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The Role of the Pentecostal Academy in the Formulation & Evaluation of Whole-life Discipleship & Missional Christianity . By Brian Kelly, Ph.D., Southeastern University. Our Time Together. 10 Minutes. 12 Minutes. 12 Minutes.

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The Role of the Pentecostal Academy in the Formulation & Evaluation of Whole-life Discipleship & Missional Christianity

By Brian Kelly, Ph.D., Southeastern University

our time together
Our Time Together

10 Minutes

12 Minutes

12 Minutes

What I hope to accomplish in the next 90 minutes

Introduction – A Practical Theology of Pentecostal Education

Specific Description – Framing the Situation

Reasonable Intentions – Evaluating the Outcome

Feedback from Participants – Bringing People to Voice

Developing Dialogue – Bringing Sources to Voice

16 Minutes

30 Minutes

the presenter
The Presenter

Brian M. Kelly, Ph.D.

Trinity Bible College – Adjunct Instructor –1989-1993

Fuller Theological Seminary – M.A. in Biblical Studies, Ph.D. in Theology – 1993-1999

Bethany University – Associate Professor – 1999-2007

Southeastern University – Associate Professor – 2007 to present

4 phases of dynamic interaction in practical theology
4 Phases of Dynamic Interaction in Practical Theology*

Dilemma: What should Pentecostal Higher Ed. look like in order to facilitate missional capacity in its primary stakeholders?

*Abridged from Don Browning’s A Fundamental Practical Theology, Augsburg Fortress.

specific description a thick description in the midst of concrete situations
Specific Description – a “thick description in the midst of concrete situations”*

Pentecostal Higher Education

Missional Capacity

Primary Stakeholders

*Browning, A Fundamental Practical Theology

specific description a thick description in the midst of concrete situations1
Specific Description – a “thick description in the midst of concrete situations”

AG Higher Education*

  • 19 Schools on the AG map
  • 360,000 students in the 7-12 grades
  • Intend to plant 4,000 new churches in next 10 years
  • *AG College News,Articles on Colleges and Universities
specific description a thick description in the midst of concrete situations2
Specific Description – a “thick description in the midst of concrete situations”*

AG Higher Education*

  • 57.4% increase in ministerial students in all multi-major AG schools (1990 to 2009)
  • 16% decrease in singular-major schools (Bible colleges)
  • *AG College News,Articles on Colleges and Universities
specific description a thick description in the midst of concrete situations3
Specific Description – a “thick description in the midst of concrete situations”

AG Churches*

  • 12.6% decline (1998-2008) in number of conversions reported”*
  • 14.2% decline in new churches opened
  • *Office of the AG Statistician,AG ACMR and Related U.S. Statistics
specific description a thick description in the midst of concrete situations4
Specific Description – a “thick description in the midst of concrete situations”*

Missional Capacity

  • Fanning into flame the “missional –incarnational impulse”*
  • Equipping every student with a missional skill-set

*Alan Hirsch,The Forgotten Ways, Brazos Press.

specific description a thick description in the midst of concrete situations5
Specific Description – a “thick description in the midst of concrete situations”

Primary Stakeholders

  • Who ultimately are we answerable to?
  • Cold hard realities we are facing
  • Parents, students & economic viability
developing dialogue who is invited into the conversation
Developing Dialogue: Who is invited into the conversation?

Triune God

4 Spheres of Influence

Bringing People to Empowered Voice

Assets & Challenges

developing dialogue who is invited into the conversation1
Developing Dialogue: Who is invited into the conversation?

Triune God

  • Role of Prayer?
  • How do we hear from the Spirit of God in our academies?
four spheres of major influence
Four Spheres of Major Influence

Voices that need to be heard

How can we facilitate bringing everyone to voice and empowering that voice for real change in higher education in the Assemblies of God?

potential venues for bringing primary stakeholders to empowered voice
Potential Venues for Bringing Primary Stakeholders To Empowered Voice

What would this look like in your institution?

How realistic is it that this could happen?

assets challenges
Assets & Challenges

Issues Endemic to Assembly of God Universities

Assets to draw on

Challenges We face

  • Mission – Spirit-led:
    • Educators
    • Students/Parents
    • Stakeholders
      • Alliance
      • Boards
      • Churches
  • Economic Viability
  • Identifying Key Stakeholders
  • Honoring Our Identity
  • Getting Ahead of the Curve
reasonable intentions possibilities for change
Reasonable Intentions: Possibilities for Change?

APEST Paradigm for Leadership

Hebrew Approach to Learning

Schools of Integrative Ministry?

reasonable intentions possibilities for change1
Reasonable Intentions: Possibilities for Change?

APEST Paradigm for Leadership*

  • Theological Framework?

* Abridged from Frost & Hirsch, The Shaping of Things to Come, Hendrickson Publishers.

5 fold ascension gifts for spiritual health
5-Fold Ascension Gifts for Spiritual Health

Eph. 4:7-13

All at work in:

the organization

individuals

reality today in pentecostal movement
Reality today in Pentecostal Movement?

Can we achieve maturity as long as this is the case?

where are we today
Where are we today?

*Donald McGavran, Effective Evangelism a Theological Mandate

Missiologist Donald McGavran argued over 20 years ago that our seminaries and Bible Colleges were graduating pastors who were “theologically correct but evangelistically sterile.” For him the problem was the curriculum. “The curriculum formed between 1550 and 1950 is not the best curriculum for a tremendously changed world.”*

An accent, click to edit the text inside.

reasonable intentions possibilities for change2
Reasonable Intentions: Possibilities for Change?

Hebrew Approach to Learning*

  • Action learning vs. the academy?

* Hirsch, The Forgotten Ways

reasonable intentions possibilities for change3
Reasonable Intentions: Possibilities for Change?

Hebrew Approach to Learning*

  • False dichotomy between theory and praxis
  • Place for “think-tank” but not divorced from praxis

* Hirsch, The Forgotten Ways

reasonable intentions possibilities for change4
Reasonable Intentions: Possibilities for Change?

How can we keep the best of the old Bible College training for ordained clergy & still build missional capacity into those called to serve home, academy & marketplace?

reasonable intentions possibilities for change5
Reasonable Intentions: Possibilities for Change?

Schools of Integrative Ministry?

  • Spirit- Led Faculty?
  • Gen. Ed. and Major Core Requirements
  • Pedagogy
  • Course Content
  • Sample Course Descriptions
reasonable intentions possibilities for change6
Reasonable Intentions: Possibilities for Change?

Schools of Integrative Ministry?

  • Spirit- Led Faculty?
    • Practicing Pentecostals
    • Engaged with the Lost
    • Active in local churches
required courses to build missional capacity
Required Courses to Build Missional Capacity:

Schools of Integrative Ministry?

  • Gen. Ed. and Major Core Requirements
    • Required courses that build missional capacity in students
reasonable intentions possibilities for change7
Reasonable Intentions: Possibilities for Change?

Schools of Integrative Ministry?

  • Pedagogy
    • E – Experiential
    • P - Participatory
    • I – Interactive
    • C– Communal*

*Taken from Leonard I. Sweet, Soul Tsunami, Zondervan Publishing.

reasonable intentions possibilities for change8
Reasonable Intentions: Possibilities for Change?

Schools of Integrative Ministry?

  • Course Content
    • Tie action-oriented ILO’s to student outcomes
    • Recruit co-instructors from other spheres
reasonable intentions possibilities for change9
Reasonable Intentions: Possibilities for Change?

Schools of Integrative Ministry?

  • Sample Course Descriptions
    • Circumvent curriculum wars!
    • Collaborate on everything
sensible applications evaluating fruit that will last jn 15 16
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

Measurements we could use

Accountability

Resources

New Dilemmas

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sensible applications evaluating fruit that will last jn 15 161
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

Measurements we could use:

  • Cognitive
  • Volitional
  • Behaviors
sensible applications evaluating fruit that will last jn 15 162
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

Measurements we could use:

  • More conversions?
  • More missional communities of faith?
sensible applications evaluating fruit that will last jn 15 163
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

Measurements we could use:

  • Natural Academy Development?
slide37

Growing and declining churches vary significantly in

8 quality areas

adjectives

The

Research result

Empowering Leadership

Empowering

Gift-oriented Ministry

Gift-oriented

Passionate Spirituality

Passionate

The key

Functional

Functional Structures

Inspiring Worship Service

Inspiring

Holistic

Holistic Small Groups

Core Growth Values

Need-oriented

Need-oriented Evangelism

Loving Relationships*

Loving

  • * From , Christian A Schwarz, Color Your World with Natural Church Development, Church Smart Resources.

11

growing declining enrollment is linked to
Growing & Declining Enrollment is linked to:
  • Building Missional Capacity in Students by Identifying & Nurturing Missional-Incarnational Impulses
  • Collaborative Campus-Wide Spirit-led Strategic – Decisioning
  • Scholarships that Encourage Life-long Learning in the Pentecostal Tradition
  • Faculty that are Credibly Committed to the Church, Home & Marketplace – beyond their academic pursuits
  • Centers for Life-Long Learning that Assure Value-Added (not only donor-related) Alumni Relations
  • Others that you can think of?
sensible applications evaluating fruit that will last jn 15 164
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

Accountability

  • Goals
  • Action-steps
  • Assessments
sensible applications evaluating fruit that will last jn 15 165
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

Resources for the process

  • Moving beyond “talking disease”
  • Priorities for change
  • Starting the conversation
sensible applications evaluating fruit that will last jn 15 166
Sensible Applications: Evaluating “fruit that will last” (Jn. 15: 16)

New Dilemmas

  • Honoring the process
  • What if we don’t do this?

This chart utilizes Smart Art which is feature in PowerPoint 2007. If you wish to make charts like this and don’t have PPT 2007, we have provided the graphical elements to help you build this yourself.

Here is the description of the chart. You may change or delete this text as you wish.