Jesus
- n n the name of the Father and of the
teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.” the of end very the to always, you with am I And surely you. commanded have I everything obey to them teaching Son and of the Holy Spirit, and and Spirit, Holy the of and Son “ All authority in heaven and on earth has been given to me. Therefore go and make disciples of all nations, baptising them i
Encounter Jesus today, impact Australia tomorrow, and reach the nations for eternity
Power to Change, formerly known as Campus Crusade for Christ Australia (CCCA), started in 1967. The campus strategy, formerly known as Student Life, commenced in 1974. Power to Change now has missionaries working in schools, at universities (in Australia and four locations internationally), with families, in developing new missional communities and in aid relief. We experience God making an incredible difference in our lives and believe that He helps make sense of the world. We are a community that values making a contribution that counts and seeing positive changes made in our world.
We have one purpose – To help fulfil the Great Commission in Australia and beyond We have one process – connect, build and send multiplying disciples. We have four major priorities – students, churches, leaders and digital. Our Values • Bold faith (we trust God for what only He can do) • Character Growth (we model our lives on Jesus) • Fruitfulness (we go after effectiveness) • Interdependent Community (we thrive together, not apart)
Let's work together to help change the world.
Allan Gibson
National Director
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This training module is designed to provide students with an understanding of the nature of spiritual movements and how the environment for building them on their campus may be created. It is designed for students moving into ministry roles, to furnish them with an understanding of how various components of ministry activity contribute to the overall movement. More detailed and thorough treatments of selected topics are included in the long appendices.
Unlike the other training modules, this module is not concerned with skills development. Its focus is on helping students understand how the different elements of their campus movement fit together. It is an exercise in vision casting. There is a lot of theoretical content on movements in this training. The key to successfully communicating it, though, is to help students share how the movement on their campus reflects this theory.
This material is designed to help the trainer motivate and equip participants, but it is up to the trainer to make this reality. Pray for the participants; put in your own stories about building a movement; check their understanding periodically; and challenge to application.
❑ To develop an understanding of what a movement is and what are the critical elements that comprise a movement.
❑ To develop an understanding of the Power to Change movement model, how each element contributes to the movement and the importance of balance between the elements.
❑ To help students consider the stage of development that the movement on their campus is at.
❑ To consider the progress of their own leadership development within the context of the Power to Change movement.
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❑ Bible
❑ Training evaluation for each participant
❑ Whiteboard and pens
• Training:
Must Have Done: Breaking New Ground, Into the Harvest, Leading Christianity Explained,
Recommended: Multiplying Disciplemaking 1, Leading a Core Group.
• Moving towards a ministry-wide leadership role.
If you would like to use this material, or any part thereof, please contact Power to Change on the details below.
Power to Change PO Box 6095 Woolloongabba QLD 4102
Ph: 07 3188 8411 [email protected]
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(10 minutes) Jesus left an example of Name some movements that you can think of. What is it about how to build a spiritual these that make them movements? (Discuss) movement that we can learn from. • Make Poverty History, Women’s rights, Pay It Forward, Environmental, etc.
• Not dependent on any one person; usually has a life of its own; At the conclusion of this usually a couple of key unifying objectives/values. session a student should be able to: Movements are organic – they have a life of their own, and hence can feel somewhat hard to nail down in terms of clear descriptions and ❑ explain what a simple steps to their production. But in this session, we are going to movement is; study a movement initiated by God Himself. ❑ reflect on the biblical Two thousand years ago Jesus Christ launched a movement that has foundation for movement building; gone on to influence the whole world. He did not set up an organisation or a foundation. He worked with people. His influence ❑ recount the critical was such that it radically transformed the lives of those he spent elements of creating time with. His disciples were then used by God to radically influence the environment for a the lives of thousands of others. The influence spread until it spiritual movement. changed the whole Roman Empire, changed history and, ultimately, changed us.
We are now going to look more closely at what the gospel records reveal to us concerning Jesus’ approach to movement building. A movement is an expanding group of people committed to and moving towards a (40 minutes) common goal.
As leaders, it is helpful to approach the life of Jesus with two questions: A spiritual movement is an expanding group of spiritual “What can we learn about how the Christian movement grew out of people committed to a God- Jesus’ ministry? What were Jesus’observable priorities over time?” given goal. From this perspective, we can study the gospels and identify some of the things He did in His context and seek to apply those insights to our A Power to Change movement should be own context. characterised by the presence and power of God, Considering what Jesus did in His time of ministry on earth, what do a devotion to Jesus, reliance you think were some keys to Jesus’ long-term influence? upon the Holy Spirit, and a focus on fulfilling the Great Discuss Commission.
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In examining the life of Jesus and His approach to building a movement, a process emerges involving five distinct phases. By understanding this progression, the timing of the phases, as well as the priorities and objectives Jesus held in each phase, we can gain helpful insights for building spiritual movements on campus.
The phases we can identify in Jesus’ movement building strategy are: Preparation, Ministry Foundations, Ministry Training, Multiplied Outreach and Movement Expansion. Each phase has one or two primary objectives that are achieved through focusing on some key priorities.
This session is going to focus on understanding these phases of development, and consider what light they may shed on our own campus work
This five-phase diagram deals with the time related process of developing a total ministry as a movement of multiplication. In any ministry at any point of time there are likely to be people at all different levels of growth and commitment. However, at that same point in time, the overall ministry will be at one general phase of development as a movement. The best way to follow the development of Jesus’ movement in broad terms is to study the outline of a Harmony of the Gospels.
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As we open the pages of the New Testament we see that the people They (i.e., John’s disciples) were awaiting a Messiah, a deliverer who would free them from the came to John and said to him, "Rabbi, that man who was strong hand of the Roman Empire. They were awaiting the promise with you on the other side of made to Moses and their forefathers that God would send another the Jordan—the one you prophet and deliverer like Moses (Deut. 18:17-18). Yet, before this testified about—well, he is deliverer would come there would be one who would emerge as the baptizing, and everyone is going to him." forerunner to herald the coming Messiah. He would be like Elijah the prophet from old. To this John replied, "A man can receive only what is given "See, I will send you the prophet Elijah before that great and dreadful him from heaven. You day of the LORD comes." Malachi 4:5 yourselves can testify that I said, 'I am not the Christ but Israel was waiting for an Elijah to appear to prepare for and am sent ahead of him.' The announce the coming Messiah, who would deliver Israel from their bride belongs to the bridegroom. The friend who slavery from all others apart from the One True Creator God. attends the bridegroom waits This is the context Jesus lived the first thirty years of His life in (the and listens for him, and is full of joy when he hears the time prior to his public ministry). This whole understanding of the bridegroom's voice. That joy is coming Messiah, His purpose, the work of John the Baptist, and even mine, and it is now complete. His time alone in the wilderness can be seen as a time of preparation. He must become greater; I In conversation with His Father, prayerful reflection on scriptures, and must become less. engaging with others in His culture who were awaiting the Messiah, John 3:26-30 Jesus worked out the fundamentals of what He was going to do, and how He would do it.
The key to a spiritual movement is that the goal is Defining Purpose – Why does the ministry exist? God inspired, given, and empowered each step of the Defining Product – How do we know we have succeeded? way. While this training contains many principles and steps to follow, it must always 1. What is our end goal? be understood that it is the How would you define a Power to Change ministry that had succeeded sovereign work of God that counts. So prayer and in achieving its purpose? What observable elements would indicate dependence on God’s leading you were there? is indispensable during the preparation, as well as each Answers may include various connect/build/send activities so that subsequent phase. everyone on the campus knew someone who truly followed Jesus, and believers where equipped to make disciples wherever they went.
2. Where (with whom) do we start, and what are the key steps to reach the goal? See column quote on prayer
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During His first year and a half of ministry, Jesus issued two calls: 1. The Baptism of Jesus Matt. 1) "Come and See." Jesus called people to come and discover 3:13-17; Mark 1:9-11; Luke who He was for the first time. 3:21-23a 2. Jesus faces his wilderness 2) "Follow Me!" As some people began to follow, Jesus experience Matt. 4:1-11; Mark continued to reveal more of who He was, His heart, and He 1:12-13 began to model for them the disciplemaking process. 3. John identifies Jesus as the Messiah. John 1:19-34
During this time, Jesus began to develop a foundational culture 4. Jesus calls his first to prepare those he was with for the ministry ahead. disciples John 1:35-51
5. The first miracle at Cana- water into wine John 2:1-11
1) Creating a relational, God-centred environment for 6. The journey to Capernaum for a couple of days John producing disciples 2:12
2) Begin to identify, through relationships, a team of like- 7. Jesus cleansed the temple in Jerusalem. John 2:13-25 minded individuals committed to involvement in ministry 8. The meeting with Nicodemus John 3:1-21
9. Jesus ministered to the Grounding the movement in the foundations of Samaritan woman John 4:5-42 • Ministry fuelled by worship (ie., our ministry is an 10. Jesus healed the expression of Romans 12:1) nobleman's son John 4:46-54 • Holy Spirit’s role in life and ministry 11. Jesus was rejected at Nazareth Luke 4:16-31a • Prayer
• God’s Word
• Fellowship with other believers
Where do you see these priorities reflected and taught in Power to Change? Brainstorm on a whiteboard, e.g., Core group topics, individual times, what is taught in weekly meetings, what is taught and expressed at conferences etc. What would be some indicators that your movement was well grounded in these foundations? A sense of awe; spiritual growth; God working in and through the community by the person of the Holy Spirit; sacrificial service; and people being saved regularly.
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After a year and a half of ministry, Jesus chose some disciples and Prayer for workers to be challenged them to “fish for people”. He invited these followers to raised up was the primary join Him in the ministry, to become apprentices in the school of response to the disciplemaking and share in the multiplication of the movement. overwhelming need around. Likewise, before we seek to Thus began Jesus’ Ministry Training phase. During this time, Jesus identify workers, we must began to develop a foundational culture to prepare those he was pray that God would raise with for the ministry ahead. Read column quote. them up. Otherwise the movement will be frustrated by tendencies to self-effort and programs. • To gather and begin to equip a team of people who are faithful, available, and teachable
What would you say are some essential ministry skills needed for a Power to Change ministry? MAWLing, training, prayer, discipleship, sharing faith
What would some indicators be that your movement was ready to It should be noted that phases 3 and 4 can be seen to run start the Ministry Training Phase? Whenever you have people who are parallel in that ministry concerned about sharing in the work of ministry and desire to be training, adding to the involved in ministering to others. ministry team and outreaches, are largely simultaneous. Both phase 3 and 4 can be seen to run from • Praying for the Father to raise up workers the Calling of the four (Mt.4:18) through to the withdrawal to the Sea of • Identify and begin to equip a team of disciplemakers. Galilee with a large crowd from all over the area (Mt.12:15-21).
After gathering a ministry team, Jesus moved into an intense period of evangelistic outreach together with His disciples in Capernaum and the surrounding region of Galilee. This phase saw more miracles recorded, more crowds gathered, and more momentum built than at any other period in Jesus’ ministry. In the Foundations and Ministry Training stages, Jesus After a number of experiences where his team observed and modelled evangelism and participated with him in evangelism, Christ sent them out to share the helped a few disciples share the gospel. In Multiplied gospel on their own. He did this again later with his expanding base of Outreach, evangelism workers. They experienced a variety of evangelism approaches as becomes a priority for the Christ equipped his team in these skills (Luke 9:1-6; 10:1-4; 17-23). whole ministry to be outreaching together and in pairs.
• Disciples are equipped to the skill level of capability in reaching out to people around them – not just “having a go”. This reflects capability in effective evangelism, not just activity alone.
• The disciples are mobilised to reach the masses.
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1) Equipping people in skills of evangelism and follow up
2) Conducting regular outreach in which the majority of members participate, cultivating a culture of evangelism as a way of life.
What evangelistic activities are suitable for an entire ministry to participate in together?
Discuss The leadership multiplication phase was initiated about 2- 1/2 to 2-3/4 years into Christ's ministry. After an increased As Christ’s ministry grew, He appointed the 12 from the wider group outreach emphasis, the of disciples. As with the raising up of workers, prayer is a key feature crowds numbered in the in Jesus’ appointment of leaders (Luke 6:12-16). These 12 were thousands as "great multitudes given increased responsibilities, and ‘sent out’ on their own from Galilee followed, and also Judea, and from Jerusalem, and missions. This phase is fully realised following Pentecost (as the from Judea, and beyond the apostles start movements themselves), however, the initial steps Jordan, and the vicinity of Tyre can be seen as early as Luke 6. and Sidon." (Mark 3:7-12) Over six different regions were mentioned where a "great multitude" came from.
• Selecting Apprentice Leaders - Luke 6:12-16 Jesus knew that for the ministry to continue to expand, he needed to appoint
• Training through hands-on experience - Luke 9:1 – Luke 22:13 leaders.
• Commissioning and sending these proven leaders - Luke 22:14- Jesus grew his ministry by seeking lost people, Acts 5 establishing them as believers, and praying for • Leaders multiplying themselves - Acts 6 forward workers. Then he modelled leadership development, and the disciples followed through according to his example. After a night of prayer, Jesus
• Prayerfully selecting, training and sending proven chose 12 "that they might be multipliers to build movements everywhere. with him and that he might send them out to preach and have authority to drive out demons" (Mark 3:14-15).
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(5 minutes)
The Five Phases of Jesus’ strategy describes the development a total ministry goes through in building a movement, not the development of the individuals within that ministry. So what then determines which of the five phases of this strategy a ministry is in at any point Shade in the phase you think of time? The two key indicators are: your campus is in:
1) Which of the priorities have been adopted such that the intended objectives have been produced; and The key priorities of each phase are to be established and then maintained from that point on as the movement grows.
2) What are the objectives and priorities that would grow the current movement to its next phase?
Objectives realised are the indicators of phase completion and readiness to move on. Priorities are meant to lead to objectives realised, but the doing of the priorities alone does not indicate phase completion – only when the objectives are realised.
Review your completed phases diagram and discuss with others from your campus which phase you think you are currently in, and why according to observable objectives.
What should be happening on your campus in order to progress your movement to the next phase?
Objective(s):
Priorities:
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(5 minutes) An individual within a Throughout history God has used movements to fulfil his purposes. movement should develop There is no reason to expect that to change today. along a continuum of engage, connect, build, train, and That is why Power to Change’s mission is: send. “Connect, build and send Christ-centred disciplemakers to launch and lead spiritual movements”
We focus on life-change of individuals. Maybe you came to campus as At the conclusion of this a Christian and have been challenged and developed in your faith. session a student should: Maybe you discovered a life-changing relationship with God through ❑ Understand the Power to Change. movement model that Power to Change uses.
If you are doing this training, it is because the Power to Change ❑ Be able to explain the movement has impacted your life. importance of each of the levels of the Group Exercise movement. ❑ Be able to explain the Break up into groups of three or four and have someone in the group importance of balance in write down your answers. a movement.
Share how Power to Change has impacted you.
• Things you have learned:
• Activities:
• Specific individuals:
What are some specific ways in which you have become part of the movement of Power to Change?
Core groups, summer projects, discipleship, witnessing, conferences, etc
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Last session we looked at the different phases that Jesus’ ministry as a whole went through over time as He built His movement. This session we are going to look specifically at the personal growth process that individuals go through from being a “lost student” to a “Christ centred disciplemaker”.
Experienced in ministry
(20-25 minutes)
The Cake Model focuses on the process an individual goes through Experimenting from a lost student to a Christ-centred disciplemaker. with ministry
It recognises that there is a process. In our evangelism training the Engel’s scale demonstrates there is a process in someone becoming a Christian. There is also a process people travel through in their development towards being multiplying leaders. Exposed to ministry This model can also be helpful to give a “snapshot” of the entire group at a particular point in time, by including all members at their individual stages of development. Over time, as people within the cake grow and develop, the ministry’s “snap-shot” will change The cake levels get smaller as accordingly. you go up because naturally not everyone will go through This cumulative snapshot can be helpful in discerning the needs of the all the stages. For example, not everyone engaged with ministry, and planning growth-propelling activities. the gospel will be connected to Christ. As you move up the cake, by your actions and demonstrated level of commitment, you either ‘buy- in’ or ‘opt-out’ of each stage.
Kirsten Willis
The end product of the nurturing process is reproducing believers who reflect both the character and priorities of Christ…In a world of “instant” everything, we need to be reminded that spiritual insight and maturity is a lifelong process – slow, but steady. Disciples are made via the “crock-pot” method, rather than the “microwave” approach. It is normal and healthy to recognise that people are in various stages of progress towards Christ-likeness. Dr Dann Spader Movement Building From The Life of Christ
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THETHE PEOPLEPEOPLE THE PROCESSPROCESS of THETHE CHALLENGE CHALLENGE
involvedinvolved at eachat makingof making disciples for thethe movement
eachstage stage disciples to facilitate The Disciplemaker: Send out to A faithful leader who is reliable and multiply, whilst able to be sent to make disciples who SEND disciplemaker can make disciples. (2 Timothy 2:2) overseeing and supporting Equip through
The Leader: centred disciplemaker
centred Model
- - Leaders are believers who have been built up in Assist their faith to the point where they are ready to TRAIN Watch
start gaining skills and experience in Christ Christ Leave ministering to others.
Build through The Believer: learning and A person who has put their faith living out Power in Christ and needs nurturing to BUILD to Change’s mature in their faith. 5 fundamentals Connecting people The Seeker: through declaration A person who has expressed some and defence of the spiritual interest, and is willing to CONNECT engage with the gospel (whether gospel, and they accept or reject it). encouraging a response
The Lost: Engaging others A person we contact in some way to try and ENGAGE in their spiritual determine their level of journey spiritual interest.
studentLost [Draw up this diagram on a whiteboard or butchers paper, filling it in as you walk students through it, from the bottom upwards. Have student’s copy information into their manuals. You don’t have to write the whole definition if you don’t have the space, just enough to capture the essence of the idea.] What activities of Power to Change fit in each layer of the cake? [Write into the appropriate layer]. Engage: Questionnaires, posters, fliers, writing on white boards, orientation week activities, running a stall, friendships with non-Christians, newspaper articles, focus areas, etc. Connect: Questionnaires, sharing the KGP, running a stall, outreaches (Easter, second semester, core group), Christianity Explained, follow-up of contacts, evangelistic weekly meetings, etc. Build: Weekly meeting, core groups, discipleship times, camps and conferences, etc. NOTE: The 5 fundamentals are 1) Assurance of salvation; 2) Spirit filled life; 3) Quiet times (prayer and God’s Word); 4) Faithfulness and skills in evangelism; and 5) Integration into the Body of Christ. Train: Training modules, conferences, discipleship times, summer projects, Action groups, Timothy groups, weekly meeting, etc. Send: Summer projects, student executive (or leading a faculty ministry/satellite team), discipling other students, leading a core group, etc. What could you do to help a person move from Engage to Connect, Connect to Build, Build to Train, and Train to send? Discuss, and also write into appropriate layer in another colour.
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(10 minutes)
Break group into campus/smaller groups for the following discussion: It is easy to underestimate the What has been your own progress through the Power to Change importance of pre- movement? evangelistic contacts. They are the hardest statistics to The leader should thoroughly familiarise themselves with this diagram measure. They are not present at any of our prior to leading this discussion. Try to picture the “ideal” student meetings. There is a lot of moving through it. What would they have to do? work involved in maintaining a presence on campus and Categorise all the students associated with Power to Change on initiating in relationships with your campus according to where they would fit into the cake layers. unbelievers and there is no obvious immediate benefit. It Write down an approximate percent for the numbers of people in is vital that we do not make each level on your campus. the mistake of ignoring this level. Very few students on our campus are in regular SEND contact with Christians or a The disciplemaker church. Their awareness and % of students: understanding of basic gospel issues is actually diminishing TRAIN The leader over time. Unless we make an % of students: intentional effort to engage with them at a pre- BUILD evangelistic level they will The believer never be ready to engage with % of students: us at the evangelistic level. CONNECT The seeker % of students: ENGAGE The lost % of students:
Have students write out the number of people in each layer of the cake, then add the numbers together. From there, calculate the percentage for each layer.
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What activities happen on your campus? Where do they What activities happen on your campus? Where do they fit into the model? Categorise all the activities your campus is performing into the layers of the cake.
Current SEND activities: SEND % or # of activities:
TRAIN Current TRAIN activities: “87% of church activities fit % or # of activities: into BUILD” (Dann Spader) What impact do you think that BUILD Current BUILD activities: has on the “movement” of % or # of activities: most churches?
People tend to stagnate CONNECT Current CONNECT activities: % or # of activities: there, and do not make the transition through to being disciplemakers themselves, ENGAGE Current ENGAGE activities: nor multiplying. % or # of activities: ______
Calculate percentages the same way as above, but for number of activities in each layer. Draw attention to the statistic in the right-hand column.
Do the activities fit with where the students are at; that is, do the activities meet the needs of the students? What can we do to help people move to the next level?
Discuss the question in the column.
Finish this session by summarising the purpose of the activities you have done, and what is coming in the next session. Say:
“In this session, we have looked specifically at the personal growth process that individuals go through from being a ‘lost student’ to a ‘Christ-centred disciplemaker.’
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(5 minutes) To grow and develop a movement we must think Phases: What are the 5 phases? What are their primary objectives and key about what overall key needs priorities? [People can look back in manuals] must be serviced to take us to Cake model: Describe the layers of the cake and the categories of people the next step. who fit into each layer?
(10 minutes) ❑ To understand that ministry takes time to develop God has made clear to us what Power to Change movements are to be on about – helping fulfil the Great Commission. Therefore if we ❑ To be familiar with some of the issues that face are to be obedient to God we need to think about how everything different ministries at we do relates to that vision. That is, we need to think “relationally” different stages not “terminally”. (These terms come from chapter 3 of A Guidebook to Discipleship).
Terminal thinking Terminal thinking occurs when knowledge or activity is not related to any ultimate objective. Many individuals are living terminally – Amidst all the activities and with lives filled with activity and entertainment, but without things that Power to Change does – all the weekly reference to any ultimate meaning or objective. Likewise spiritual meetings, the small groups, movements can lose sight of objectives, and carry out activities the individual times, the again and again because of custom, or just for activity’s sake. Outreach hours and Individuals in a movement can easily become frustrated or lose a campaigns, leadership meetings, summer projects, it sense of vision if they cannot see the purpose of activities that are is our primary desire to help taking up their time, or if they cannot see where the movement is people develop towards being heading. multiplying disciples of Jesus, who are active in helping to Relational thinking fulfil the Great Commission. That is not to say that those Relational thinking occurs when knowledge or activities are related ministry activities are not to an objective. As people learn to think relationally a life-changing meaningful – they are, but parallel to these is their potential develops. Extremely high levels of commitment can be purpose in moving us towards reached and radical choices can be maintained. So a movement the ultimate mission of needs to constantly remind itself of its objectives and its mandate. turning lost students into Activities need to be regularly planned and evaluated according to Christ centred disciplemakers. these objectives.
Thinking relationally will mean considering what are the strategic times of year for conducting different activities. Appendix Two provides assistance in considering the Cycles of Momentum on your campus.
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The individuals in a movement need to hear and understand the overarching unifying purpose of the movement. They also need to see the objectives of different activities and how they help the movement Important Questions reach toward its purpose. As this process occurs, tremendous unifying for Leaders energy and high levels of commitment can be attained. Why are we doing this?
How does it help us achieve As leaders we need to be constantly asking the question, “Why?” That our goal? is, we ask, “Why are we doing this? How does it help us achieve our goal?” We need to ask, “Where are the areas of danger for us? Where Where are the areas of are we likely to become complacent and simply repeat what we have danger for us? ‘always done’?” Where are we likely to become complacent and In the previous session we looked at Engage, Connect, Build, Train and simply repeat what we have “always done?” Send. How can we ensure that relational thinking is developed and carried out in our movement? What is the appropriate forum for doing this?
Leaders may want students to consider their student leadership teams. Ideally each student leadership team practices relational thinking in their planning.
(20 minutes)
We want to make a distinction between what is a ‘ministry’ and what is a ‘movement’. Ministry activities include sharing your faith, leading a bible study or discipling. However, having lots of ministry activities occurring does not necessarily mean you have a movement on campus.
Cru International’s definition of a movement is ‘God working supernaturally through a team of like-hearted people to Connect, Build, Movements can’t be made to and Send toward fulfilment of the Great Commission.’ happen; we must do our part, which is to cultivate an environment in which they Measurable Results: Over time, people in prayerful dependence on can grow, and let God work. God’s grace will take action, resulting in these four behaviours:
1) Connecting Lost People to Jesus 2) Life-changing Discipleship 3) Multiplying Leaders (who mobilise and mentor others to lead)
4) Generating Self-sustaining Local Resources
• Having many students become Christians, but few progressing to follow-up, with almost no-one then progressing to being sent.
• Having great small groups, but few becoming Christians, and none progressing to leading others or being sent.
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• Seeing fruit in evangelism, seeing students built in their faith, and seeing students sent - but all three groups involve different people. The new Christians are not progressing to the bible studies and those being discipled are not being sent.
• Get a lot of Christians who get involved in O-Week but no further involvement beyond that. We can make the right conditions for the plant to Have you seen any or all of these situations occur on your campus? grow in, ie water it, give it the Discuss situations or examples right amount of sunlight, but we must remember it is only God who can make it grow. (See 1 Cor 3:6-7)
• Missionaries and student leaders don’t know everything that’s going on every week.
• Student ownership is very high
• New students are catching the vision quickly and want to/are challenged to step up and take up leadership roles John Ortberg describes a “shadow mission” as an authentic mission that has • Multiple generations of students who are disciples who make been derailed, often in disciples (engage, connect, build, train, send) imperceptible ways.
• Barbarian leadership – it’s out of control and a bit messy Our mission on campus is to build movements of evangelism and discipleship. Are there any other indicators that you can think of? Discuss However, if we are not careful, a shadow mission can develop. A shadow mission might only be 5 degrees off the original mission, but that 5 degrees in the long run can mean a very different future. There are many conditions common to movements, but here are five that are key: There can be numerous different shadow missions. • Mobilise concerted prayer. No revival has ever started without One might be just to have a extraordinary united prayer. Jesus started his ministry with 40 days friendly bible study with of prayer/fasting in the wilderness. sweet fellowship. We might have numerous ministries on campus, but if they are • Commitment to a Cause The Cause of Jesus Christ. How can this shadow missions, they will be manifested? By living a spirit-filled life. Spiritual breathing, take us away from our goal of wheel diagram building movements on campus.
• Contagious Relationships eg. Andrew and Peter John 1:41. What is the mission statement Movements spread through the efforts of ordinary students who of your campus? inspire and equip others, not paid missionaries! What is the shadow mission of Technology can never replace face to face communication (as much your campus? as we think it can!) How can you avoid your shadow mission?
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• Rapid Mobilisation Focus on mini-me and discipleship. Never do anything alone. You need to find someone who you can train to take over your role within a semester or two.
• Adaptive Methods The gospel remains the same but methods change to serve the expanding movement. (Eg. Transferable materials, our training modules)
(5 minutes)
Get students to sit down with other people on their campus and discuss the following: Is your campus a ministry or a movement? Why or why not? What can you do when you get back to university to progress towards a movement?
(10 minutes)
This section moves from considering how a movement may change as it develops to considering what issues may arise in that development. We often consider or emphasise one aspect of the movement – momentum, multiplication or (rarely) management. Yet we need to take all three into account when we are leading a developing movement. This section seeks to balance the Cake Model and justifies activities, such as large weekly meetings, or having a student Treasurer.
A movement is more than just the ministry activities, as illustrated in the Cake model above. This triangle model seeks to illustrate the need for balance in our movements.
Momentum Multiplication
Movement
Management
A movement is a network of interdependent elements. Those important elements which leaders in a movement need to be constantly aware of are:
• Momentum
• Multiplication
• Management
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If any one of these elements is weak then the balance of the movement is detrimentally affected.
Ministry takes time to develop. It requires patience and perseverance on the part of leaders to act appropriately for the stage of ministry they are in.
Momentum is the enthusiasm of a group of multiplying disciples all moving in the same direction that results in greater committed activity. Momentum is a result of activities sparked by people who are enthusiastic about a common goal and are willing to become actively involved.
What sorts of things generate excitement and enthusiasm in your campus movement? A way to picture the interaction between these (conferences, seeing people become Christians, weekly meetings, etc.) elements is to imagine a car. The car is the movement.
Student leadership groups and smaller sections of a movement also Momentum is the energy need regular activities to provide momentum. A fun small group social that moves the car - it is like or a good group outreach activity will provide momentum. the engine, or the fuel.
Multiplication is the However, a movement can also be swamped by too many energy- direction of the car - it is like draining activities. If so, leaders will be tired and energy will be the road that the car takes to diverted from multiplication. get to its destination.
Management is the street As new people get involved we need to provide structures that will directory and owner’s manual encourage them to grow on to maturity. That is, we need to capture the - it checks that the car is on momentum and direct it towards our goal. This is where our the right road and is running commitment to discipling and multiplication relates. smoothly.
Multiplication does not spring from momentum activities. It does not come from enthusiasm alone. It comes from a commitment to making people a priority and discipling and reproducing ourselves.
What have you observed as key elements to multiplication on your campus?
What things are important for someone to do if they are to develop to become a leader?
A movement only expands as rapidly as new leadership is developed. It is not enough to reach and enthuse new people (momentum); we must develop leaders. We can make a significant impact by being committed to discipling and multiplication – hopefully Power to Change’s Multiplying Disciplemaking training convinced you of this.
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Management is a vital element in sustaining a movement. Someone, or preferably a group, must provide the energy for planning, organising, teaching, motivating, directing and evaluating a movement.
For example, someone must give oversight of the momentum activities mentioned above; someone must organise training seminars for leaders to learn how to disciple and multiply. Without clear-sighted management, a movement could lose enthusiasm, fail to challenge a new generation of leaders and topple or splinter.
How does management occur in the movement of which you are a part? Who are some gifted administrators on your campus? What makes them so good?
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(15 minutes)
Ministry is not about activities, strategies and programs. It is about people. Leadership involves a commitment to continually personally growing in Jesus Effective ministry requires quality leadership. Leadership is influence. Everyone influences other people in some way at some point in their lives. Godly influence is about encouraging others to follow Jesus. ❑ To understand the importance of the leader’s “inner-world”
❑ List three people who have had a specific influence on your life. To commit to growing as a leader What is different about you as a result of them?
Person Specific Influence
There are three critical elements to growth:
1. Grace – unconditional love and acceptance;
2. Truth – communicating what is really going on;
3. Time – to process, learn and respond to grace and truth.
Grace + Truth = Growth What would happen if you only had two out of these three things Time (Grace, Truth, Time)? Henry Cloud No Grace =Broken spirit, discouraged, no joy; No Truth = lack of real growth, Changes that Heal superficial understanding of self; No Time = too much pressure on self to grow in a short timeframe
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(25 minutes)
Leadership is a mystical mix of different elements – influence, initiative and integrity. A weakness in one area will limit your total leadership.
(5 minutes) Influence is grounded in Influence relationships. To develop your influence you (Relationships) need to develop your ability to relate to Initiative those you are seeking to lead. You need to (Skills) LEADER ensure that you are building significant, positive relationships with those you are seeking to lead. Influence also determines the scope of your leadership. If you lead a Integrity small group, you want to make sure you can (Character) relate well to each member of the small group. If you only relate to half of the members, you are only leading half the group.
Who do you influence in Power to Change? Who are your friends? Who would you like to take responsibility for influencing in a godly way?
Can you think of an example of someone leading well in the area of influence? What about an example of someone not leading well? What were the consequences of each?
(5 minutes) Initiative is grounded in skills and competencies. To develop your initiative you need to become a skilled leader in the area you seek to lead in. If you want to take the initiative on campus you need to understand how the ministry works. A lot of this training has been focused on giving you the strategy Psalm 78: 70-72 and skills to initiate in this ministry. He chose David his servant and took What hesitancies do you feel in taking the initiative? What him from the sheep pens; from skills do you need to develop? tending the sheep he brought him to be the shepherd of his people Jacob, of Israel his inheritance. Can you think of an example of someone leading well in And David shepherded them with the areas of skills and competencies? What about an integrity of heart; example of someone not leading well? What were the with skillful hands he led them. consequences of each?
(5 minutes) Integrity is grounded in the character of a leader. Character is the key component to your long-term leadership. Leaders who have weak characters will eventually fail to respond appropriately to pressure situations. The way to build character is to work on developing godly habits and attitudes. It is on this area that Power to Change places a great emphasis when someone joins our movement. Talking about the Spirit-filled life and quiet times during Core groups and our first levels of training are attempts to focus our future leaders on issues of character.
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What happens if a leader fails to develop and maintain their integrity? Can you think of any examples where this is/was demonstrated? Relating to Christians in other ministries can be one of the • Long-term leadership depends on developing godly most challenging areas for character. What godly habits have you put into place in your maintaining integrity in leading a campus ministry. life to develop your character? Appendix Four provides some insights into how God wants Quiet times, fasting, prayer, evangelism, accountability partner us to act towards others in this situation.
• How can you ensure you maintain an intimate relationship with God during the stress of leadership?
Schedule in regular quiet times, personal retreats, read inspiring biographies of Christian leaders, practice fasting, “The gods had given me listen to praise music, establish good Sabbath rests almost everything. But I let myself be lured into long We’ve discussed the importance of Influence, Initiative and Integrity spells of senseless and to your personal leadership. What would be the consequences if sensual ease… Tired of being on the heights, I deliberately you developed 2 out of these 3 areas, but failed in the third?” went to the depths in search for new sensation. What the Failed Influence = You won’t be leading at all because you’re not paradox was to me in the influencing anyone. sphere of thought, perversity was to me in the sphere of Failed Skills = People won’t follow you. passion. I grew careless with the lives of others. I took pleasure where it pleased me Failed Integrity = You might be able to fake it for a while and some and passed on. I forgot that people will follow you, but you will end up hurting them when your every little action of the integrity catches up with you. common day makes or unmakes character, and that (10 minutes) therefore what one has done in the secret chamber, one has some day to cry aloud Reflect on the leadership elements of Influence, Initiative and from the house-top. I ceased Integrity. Ask yourself - am I living these out in my leadership? Set a to be lord over myself. I was personal next step for each of these three areas, and write down no longer captain of my soul, one person who you will share this with.” and did not know it. I allowed pleasure to dominate me. I ended in horrible disgrace.” (10 minutes) Oscar Wilde Split into your campus groups. Recap what you learnt about your campus from sessions 1, 2 and 3. Get one member of your group to write down the next steps for your campus
If Power to Change succeeds in reaching our campus but causes our leaders to fail to love God in the process, we have failed. Our highest priority is helping our leaders follow God whole-heartedly. If that happens, then the rest will follow.
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The vision of Cru internationally, in Australia nationally and on our campuses locally pushes us forward. We realise that our movements are going to have to grow numerically beyond what we have previously experienced if we are to see that vision become reality.
Numerical growth is not our focus – turning lost students into Christ-centred disciplemakers is. But our vision of a ministry on every campus and the gospel for each student will require greater resources than we currently have available. Whether we grow depends on three factors:
1. Whether God wants it to happen;
2. The presence of God-hearted leadership;
3. Dealing with organisational/structural issues.
A lot has been written in the last several decades on the topic of “church growth”. Some of it seems to ignore the first two characteristics and rely wholly on strategy and hard work. (We don’t want to make that mistake in this training.) Still it can be helpful to think through structural issues that will affect the growth of our ministry over time.
In his book, “How to Break Growth Barriers”, Carl F. George describes the barriers that typically impact a church’s growth at different sizes. To summarise his points:
To break the 75 barrier 4. Communicate a desire to grow; 5. Understand exactly why your church has grown; 6. Analyse your personal style and behaviour; 7. Deal with institutional factors (e.g. existing leaders who won’t accept change); 8. Guard against small-church mentality creeping back in; 9. Establish a network of lay-led small groups as the context for lay leadership development.
To break the 200 barrier Address the property/facility needs of a larger church.
To break the 400 barrier Address the role of church boards, staffing and delegation of duties.
To break the 800 barrier Revisit organisational structure and facilities usage. Address the marketing and community presence of your church.
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Obviously campus ministries don’t rely on owning a building. But the principles of many of these issues still apply to our ministry. In fact, most of our ministries already deal with these issues, as they are included in our ministry model!
The following is a reflection on different issues that affect the growth of our ministries.
Vision
In ministry, God is the source of our vision. He is at work in the world and invites us to join with him in it. The Great Commission is his agenda, not ours. As we align ourselves with his agenda, our vision is a godly vision.
Vision needs to be communicated in a clear and compelling One man working with you is way frequently. Bill Hybels is right when he says, “vision leaks”. worth a dozen men working It is too easy for our leaders to get caught up in what they are for you. doing and forget how it fits into the “big picture”. It is also easy Herman M. Koelliker for busy, tired people to question the value of their efforts unless they see the ultimate goal.
Vision, as the word implies, is all about seeing. A vision is not a When I am getting ready to bunch of statistics. It is being able to picture in your reason with a man I spend one imagination what the end result is. A good test of vision is, “If I third of my time thinking about walked on campus, would I recognise my vision if it had myself and what I am going to become reality?” Questions to ask include, “What will it look say – and two-thirds thinking like?” “How will I feel?” about him and what he is going to say. The picture doesn’t have to be 100% clear. It is not set in concrete. God does not give us such clear pictures of the Abraham Lincoln future. But it is incredible how, when we have a vision, we do get “insights” into the future at the strangest times.
Communicating vision requires passion, pictures and patience. [Patience] never means the spirit which sits with folded Passion stirs up the heart of those who listen. If you are not hands and simply bears things. committed to it, and not willing to sacrifice to see it become It is victorious endurance, reality, then do you expect others to? masculine constancy under trial. It is Christian Pictures capture the mind. A frequent picture is to suggest a steadfastness, the brave and particular room on campus as a future meeting room. courageous acceptance of Imagining a particular room full of students worshiping God is everything life can do to us, motivating and gives some perspective of what we are looking and the transmuting of even to achieve. You could also suggest a lecture theatre where 10% the worst into another step on of students are actively seeking to share with the other 90%. the upward way. It is the courageous and triumphant Patience is needed because growth takes time. Vision doesn’t ability to bear things, which become reality in a few months. Patience is also needed enables a man to pass because some people don’t connect with vision immediately. breaking point and not break, They may get excited about relationships. They may care and always to greet the unseen deeply about people and so they only capture the vision as with a cheer. they see it becoming reality.
William Barclay
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Campus Vision vs. Individual Vision
In communicating the vision for the campus there needs to be a balance between the picture of what the whole ministry looks like and what we are looking to be true in our individual student leaders.
Institutional factors
Each campus has a different environment and each ministry has a different history (some have no history!). Some campuses have experienced the painful collapse of a missionary team, the moral failure of a student leader, virulent opposition from university administration, or the overwhelming presence of other Christian groups.
Some of these problems will “wash through” the system in a few years. It is amazing how quickly a couple of generations of students can pass through a campus ministry. Focussing on a new generation of students will often let health naturally permeate a ministry.
Other problems will require the active response of a leader, and will lead to the development of the leader in that area. Opposition from administration can often be nullified with the intentional development of relationships over a period of time. A dominant presence by another Christian group will require our leadership to become assured of our own distinctive identity.
Small groups which focus on leadership development
Power to Change small groups are never just “Bible studies”. Our groups have a purpose – to turn lost students into Christ-centred disciplemakers. Our five-tier system seeks to cater for the basic needs of new Christians (or Christians new to Power to Change), while also allowing older students the opportunity to get stretched and pushed at a leadership level. Of course, the Bible is central in this whole process because it is the source of growth in the life of a Christian.
Core group materials are proving to be an excellent set of resources for covering the heart of what it means to follow Jesus.
Leadership groups have the freedom to reflect on books, such as “Master Plan of Evangelism” or “Out of the Saltshaker”. There are also inductive studies and other material that can be covered.
Weekly Meeting
The purpose of the weekly meeting is to generate momentum for the ministry by increasing students’ vision of what is happening on their campus, developing more extensive friendship networks and providing excellent biblical input.
This purpose can be achieved within many different styles of meeting. Some will be more informal, others more formal. Some will include opportunity for interaction. Others will be morentended to teach others. Some are scheduled during lunchtimes. Others are scheduled at night. Some will include music and drama. Others will be mainly a talk.
The style of the meeting should reflect the environment of the ministry and the abilities of those in the Power to Change community.
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The number of students who attend will also affect the style of the meeting (a “get-to-know-you” exercise is easy with 40, but difficult with 400!). The set up of the room and the values of the group are also significant factors.
Student leadership structure
It is possible to run a group of 30-50 students with a leadership team of 4-8 students. This team would probably all meet at a common time to discuss their delegated duties.
A group of 50-100 will require a team of 12-25 student leaders. This is getting too large a group to meet and discuss and work things through. A decision needs to be made on how to break the leaders down into working groups and how they can then come together again to “report-in”.
One model is to establish ministry teams who have responsibility for different areas of the ministry – evangelism, fundraising, prayer, socials and the weekly meeting. These teams then report to a central team regularly to ensure that organised events don’t clash, etc. However, since these teams are each fairly administrative, you may want to consider having teams which seek to lead the ministry in different focus areas (see below).
As a ministry grows beyond the 100-member mark, the leadership teams will become more complex and specialised. There may be administrative teams and ministry teams operating alongside each other. Supervision of these teams, and training of their members become issues to consider.
Campus ministry structure – focus areas
With up to 50 students in your group you should be able to know who just about everybody is. This makes for a caring and friendly group. We notice when our friends aren’t at weekly meeting. We can call to invite people to a social – especially one organised at the last minute!
Most churches in Australia would have less than 50 people in their youth or young adults groups. That means that most Christians coming to university have only ever experienced groups of this size.
As the group reaches 100 students in size, it starts to lose that intimate feeling. There are soon distinctive “friendship circles”. Small groups become even more important in allowing friendships to develop, as do conferences and summer projects.
How do we keep a caring and friendly atmosphere in a group that is growing ever larger?
Focus areas are sections of the campus community where primary relationship networks are formed. Students primarily make friends on campus in class, in a club, or where they live. Focus areas try to take advantage of that by identifying major networks and intentionally seeking to develop a multiplying ministry in each network.
A focus area should be large enough for a multiplying ministry to develop, yet distinct enough for members to identify with each other.
For example, in a 1st year education lecture there may be 15 Christian students (out of 300 total students). This would be enough Christians to form two core groups. During the course of the year these Core groups could develop plans to initiate and invite every other student in their class to do Christianity Explained. If there were a 10% acceptance rate (i.e. 1 in 10 classmates said “yes”)
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This result could have occurred if the 15 students had been in different classes, but it is much more difficult to initiate such ministry when isolated and working alone.
If we are to believe that focus area ministry is the best way of saturating our campus with the gospel, (whilst providing a caring, friendly community for Christian students), then the identified focus areas need to include each student on campus.
Observing the following ministry structure will allow us to see how a numerically large ministry is needed to be able to faithfully saturate the campus annually.
Possible Ministry Structure
Student Executive Leadership
Administrative Focus Area – Multiplying Ministry
Communication Arts
Conference/Project International Recruitment Students
Evangelism Economics
Fundraising Education
Prayer Engineering
Socials Law
Weekly Meeting Residential Colleges
Profile
The profile of a ministry will affect its ability to attract student leaders. It will also affect the responsiveness of unbelievers to gospel presentations. (This is because part of profile is a ministry’s engage activity. The goal of engage is to broadcast gospel concepts).
The profile of a campus ministry will change as the group grows in size.
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Small ministries can make a big “splash”. They can spread a single idea across campus through mass advertising and catchy slogans. Sustaining high profile takes a lot of energy.
Using the focus areas strategy, a larger ministry can target profile activities to address the specific felt needs of a smaller segment of campus, e.g. evolution vs. creation to Science students.
An important way to build profile is to engage in relationships with key influencers on campus – club leaders, student government members, lecturers/tutors, student newspaper editors, etc.
Conclusion
The management of our movements requires an understanding of the different structural issues that affect their growth and development. If your movement seems to have reached a plateau then it might be helpful to consider the above issues.
• Do you have a clear and compelling vision for the whole campus? And for individual student leaders?
• Do you have a large meeting (or weekly meeting) that generates momentum, communicates vision and creates community?
• Is your movement at a “comfortable” size? How can you re-structure your leadership to present more urgently the existing need for more disciplemakers in ministry and administration?
• What are the primary relationship networks that exist on your campus? What are their unifying characteristics? How can you connect the gospel with these students?
• Are students on your campus familiar with the name, “Power to Change”? What opportunities are there for Power to Change to raise its profile?
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Not all time is equally strategic.
When planning a campus schedule there are times during the year when students are more available and have more energy for involvement than at other times. During semester students are present, with variable availability. During semester breaks students may or may not be present, but they are generally much more available.
This is a sample cycle of momentum that you might find on a typical campus. Every campus is slightly different, and often the exact “dips” change between years based on when mid-semester breaks occur, etc.
Available Energy
JAN FEB MAR APR MAY JUN
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Find someone from your campus and reflect on the semester just passed. How would you draw the cycle of momentum for this past semester?
What do you anticipate the cycle of momentum being for the coming semester?
If you were to plan a strategic outreach meeting, when would you want it so that the most students would be available to come?
When would you be best placing a planning retreat? A short-term mission? A social?
Available Energy
1 2 3 4 5 6
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By Geoff Folland, December 2002
One of the commonly expressed desires of Christians on campus is to demonstrate unity. Typically this comes through combined events, such as prayer meetings and outreaches. The feeling seems to be that unless a combined event is happening there is no unity.
Unity is a powerful force for positive change in our campus community. Jesus prayed,
“May they be brought to complete unity to let the world know that you sent me and have loved them even as you have loved me.” (John 17:23)
Visible expressions of unity can be strategic in reaching our campus. But visible unity is not all that Jesus was praying for. He was asking that we might all be one, just as he was one with the Father.
What is the true basis for unity?
Different Christian traditions have sought to ground their unity in different ways. The following are the main four: a) Common Organisation: The ecumenical movement has made famous the efforts to bring different Christian churches under one banner. The Uniting Anyone who loves his church is an Australian example of bringing different opinions more than he denominations together under one name. On campus we does his family will defend encounter this attitude from people who say, “Why do there have his opinions and destroy to be different Christian groups?” his family b) Common Theology/Belief: Evangelicals have typically been Author Unknown careful to work only with people who share their understanding of God. Evangelical churches and organisations have statements of faith that they expect their members to align with. Those with different theology are suspect. Evangelicals will either exclude them from their own joint efforts, or refuse to participate in joint efforts organised by others. c) Common Experience: Pentecostals and charismatics place a high value on certain experiences of God. These common experiences often supersede theology. So it is possible to have Protestant charismatics and Catholic charismatics. Those looking to ground their unity in experience are often behind the push for combined prayer meetings. d) Common Purpose: Mission organisations, such as Power to Change or World Vision, usually look to work with anyone who is willing to join in their task, whether that is helping fulfil the Great Commission or feeding the hungry. Evangelical mission organisations, such as Power to Change, have statements of faith that seek to include only Christians. What we are really looking for, though, is Christians who will work with us in our task. This is demonstrated by different groups’ efforts to organise joint outreaches on campus.
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So, which is a valid expression of unity? Organisation fails to express true unity because it ignores the reality that not everyone who is a member of a church is definitely a believer. The other three have valid expressions of unity, but are not solid bases on which to ground unity. e) Common Relationship: Jesus’ prayer is for all who would believe in him to be united. This belief is not an intellectual assent, but a decision to trust in the person and work of Jesus. All those who put their faith in him in this way are born again, enter a new relationship with God and receive the Holy Spirit. These are the people that we are to be united with. These people are our brothers and sisters in Christ. We share a core of common beliefs (they have to believe certain things if they are to relate to God properly), a core of common experiences (we are all forgiven and we have all received the Holy Spirit), and a core of common purposes (to bring God glory by obeying Him in every way).
Common Relationship
Grounds Real Unity
Common Common Common Common Organisation Theology Experience Purpose
Consequences of Relational Unity
The consequence of realising that true unity is based on relationship is that we are forced to think of expressing that unity in relational terms. No longer is organisational structure or activity an adequate way of expressing unity. Biblical commands regarding the treatment of other believers become our standard for expressing unity. The “one-another” passages are particularly powerful in this regard.
Review the list below and consider how you might express unity on your campus:
• “Love one another. As I have loved you, so you must love one another. By this all men will know that you are my disciples, if you love one another.” (John 13:34-35)
• “Be devoted to one another in brotherly love. Honour one another above yourselves.” (Romans 12:10)
• “Live in harmony with one another.” (Romans 12:16)
• “Therefore let us stop passing judgment on one another. Instead, make up your mind not to put any stumbling block or obstacle in your brother's way.” (Romans 14:13)
• “Accept one another, then, just as Christ accepted you, in order to bring praise to God.” (Romans 15:7)
• “You, my brothers, were called to be free. But do not use your freedom to indulge the sinful nature; rather, serve one another in love.” (Galatians 5:13)
• “Be completely humble and gentle; be patient, bearing with one another in love.” (Ephesians 4:2)
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• “Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.” (Ephesians 4:32)
• “Speak to one another with psalms, hymns and spiritual songs. Sing and make music in your heart to the Lord, always giving thanks to God the Father for everything, in the name of our Lord Jesus Christ.” (Ephesians 5:20)
• “Submit to one another out of reverence for Christ.” (Ephesians 5:21)
• “Bear with each other and forgive whatever grievances you may have against one another. Forgive as the Lord forgave you.” (Colossians 3:13)
• “Let the word of Christ dwell in you richly as you teach and admonish one another with all wisdom, and as you sing psalms, hymns and spiritual songs with gratitude in your hearts to God.” (Colossians 3:16)
• “Therefore encourage one another and build each other up, just as in fact you are doing.” (1 Thessalonians 5:11)
• “But encourage one another daily, as long as it is called Today, so that none of you may be hardened by sin's deceitfulness.” (Hebrews 3:13)
• “And let us consider how we may spur one another on toward love and good deeds. Let us not give up meeting together, as some are in the habit of doing, but let us encourage one another--and all the more as you see the Day approaching.” (Hebrews 10:24-25)
• “Brothers and sisters, do not slander one another.” (James 4:11)
• “Now that you have purified yourselves by obeying the truth so that you have sincere love for your brothers, love one another deeply, from the heart.” (1 Peter 1:22)
• “Finally, all of you, live in harmony with one another; be sympathetic, love one another be compassionate and humble.” (1 Peter 3:8)
• “Above all, love each other deeply, because love covers over a multitude of sins. Offer hospitality to one another without grumbling.” (1 Peter 4:8,9)
• “All of you, clothe yourselves with humility toward one another, because, ‘God opposes the proud but gives grace to the humble.’” (1 Peter 5:5)
• “This is the message you heard from the beginning: We should love one another.” (1 John 3:11)
• “And this is his command: to believe in the name of his Son, Jesus Christ, and to love one another as he commanded us.” (1 John 3:23)
• “Dear friends, let us love one another, for love comes from God.” (1 John 4:7)
• “Dear friends, since God so loved us, we also ought to love one another.” (1 John 4:11)
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These verses (as a selection) can be summarised to say that we need to:
• Love other believers;
• Be devoted to them, honouring them;
• Live in harmony with them;
• Don’t judge them;
• Accept them;
• Serve them;
• Be patient with them;
• Forgive them;
• Speak to them in a godly way;
• Submit to them;
• Encourage them;
• Spur them on to greater love and obedience to God;
• Don’t slander them;
• Offer hospitality to them;
• Live in harmony with them;
• Relate humbly to them.
Getting Practical
I think that this list is a lot more challenging to put into practice than a combined prayer meeting once or twice a year.
True unity requires that we be true to who we are – our beliefs, experiences and purposes. As a movement, that means that we don’t try to become someone else, and that we don’t expect other ministries to become like us. That means we don’t sacrifice our distinctives for the sake of “visible unity”. It also means we don’t cease to exist, just to “prove” unity.
Let us seek to promote unity on campus by relating to our fellow Christians in other Christian groups with love, integrity and honour.
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