Tuesday, October 21, 2014
life to the full: Boyhood and wellbeing
Over the weekend, I watched Boyhood, the coming of age movie by Richard Linklater. It’s outstanding, following Mason from age five to eighteen. Through his eyes we experience broken marriages, domestic violence, bullying and various male rites of passage deemed essential to contemporary Western cultural life. We face the pain and potential of becoming adult.
Over the weekend, I noted that a school in Western Australia were advertising a new position – Director for the Centre for Boys’ Health and Well-being. It is a new role, to inform the school and wider community through guest speakers, research and publication of best practice and next practice related to the health and well-being of boys of school age. It builds on the Centre for Ethics and the Centre for Pedagogy.
It seems to me to be a new way of the church (in this case it is an Anglican school) doing public theology. Here is a group talking wellbeing (which can be framed as John 10:1 – life to the full).
I loved the meshing of input, research and communicate. I love that it’s research linked closely to actual communities, in this case to school and parents. I love that it’s such a practical response to Boyhood.
Sunday, October 19, 2014
flipping good neighbours in community engagement
I was researching a community ministry this week, interviewing about a community garden planted on a rooftop, four stories high in inner-city Sydney. (It was part of my work on Urban gardens for the Urban Life together conference).
In telling the story of the community garden, the comment was made that in beginning the garden, they didn’t how to garden. As a result they reached out to local gardeners. Similarly, in establishing bee hives as part of the garden, they didn’t know how to keep bees. Again, they had to reach out to local book keepers.
It struck me as a fascinating approach to take to community development. Start with what you don’t know.
Later in the interview, I returned to tease this out further. “It sounds like your lack of knowledge was a gift. It involved the community to shape the environment.”
Absolutely was the animated reply. Start with what you don’t know and you ensure very different relationships with your community.
In Luke 10:5-8, Jesus instructs the disciples in mission.
‘When you enter a house, first say, “Peace to this house.” If someone who promotes peace is there, your peace will rest on them; if not, it will return to you. Stay there, eating and drinking whatever they give you, for the worker deserves his wages. Do not move around from house to house. ‘When you enter a town and are welcomed, eat what is offered to you.
What if Luke 10 is picking up on the same approach? Jesus sends the disciples with nothing (Luke 10:4), with no food for the night. When they approach the community, they approach with vulnerability, with a lack. In doing so, they invite a different set of relationships. Specifically, the person of peace, the one who opens the door, is being invited to become a good neighbour. The community is being invited to be generous, to be hospitable, to participate in partnership.
This is a risky strategy. It might not work, leaving the disciples hungry. Or it might come across as manipulative. (I think this is addressed by the offer of peace in verse 5 – see an earlier post on Sharing faith across cultures).
But it does totally flip the traditional understanding of being a good neighbour. What if the task of the church in mission is not to be a good neighbour? Rather what if it is to act in ways that enable our community to be good neighbours? What sort of relationships of mutuality and partnership might emerge?
It would be as practical as starting community ministry in the areas in which we lack some knowledge.
Thursday, October 16, 2014
At 4 pm I shut myself in my office, with the challenge of writing at least one, if not two academic papers for the Urban life together mission conference in Melbourne this weekend. It looks a fantastic event, encouraging mission reflection among grassroots practitioners.
I wanted to explore the potential of urban gardens for the mission of the church. A few hours work and I have some 2,800 words ready to go. I’ve woven together two film reviews, some of my research into local stories of inner-city urban churches doing garden mission, spiritual practices of composting, a consideration of the shady side of spirituality, some Maori proverbs, interaction with a range of Bible texts in God’s garden, gratitude for the wisdom from Julian of Norwich and Fred Bahnson’s Soil and Sacrament: A Spiritual Memoir of Food and Faith.
Here’s my introduction:
Some gardens are planted in straight lines. They are orderly and linear. Other gardens are planted higgelty pickelty, random and inter-connected. Some academic presentations are planted in straight lines. They are orderly and linear. This presentation is neither straight nor linear. Rather it is random and in the higgelty pickelty you are invited to make the inter-connections with your urban context ….
Which leaves the powerpoint, but there is always the early morning flight over.
Wednesday, October 15, 2014
indigenous women’s Christologies project
The indigenous women’s Christologies project began tonight. It began with an indigenous Adnyamathanha woman, Aunty Denise, speaking at our theology class, talking about how she does Christology. It was an extraordinary performance, with an hour of what was essentially an extremely sophisticated hermeneutic, laced through with stories of how the oral stories of culture help her address “Who is Jesus for her.” So the Jesus theology class got an outstanding example of contextual theology. The evening was open to the public and it was great to have a few visitors join us, and catch a glimpse of the edges that contemporary theology at Uniting College is currently exploring.
A second evening will occur on October 22, when Eseta Meneilly will join us, offering an indigenous Fijian Christology.
Around this speaking, two further processes are at work. The talk was being recorded, for future reference. In addition a researcher was in the room, listening and recording. The aim is the production of a written and video resource study guide, which in conversation with the presenters can be used more widely – by other classes and by other theologians.
I introduced the lecture today with the following:
“This breakthrough that occurred in early Christianity via dialogue with the different cosmologies is an important precedent and model for the conversations that should take place today between cosmology and Christology.”
Now change three words (worldviews and cultures).
“This breakthrough that occurred in early Christianity via dialogue with the different [worldviews and cultures] is an important precedent and model for the conversations that should take place today between [worldviews and cultures] and Christology.”
In hearing the theology of another, their conversation between their local worldview and a Christology, it helps us begin to form and refine our “model.”
So the class are now processing three questions
- How does Aunty Denise do theology?
- Who is Jesus for Aunty Denise?
- What can I and my community learn for how we do theology?
Tuesday, October 14, 2014
The Lost Thing Liturgy
I preached at chapel yesterday. I used Shaun Tan’s The Lost Thing, an Academy Award winning animated film, as part of the sermon. I found the original soundtrack on Itunes and the song titles sparked a way to create resonance between Word and Sacrament.
Here is the Lost thing communion liturgy
(Music: The search – 1:00)
The Lord is here.
God’s Spirit is with us.
Lift up your hearts.
We lift them to the Lord.
Let us give thanks to the Lord our God.
It is right to offer thanks and praise.
It is right indeed, ever-living God,
to give you thanks and praise through Christ your only Son.
Without you our hearts are restless
We are lost
Until we find our home in you
Therefore with all the found at home in you,
With animals and atoms, angels and archangels,
we proclaim your great and glorious name,
for ever praising you and saying:
Holy, holy, holy Lord, God of power and might,
heaven and earth are full of your glory.
Hosanna in the highest.
Blessed is he who comes in the name of the Lord.
Hosanna in the highest.
(Music: Feeding – 1:16)
On the night before he died , your Son, Jesus Christ, took bread;
when he had given you thanks, he broke it, gave it to his disciples, and said:
Take, eat, this is my body which is given for you; do this to remember me.
After supper he took the cup; when he had given you thanks,
he gave it to them and said:
Drink this, all of you, for this is my blood of the new covenant
which is shed for you and for many for the forgiveness of sins;
do this as often as you drink it, to remember my mission to lost things
Therefore loving God, recalling your great goodness to us in Christ,
you who came to seek and save the lost
you who told stories of lost sheep, lost coins, lost sons,
you who gathered lost disciples,
by lakes and wayside tax collectors
We celebrate our foundness in this bread of life
and this cup of salvation.
With thanksgiving and hope we say:
Christ has died, Christ is risen, Christ will come in glory.
Send your Holy Spirit, that these gifts of bread and wine
may be to us the body and blood of Christ,
and that we, filled with the Spirit’s grace and power,
may be renewed for the mission of your kingdom.
The gifts of God, for the lost of God, Amen.
(Music: Utopia – 3:11)
The music that shaped this liturgy was titled Search, Feeding, Utopia. And so we thank you God that you have searched for us, that you have fed us and for your offer as utopia in the communion we share in this time, this place, this community. And we say together The Lords Prayer …
Saturday, October 11, 2014
The Giver film review
Monthly I publish a film review for Touchstone (the New Zealand Methodist magazine). Stretching back to 2005, some 85 plus films later, here is the review for October 2014, of The Giver. This one is extra special, given I got to write it with my teenage daughter.
A film review by K and S Taylor
“Out of great suffering came a solution; Communities.”
The Giver was a book and is now a movie. It might yet be a secular Christmas story. It begins with 18-year-old Jonas (Brenton Thwaites), surrounded by best friends, Fiona (Odeya Rush) and Asher (Cameron Monaghan). Together they are assigned lifelong tasks by the Elders of their Community.
For Jonas, he is to become the Receiver of Memory. Sent to the Community’s edge, he encounters a mysterious old man (Jeff Bridges), called The Giver. Jonas finds himself the recipient of the memories of what life used to be like before the Community.
The memories Jonas receives include both the best and worst of times, each laced with colour and feeling. Snow and sled offer hope and freedom, a life truly alive. Yet war and death suggest the human ability to create conflict and inflict pain.
The Giver forces us to consider the world we live within. How does a community deal with the worst of their history? How could a community take the best from the past and allow that to shape the choices their children will make?
Intriguingly, this movie set in the future begins in black and white. Colour is used to develop both plot and character. Through the memories The Giver gives, Jonas experiences reds, yellows and greens. With each memory, these colours increase. Gradually Jonas realises he can see beyond what is, and into what could be.
The Giver began life as a book for teenagers by popular author Lois Lowry. Adapted for the big screen by Michael Mitnick and directed by Australian born, Philip Noyce, the acting is excellent. These include standout performances from Jeff Bridges, as The Giver, Meryl Streep as Chief Elder and Brenton Thwaites as Jonas. Mitnick’s adaptation provides a more definitive ending and introduces the thoughtprovoking final scene.
Jonas’s first received memory has involved sliding down a mountain on a sled, surrounded by soft snow. In the final scene, this memory becomes his present reality. As Jonas slides down the hills, he is surrounded by the sounds of a family singing Silent Night. Together, his first received memory and this present reality perfectly completes the plot. A silent night is over, as Jonas and his people enter into a new dawn, one filled with colour and emotion, song and memory.
Jonas’s journey acts as a trigger, releasing all the memories back into his Community. He has grown from Receiver into Giver. Through his suffering comes the solution, a new community, one of unique personalities, emotions, colour and life.
In this scene Jonas is carrying a young child. When linked with the sounds of Silent Night drifting through the snow, this triggers in the viewer a biblical memory. Could this be interpreted as a Christmas story, with a new calm merging from beyond the edge?
Silent Night, Holy Night.
All is calm, All is bright.
Kayli Taylor is a high school student, and an excessive doodler, procrastinator, budding gypsy and musician. She enjoys travelling, Autumn and good books.
Rev Dr Steve Taylor is Principal at the Uniting College for Leadership and Theology, Adelaide. He writes widely in areas of theology and popular culture, including regularly at www.emergentkiwi.org.nz.
Friday, October 10, 2014
can you help us tell our story in clear, compelling and contemporary ways?
During the week, I was copied into an email, from a person interstate (and from another Denomination). It noted that “Uniting College is one of the most cutting edge colleges in Australia.” It is a huge compliment and a wonderful encouragement. (For those interested in some of our story, here is what I shared at the 5th birthday “naming change” celebrations).
Due to a number of changes, we need a pretty special person to help us tell this “cutting edge” story. The changes include increasing the funding (from 0.4 to 0.6), making the role permanent (it was fixed term) and increasing the amount of money we budget for promotion. So, do you know someone who can help us tell a story – God’s story actually – of a divine invitation to go on a journey?
Uniting College exists to develop life-long disciples and effective leaders for a healthy, missional church, who are passionate, Christ-centred, highly skilled and mission-orientated practitioners. We offer a range of ways to learn and grow as a person and as a leader: through accredited course providers’ Adelaide College of Divinity and Flinders University and also through non-accredited courses for the Uniting Church.
An opportunity exists for the position of Marketing Officer. This position is a critical part of a committed team working within this tertiary education environment.
The Marketing Officer reporting to the Principal of Uniting College for Leadership & Theology, will work closely with the College faculty and staff, the Executive Officer and staff of Adelaide College of Divinity and the staff of the Communications team.
This diverse and challenging position will have a key responsibility for assisting the Uniting College and the ACD to tell their stories in clear, compelling, contemporary and relational ways. This will include;
• The ongoing development of the Uniting College and ACD brands
• Coordinating market research as to how the Colleges are viewed by current and future clients
• Providing professional advice on marketing strategies and methodologies
• Developing marketing and communication plans
• Strategies to increase awareness of the learning and spiritual growth opportunities provided by ACD and Uniting College in local, national and international communities
• Developing high quality written and digital communications
• Managing social and online media communications
• Proven ability to undertake successful promotional campaigns
It is essential the successful applicant will have relevant experience and/or qualifications in marketing, promotions and communications. Similar experience within an academic institution in the VET or Higher Education sector is well regarded. Understanding and experience of theology or theological education will be a significant advantage.
Further details are outlined in the Position Description & Person Specification which is available on our website http://sa.uca.org.au/uc-positions-vacant/ . Enquiries can be made to Manager, Human Resources on 08-82364278 or firstname.lastname@example.org. Please forward applications addressing the selection criteria of the Position Description & Person Specification to email@example.com by no later than 4pm, October 13, 2014.
Wednesday, October 08, 2014
Offspring: fresh expressions New Zealand Presbyterian style
Alongside my keynote sessions to the New Zealand Presbyterian Church General Assembly, over the weekend, addressing the theme – Hospitality as mission: Your place or mine?, I also provided input into Offspring. This was a stream that ran in the mornings alongside the Assembly. Over three mornings, three different Presbyterian fresh expressions told their story. My role was to add some global and historical depth. I told stories of the church in history and around the world. I organised these around three themes
- crossing cultures, with a particular focus on the Gladzor Gospels from the church in Armenia (The Armenian Gospels of Gladzor: The Life of Christ Illuminated (Getty Trust Publications: J. Paul Getty Museum)
- mission and the gospel, with a particular focus on the Celtic church (drawing on part of a chapter from my Sustainability and fresh expressions book chapter)
- what is church, with a particular focus on UK Fresh expressions
At the end of the sessions, the Offspring stream were asked to provide a communique back to the Assembly. This was a grace-filled moment, as the church at the centre opened themselves to hear from the churches on the edge.
Here are the notes that I took, as the stream prepared to share
1-What have we been doing as an Offspring stream? Telling stories, centring in prayer, inspiring each other, connecting, creating community and belonging, challenging each other, global and local stories, clarifying what fresh expressions are, being encouraged by hearing others, eating and drinking, dreaming.
2-There have been opportunities for us to be – Encouraged and affirmed to keep going, thinking and imagination stretched, courageous in responding to what God is telling us to do. We have realised that resources for mission are there in the community not only the church and that significant leadership for mission resides outside Ordained ministers.
3-Challenge for the church – There were many, but these were summarised into one statement
Lest we forget: We are re-forming. God is re-forming us for a new season
It was incredibly rich to offer my stories, while sitting and listening to New Zealand pioneers tell their stories. God is doing some wonderful things among the Presbyterian church.
Tuesday, October 07, 2014
Uniting College team news
There have been a number of team changes occurring at Uniting College in recent times.
First, a warm welcome to Kathryn Pearson, who has began her 12 month position as Principal’s PA. She is stepping into a role with Eloise Scherer taking 12 months maternity leave.
Second, at the most recent Standing Committee, Sean Gilbert’s placement as Ministry Formation Co-ordinator was adjusted from 0.7 to 0.8. This is because Sean has agreed to teach Introduction to Formation for Ministry on a permanent basis. This is a core first year topic that syncs really well with Sean’s existing responsibilities in SFE and Integrative Ministry Practice.
Third, we are now commencing a search for a 0.4 Lecturer in Pastoral Care. The hope is that this person will teach a rotating suite of upper-level pastoral topics. This will increase our Continuing Education offerings for ministers in placement. It might also be strategic as we think about what it means to train people for ministry that includes with agencies and in social work.
Fourth, Tanya Wittwer has been appointed as the new Post-Graduate Coordinator. Tanya is currently an adjunct lecturer with us, teaching Synoptics. She is also currently employed at School of Population Health, University of Adelaide, both as a Lecturer and as a Post Graduate Coordinator. As Post Graduate Coordinator she has refocused and refreshed their course work Masters and initiated two research degrees. She brings ministry experiences including as Hospital Chaplain, lay ministry at St Stephens Lutheran, Youth worker at Magill Uniting Church, Joint Churches Domestic Violence Coordinator. She has also lectured widely n Old and New Testament, Preaching, Pastoral Care, Narrative Therapy and Public Health. Her students describe her as passionate and enthusiastic. She has an MDiv (Wartburg) and a PhD (homiletics). She has successfully supervised at post-graduate level and has a track record of publication, in both academic and non-academic settings. Her recent research is in homiletics and pastoral formation. Tanya plans to start with us late November, then take four weeks holiday over Christmas and New Year, before starting mid-January 2015. This will allow overlap with Rosemary Dewerse, as she prepares to leave the team.
Can I note, with some degree of satisfaction, that this is the fourth appointment in 2014 that has been secured in a way that allows an overlap between the person leaving and the person coming. This greatly enhances the continuity among us as a Uniting College team, for which I’ve worked hard, and for which I’m grateful.
Monday, October 06, 2014
mission practices in Shaun Tan’s Lost thing
The invite to speak at the Presbyterian Assembly has provided an opportunity to work up some new material on mission and leadership. I’ve been percolating for a while on the wonderful, Academy award winning animation of Shaun Tan’s The Lost Thing. I’ve used it three times at the National Ministers Conference on fresh words and deeds, and today was a chance to shape a significant thought piece.
Structurally, I offered four practices
- nourishing wonder
- letting go
These were woven into conversation with a number of other voices. First, the Zacchaues text (Luke 19). Second, Susan Hope’s Mission-Shaped Spirituality: The Transforming Power of Mission. Third, The Lost Thing.
I was really pleased with how it shaped up. It seemed to provide an imaginative, practical grounding to my three sessions. And perhaps the first test of a journal article – on the missional insights that flow from the imagination of Shaun Tan.
Thursday, October 02, 2014
I fly tomorrow to New Zealand for the Presbyterian Church of Aotearoa New Zealand Assembly. Apparently last year I was “an inspiring and well received speaker at the Press Go gathering in Wellington in October (2013).” So I was asked back for further involvement with the Church.
I have two roles. First, I’m the keynote speaker at the Assembly. Around their business meetings, I’m speaking three times for around 45 minutes on the theme Hospitality – Your place or mine. I will look at three Biblical texts (Luke 10, Luke 14, Luke 19), weaving in stories of mission and various interaction.
Second, I’m storytelling at Offspring. Offspring is a resourcing stream that runs alongside the business sessions. It’s a brilliant innovation, seeking to allow the church to gather not only around business but also around ministry. I’m be telling some global mission stories, that might help illuminate three local mission stories that are being told.
I phoned the worship leader, Malcolm Gordon, on Wednesday, to confirm a few things. I was astounded to be told that Malcolm has worked with a group of artists and creatives around the Biblical texts I’d said I’d be using. Poets have paraphrased the Biblical texts. Songwriters have written three original songs, one for each Biblical text. Artists have created art pieces, that will hang in the foyer during Assembly. All this creativity will be bound together in a booklet, to be given to folk at the end.
How about that in terms of engaging creatively with Biblical texts in mission?
It made me glad I didn’t change Biblical texts when I began some more detailed preparation last week!
I really enjoyed my time with the Presbyterian church this time last year, so hoping for a similar joy again.
Wednesday, October 01, 2014
interactive engagement trumps content delivery: research
I’ve been thinking a lot recently about teaching and learning. It began when I re-worked a recent presentation and instead designed a set of interaction exercises. Most loved it, one resisted it.
Friday I head for New Zealand to deliver three keynote addresses. Expecting an audience of around 500, I was warned today that people will be expecting speakers not engagers. So to expect some resistance.
I follow on twitter a number of education lecturers in the UK and US. It’s a great way of keeping up to date with new research and thinking. An article on research in interactive engagement in University classes caught my eye today.
They researched an engineering class of 158 students by dividing the class into three.
A self-assessment group completed homework, involving ten self-assessment activities uploaded online. These included challenging narrative and multiple-choice questions that required them to create, explain, and carry out calculations. Immediate feedback was provided, reinforced by lecturer feedback during class.
A collaborative learning group participated in discussions to gain a broad understanding of the activity and to learn from one another. This involved a cycle of 10 minutes lecture, followed by students being given five minutes to solve a problem and receive feedback from the instructor. This group did not receive any homework.
A control group received traditional instruction, with content provided through a PowerPoint presentation plus homework.
The results showed that interactive engagement (self-assessment and collaborative learning) improved students academic performance. Engaging in such activities was found to encourage students’ participation, because the activities stimulate their critical thinking, demand interactions with other students, and lead to more deep learning.
They conclude this presents the following challenges for teachers and students:
“Instructors must meet the challenge of designing activities that will inspire students’ inquisitiveness, develop their sense of capability, and give them opportunities to share their ideas with other students through group discussions. They also should ensure that students have enough time to spend on the tasks. Equally, students need to play their part by improving their level of self-efficacy and self-regulation.”
So there’s an encouragement: Less time working on my powerpoint and more time in designing interactional activities. Accompanied by the need for participants to play their part!
(The full article, by Malefyane Tlhoaele, Adriaan Hofman, Koos Winnips & Yta Beetsma (2014) The impact of interactive engagement methods on students’ academic achievement, Higher Education Research & Development, 33:5, 1020-1034, is available here.)
Tuesday, September 30, 2014
Evaluation of innovation training: celebrating an ethics milestone
As I landed back in Adelaide, my phone lit up with the news that Ethics approval has been granted to begin the Evaluation of innovation training research project.
The Uniting College of Leadership and Theology has a vision of developing effective leaders for a healthy, missional church. This project aims to evaluate the effectiveness of our training practises, by providing regular and accountable processes of evaluation and feedback.
In 2011, College initiated new programs, focused on training leaders for church and ministry, with particular emphasis on developing innovative and adaptive practises appropriate for the leader’s context.
1. Equipping lay leadership, through the Mission Shaped Ministry (MSM) course (in interdenominational collaboration locally)
2. Training pioneer leaders on a path to ordination, through Bachelor of Ministry (Practice stream) (Pioneer leaders are involved in establishing new churches, ministries and other initiatives, appropriate to the context in which they are placed)
3. Offering professional development of congregational (church) ministers, through the Master of Ministry (Missional stream).
The latter two training programmes are unique nationally. (The mission shaped ministry course is an international, interdenominational initiative also undertaken in other states, in partnership with MSM UK)
This project will evaluate the effectiveness of these training options in building the innovative capacities of church, pioneer and lay leaders.
A suite of questions, developed in 2010 by the Uniting College and National Church Life Survey (NCLS) Research will be asked of students. These questions were designed to test the innovative capacities of church leaders. Benchmark data from the 2011 NCLS will be compared with student data gathered longitudinally.
Data will be compared: beginning students with church leaders nationally (2011 NCLS data), cohort of students over time, and individual students over time.
This research will enable us to assess whether current training is increasing the innovative capacities of students. Aware that this evaluation process may provide information of value to other training providers, ethics approval is sought so findings can be published. Journal articles and other publications on pedagogy/teaching and learning will be prepared and published; focusing on ways training is and can be effective in increasing the innovative capacities of students learning about Christian ministry and mission.
This has been a project I’ve been part of developing for nearly four years, trying to lay a sound research design, in order to build a research base around what we are doing at Uniting College. First was finding the funding, then partnering with NCLS to develop the instrument. Second was finding the funding to design the research and complete ethics approval. Now, finally, we can begin collecting the data.
My personality type finds great significance in the fact that approval was granted the day I return from a two week overseas stint. It suggests a clear focus for the next season of my ministry at College – research on innovation.
Monday, September 29, 2014
the weighted coin: inward
Over the last week, in between speaking of Fresh Words and Deeds to a group of ministers in Jerusalem, I’ve been marking assignments.
They are the consequence of my teaching a week long intensive in Sydney in July, titled Mission, evangelism and apologetics. In being invited to teach, it has provided me with a very lifegiving opportunity to think again about how the local church might be effective in mission.
In preparation, I designed the following assessment.
You are to prepare a set of four Lenten studies on mission for your home church. Each study must engage at least one biblical text and the introduction to World Council of Churches statement re mission and evangelism.
Four reasons. First, I wanted students to show me how their understanding of mission might be grounded in the local church.
Second, most of them will lead churches that offer a discipleship opportunity in Lent. So it would be an assessment likely to be directly useful in ministry.
Third, I wanted to expose the students to the best of contemporary missiology. In 2013, the World Council of Churches agreed to a new statement – Together towards life: mission and evangelism in changing landscapes. It is the first statement produced by the WCC since 1982. In the last thirty two years, a lot has changes in the world, and a lot of fresh thinking on mission has emerged.
Fourth, reading the statement, I was surprised with how radical, challenging, theologically and Biblical it was. It is affirming of fresh expressions and surprisingly forthright regarding verbal proclamation of faith. For example regarding fresh expressions ;
“Today’s changed world calls for local congregations to take new initiatives. For example, in the secularizing global north, new forms of contextual mission, such as “new monasticism”, “emerging church”, and “fresh expressions”, have re-defined and re-vitalized churches. (72)
And regarding evangelism:
Evangelism”, while not excluding the different dimensions of mission, focuses on explicit and intentional articulation of the gospel, including “the invitation to personal conversion to a new life in Christ and to discipleship (85).
Overall the assignments were of a pleasing quality. All located four Bible texts and engaged them from a missional perspective. All identified a clear local context and all worked constructively with the WCC document. A pleasing number offered multi-sensory approaches, including film clips, indigenous cultural references, community walks and grounding stories.
One of the students made a comment that fascinating me, and tied in directly with an interactive session I did in Jerusalem. They commented that they had always seen Lent as set aside to look inward. So could they do something in Lent that invited people to look outward.
It was for me a reminder of the current imagination of the church in general, the gravitational pull of Sunday services and gathered worship. It feels to me like the church has a weighted coin. Everytime we toss it up, it lands “inward.”
Mission and worship are two sides of the same coin, but we need proactive strategies and courageous intentionality to restore a pendulum balance. Hopefully, assignments like this – Lenten studies on mission are – a step in a more missional direction.