By Kevin G. Smith

Our Philosophy of Ministry

Facilitator Training

Introduction

Our mission is to provide Bible-based, Christ-centred ‘distance education and training to Christians, and leaders in particular’. Our ministry is mediated via distance education. We did not haphazardly choose this method of training. Distance education was a strategic choice for several reasons.

The Four C’s

We can summarise our philosophy of ministry using four C’s and four mottos.

• Community: ‘taking the distance out of distance education’.

• Church: ‘training for ministry in ministry’.• Context: ‘teaching theory practically and practice

theoretically’• Caring: ‘servants of God who serve His people’.

COMMUNITYTaking the distance out of distance education

Community

Questions for discussion

1. Why are some theological educators sceptical about offering theology by distance education?

2. How would you evaluate the validity of their concerns, and what measures can be used to overcome the valid ones?

3. As a facilitator with SATS, what practical things can you do to overcome some weaknesses of DE?

Community

The major objection has been that spiritual formation can only happen in life-on-life contexts. However, theological training can be greatly formative if we capitalise on two greats:

1. Great content: Bible-based, Christ-centred, Spirit-led teaching.

2. Great context: the local church as a community for in-service learning.

Community

We help by working to take the distance out of distance education by helping our students to feel like part of a community of learning.

Community

1. We should help our students to know that we are real people who love Jesus.

2. We must maintain an active presence on the course page.

3. We must provide quick, helpful feedback on the students’ assignments.

4. We need to be as proactive as possible in identifying students and risk, and going the extra mile to secure a win-win result.

CHURCHTraining for ministry in ministry

Church

• ‘God’s household’ is the local church (1 Tim. 3:14-16).

• Biblical examples of leadership development reflect an apprenticeship model.

• Distance education can keep the church and apprenticeship in focus: students prepare for ministry in ministry and learn while doing.

Church

The advantages of keeping students in their local church for their theological training include:

• There is a natural integration of theory and practice that takes place.

• There is a tendency for them and their church to grow together instead of growing apart.

Church

The student

• learns while serving actively in a real ministry context,• enters into dialogue with others in his church

community,• performs ministry-based assignments in the context of

his church,• learns theory and practice in a dynamic, integrated

interaction, and• grows with the church, so that both benefit from the

training.

CONTEXTTeaching theory practically and practice theoretically

Context

Good theory gives birth to sound practice, and good practice is grounded in sound theory. Therefore, we strive to teach theory practically and practice theoretically. We strive to integrate theory and practice.

Challenging work-based assignments

• Research shows that ‘challenging work-based assignments’ are the most formative learning experiences.

• We hope to re-introduce ministry assignments in many courses. We need to work out a method of assessing them.

Action-reflection pedagogy

Reflection on Practice

Practice does not make perfect. Practice makes permanent. Evaluated practice makes for progress.

Howard Hendricks

Assessment of Reflection

“People do not do what you expect; they do what you inspect” (Proverb).

• Self-assessment• Supervisor assessment• Academic assessment

CARINGServants of God who serve his people

Service Delivery

• ‘Service delivery’ is a key concept with both a ministry and a business foundation.

• ‘The core business of educational institutions is not so much content as it is service’ (Neil Butcher).

• In the evolution of an institution, the guiding principle is the survival of the fastest.

Teaching for Lifechange

• Our core business is changing lives, empowering believers for a Bible-based, Christ-centred, Spirit-led life and ministry.

• Our highest priority is teaching for lifechange. Everything we do has the ultimate goal of helping our students to deepen their knowledge of the Scriptures, their relationship with the Son, and the ministry in the Spirit.

People Matter

• ‘People don’t care what you know until they know that you care.’

• We need to communicate not only professorial insight, but also pastoral concern for our students.

• Many gifted academics feel more comfortable in the library than amongst the living. We are great at explaining principles, but less so at encouraging people.

Questions for Reflection

1. How is distance education different from correspondence training?

2. Are you able to give the time needed to go the extra mile to build a community of learning with your online students?

3. What practical steps do you intend to take to ‘take the distance out of distance education’ when you facilitate an online course?

4. How positive is your attitude towards local church as the agent of God’s mission on earth? How active and constructive is your personal engagement with your local church?

Questions for Reflection

5. What do you consider the best ways to teach theory practically and practice theoretically? If you were in charge of SATS’ training, how would you make this goal a reality?

6. Considering the other responsibilities that demand your time and attention, how will you be able to maintain the standards of service delivery towards which SATS aspires?

7. If you were to formulate Ten Commandments for interacting with students in a way that shows them that ‘people matter’, what would your ten be? To what extent do you think you can apply them in your teaching at SATS?