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Christian Education Lesson Plan Outline – CRE Level II – Christian Education (Self-paced, Home Study Format) General Instructions: The student is responsible for studying all assigned reading material. Responses to the assigned discussion topics must be submitted to the instructor in written form, either electronically (email) or typed hard copy for review. Topics assigned for collaborative dialogue should be discussed either with the CRE’s assigned Mentor or home Pastor, with a written summary of the dialogue submitted to the instructor. Required Readings: BOO G-1.0401; G-1.0402; G- 2.0402; G-3.0201. c; W2.3012; To Set One’s Heart, Little (all); Entering the World of the Small Church, Pappas (p. 84-87); Inside the Small Church, Pappas (p.130-131, 162-170) Topics for Discussion 1. As a CRE in an on-going relationship with a congregation you will provide spiritual and administrative leadership ordinarily provided by a Teaching Elder. Based on your understanding of the Book of Order readings and personal experience list and discuss as many specific responsibilities as you can identify with regard to the “Christian education” which a CRE would need to fulfill in such a leadership role. Consider educational functions such as include education of parents about Baptism, education of candidates for Baptism, Education of all Baptized as to relationship of Baptism & Eucharist, essentials of the faith, elder training, Bible study. 2. Identify and discuss the insights from the reading To Set One’s Heart, Little) which you found to be the most important/helpful. 3. Little provides descriptions of five educational formats on pages 40-41 of her book. Describe a setting for which each format might be appropriate and explain why. 4. The readings from the Pappas books suggests that often congregations down-play or depreciate the various gifts and talents which they do possess, caught up in concern for what they do not have. Discuss how you could as their spiritual leader and guide help them to identify, appreciate and employ their gifts. 5. Reflect upon your own experience with Christian education. Describe and discuss the best (most effective) instruction and the worst (least effective) instruction which you have encountered. Collaborative Dialogue (discuss the following either with your CRE Mentor or home Pastor) 6. What Christian education functions has the Pastor found to be particularly rewarding? What is that Pastor’s personal approach to Christian education? What has worked well” What has not been effective? What resources to aid in Christian education are available from our presbytery and denomination? CRE’s Personal Plan for Evangelism in an On-going Relationship with a Congregation 7. As a CRE in an on-going relationship with a congregation you will need to provide leadership in vital Christian education functions. They would include education of parents about Baptism, education of candidates for Baptism, Education of all Baptized as to relationship of Baptism & Eucharist, essentials of the faith, elder training, Bible study. Discuss how you would approach these duties of Christian education. What resources would you call upon? How would you engage members of the congregation? To Set One's Heart SARA LITTLE A master Christian educator on teaching TO SET ONE'S HEART offers pastors, Christian educators, and concerned laypersons valuable counsel and aid in making decisions about teaching in the community of faith. The church needs to respond to people's need for belief. TO SET ONE'S HEART demonstrates how to use an intentional teaching ministry to fulfill this need. Sara Little uses belief formation as an organizing center for the church's teaching ministry. She offers five detailed models of teaching expressed in terms of how each contributes to the development of faith: information-processing group interaction indirect communication personal development action/reflection Each model includes concrete examples of how the method might be used in a church's educational program to further belief development. TO SET ONE'S HEART provides both t,heory and practice, combining the insights of theology, education, and socialization. The result: an in depth examination of religious belief, teaching, and intentionality. Sara Little eloquently expresses her staunch advocacy of the kind of teaching that enables one to say, "I set my heart, I believe." SARA LITTLE is Professor of Christian Education at Union Theological Seminary in Virginia. She is also the chairperson of the editorial board of RELIGIOUS EDUCATION. She received her Ph.D. from Yale where she studied under H. Richard Niebuhr. She has written many articles and books including LEARNING IN THE CHRISTIAN COMMUNITY, a popular John Knox Press title for 35 years. ~sign by Robert A. Stratton ~ less otherwise indicated Scripture quotations are from the Revised Standard Version he Holy Bible, copyright, 1946, 1952, and@ 1971, 1973 by the Division of Christian Jcation, National Council of the Churches of Chirst in the U.S.A. and used by mission. Preface This is a book about teaching, basically. But when I think about all the concerns and expressions of some of my own core beliefs that are gathered here, I recognize that the book is more than that. Nonetheless, it is developed in the context of the church and the church's teaching ministry, and what is viewed as a need to take a next step in that ministry. A long tradition of distinguished thinkers is represented today by persons like Ellis Nelson and Randolph C. Miller and John Westerhoff, who focus on the community of faith as the matrix for the emergence and development of faith. That tradition is affirmed and assumed here. Butcertain factors in the present situation, in both church and society, call for attention to belief. Thus teaching presents itself for consideration. The book moves through an analysis of belief and makes a case for an approach to teaching that deliberately focuses on the formation and re-formation of belief and belief systems. In the process, there is an opportunity to say a word to those who set faith over against belief, teaching over against liberation or socialization or transformation, and thinking over against feeling or even becom­ ing. Those small battles will be of most interest to educational theorists, who probably will not change their minds after reading the book, anyway. The more important thing, however, is my conviction that in these days the whole concept of intentionality in teaching, developed in terms of carefully formulated ap­ proaches, can help us think together and work together to contribute to various facets and levels of belief. Something is claimed for teaching, but it is viewed as part of a whole ministry, and not as everything, as an answer to all problems facing rary of Congress Cataloging in Publication Data the church. My hope is that pastors, educators, and all those persons seriously engaged in linking theory and practice, theology and psychology and sociology, le, Sara. will be among those to respond to the invitation to join together in developing 'o set one's heart. a paideia for today. At one point, I thought this book began with a 1978 Yale-Berkeley-Hartford ~eludes bibliographical references and index. Christian education. 2. Faith. I. Title. Conference on "The Future of Educational Ministry" where I gave a paper on 1471.2.L56 1983 207 82-49020 "Belief and Behavior." It took on form and substance during my 1979 sabbatical N 0-8042-1442-5 from Union Theological Seminary in Virginia, a time for which I am indebted to Union, especially to Fred Stair and Neely McCarter, then President and Dean, :opyright John Knox Press 1983 )87654321 respectively. Certainly I need to mention a few of the groups and occasions which have contributed to my thinking: the David Nyvall Lectures at North Park tted in the United States of America 1 Knox Press Seminary, the Rice Lectures at Nazarene Seminary, the Johns Lectures at Mem­ mta, Georgia 30365 phis Theological Seminary, the Presbytery of the Cascades 1981 Conference on To Set Ones Heart -low Faith Becomes Real" (people are still sending clippings, ideas, even poems, )m Oregon). There have been courses which helped me in the early stages of y work, at Princeton Theological Seminary, and Presbyterian School of Chris­ m Education, and then one at Union in January 1982 where student-colleagues imulated enough new insights that I wanted to start over. Conversations with Contents ~rsons like Charles Melchert of the Presbyterian School of Christian Education, td Denham Grierson of United Theological Faculty in Melbourne, Australia, ·ing forth the same response, along with gratitude. But in spite of all these cursions into belief, I discovered to my amazement when I had occasion to 1. The Present Situation . 1 view earlier writings that I have spent much of my life working on the meaning 2. The Nature and Function of Religious Belief . 11 "to set one's heart." That recognition became especially clear as I was reread­ 3. Teaching and the Context of Belief . 22 g portions of The Language of the Christian Community. 4. Intentionality and Teaching . 32 One other matter: Neely McCarter (formerly of Union, now President of 5. Believing and Thinking: 1cific School of Religion) should have been co-author of this book. In our inking and teaching, our ideas became so intermingled that it would be impossi­ The Information-Processing Approach ................. 42 e to separate them-especially in our response to Kierkegaard, Bruner, Buber, 6. Believing and Participating: ·eire, and Dewey. How could I say how much he has contributed to a kind of Group Interaction Models . 51 ymphonic awareness" of meaning for me? And there have been others who :ve contributed, too-many others, especially Sally Hicks and Mickey Lumpkin.
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