaled for the final score.
8. Final grades will be awarded on the following point system:
A: 910-1000 B: 810-909 C: 710-809 D: 610-709 F: 609 or below
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METHODS FOR ASSESSING OUTCOMES
1. Completion of related class assignments:
A. Journaling
B. Reading Texts Assignments
C. Classroom Demonstrations
D. Student demonstrations
E. Projects
2. Class attendance and participation
3. Student evaluations of class and instructor
GENERAL INFORMATION
1. The GPA System adopted by Williams Baptist College is:
A: 4.0
B: 3.0
C: 2.0
D: 1.0
F: 0.0
2. Method of Instruction: The following methods of instruction will be included in this course:
1. Lecture
5. Guest Speakers
2. Group Discussion
6. Other Audio/Visual Resources
3. Written Reports
7. Reading
4. Demonstrations
3. Disabilities: The student has the responsibility of informing the professor of any medically
documented disabling condition that will require modifications to avoid discrimination. Reasonable
accommodations will be jointly developed between student and professor. It is the student’s responsibility
to initiate any request for accommodations. Documentation may be required.
4. Posting of Final Grades: This professor does not post grades because this professor seeks to keep
all students aware of their academic progress in the class. Final grades are delivered by the Registrar’s
office.
5. Incomplete Grade: In rare situations (given only if circumstances beyond the student’s control
prevent the completion of the course during the semester) an Incomplete (“I”) may be given. The student
receiving an “I” has three months from the date the “I” is received to complete the course work; otherwise
the “I” is automatically changed to an “F”.
6. Cell Phones and Pagers: Students who must use cell phones and pagers should set these devices to
silently signal messages. Students who disturb class with ringing phones and pagers will have their class
participation grades penalized.
COURSE OUTLINE
(Subject to Adjustment)
DATE
8/31
9/2
CLASS ACTIVITIES
ASSIGNMENTS CHECKLIST
INTRODUCTION TO THE COURSE
Class Introductions
[] Download, print and bring the syllabus
Syllabus and Grading Rubrics Discussion
[] Download, print and bring the rubrics
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9/5
9/7
9/9
9/12
9/14
9/16
9/19
9/21
9/23
9/26
9/28
9/30
10/3
10/5
10/7
10/10
10/12
10/14
10/17
10/19
10/21
10/24
10/26
10/28
10/31
11/2
11/4
11/7
11/9
11/11
11/14
11/16
LABOR DAY – NO CLASSES
What is Christian Education?
[] Anthony, ch. 1
[] Anthony, ch. 2-3
The Biblical Basis for Christian Education
[] In class, define “Christian Education”
UNIT 1: THE MISSION AND FUNCTIONS OF THE CHURCH
The Great Commission and the 1-5-4 Principle
The Five Functions of the Church
The Four Results for Church Health and Growth
M.A.P.
[] In class, reproduce the MAP diagram
Implications for Educational Ministry
[] Find mission statement examples for
The Mission of a Local Church
class
[] In class, view/write mission statements
Meeting Needs Through Educational Ministries
UNIT 2: THE TEACHING MINISTRY OF THE CHURCH
[] Anthony Book Parts Responses due
God as Teacher
[] Eldridge, ch. 1
[] Eldridge, ch. 2
Jesus as Teacher
[] Anthony, ch. 11
[] Eldridge, ch. 3
Holy Spirit as Teacher
[] Anthony, ch. 13
The Bible as Curriculum
[] Eldridge, ch. 4
Disciples: Called to Learn
[] Eldridge, ch. 5
[] Eldridge, ch. 7
The Teaching Family
[] Anthony, ch. 21-25
The Teaching Church
[] Eldridge, ch. 6
The Pastor as Teacher
[] Eldridge, ch. 8
[] Eldridge Book Questions due
Principles for Biblical Interpretation
[] Eldridge, ch. 16
UNIT 3: PRACTICING CHRISTIAN EDUCATION TODAY
What is Sunday School? Open Groups Bible Study
[] Anthony, ch. 17, 19
FALL BREAK – NO CLASSES
[] Student Choice Project due
What is discipleship? Closed Growth/Leadership Groups
[] Anthony, ch. 5
Evangelism and Educational Ministry
[] Anthony, ch. 5
[] Anthony, ch. 17-18
Working with Volunteers
[] Eldridge, ch. 11, 17
[] Eldridge, ch. 16
Curriculum Considerations
[] Anthony, ch.
[] Eldridge, ch. 9, 11
A Teaching Model
[] Anthony, ch. 10, 12, 14-15
UNIT 4: TEACHING IN THE LOCAL CHURCH
[] Eldridge, ch. 12
Who are preschoolers and how do they learn?
[] Anthony, ch.22
Developing a Lesson Plan for Preschoolers
[] In class preschool lesson plan
[] Eldridge, ch. 13
Who are children and how do they learn?
[] Anthony, ch. 22
Developing a Lesson Plan for Children
[] In class children’s lesson plan
[] Eldridge, ch. 14
Who are youth (Students) and how do they learn?
[] Anthony, ch. 23
Developing a Lesson Plan for Youth
[] In class youth lesson plan
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11/18
11/21
11/23-25
11/28
11/30
12/2
12/5
12/7
12/9
TBA
[] Eldridge, ch. 15
[] Anthony, ch. 24
Developing a Lesson Plan for Adults
[] In class adult lesson plan
THANKSGIVING BREAK – NO CLASSES
[] SS/BS Observations due
Teaching for Spiritual Transformation Part 1
[] Eldridge, ch. 9
[] Anthony, ch. 6-9
[] Eldridge, ch. 9
Teaching for Spiritual Transformation Part 2
[] Anthony, ch. 6-9
[] Eldridge, ch. 9
Teaching for Spiritual Transformation Part 3
[] Anthony, ch. 6-9
Learning While Doing – Ministry Teams
[] Eldridge, ch. 17
Teaching Teachers
[] Anthony, ch. 10-15, 18
Organizing for Bible Study Ministry
[] Anthony, ch. 16
[] Book Report due
FINAL EXAM
[] Course evaluation due
Who are adults and how do they learn?
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