JUNE 2017

INTERNATIONAL JOURNAL FOR PASTORS

ADVENTIST EDUCATION

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Published by the Seventh-day Adventist Church. Read by clergy of all faiths.

04 Letters The pastor and the church school: 06 Partnering for success 05 Guest Editorial Ella Smith Simmons 17 Revival and Reformation Celebrate what can happen when a pastor and a principal team up together. 28 Dateline 29 Resources Ground zero in the great controversy: 10 The struggle for the minds and hearts 30 Practical Pointers of the next generation

George R. Knight MINISTRY® INTERNATIONAL EDITORS International Journal for Pastors Chinese-Robert Wong Dream with the author of inspiring a new generation with 12501 Old Columbia Pike, Silver Spring, French-Bernard Sauvagnat God's end-time apocalyptic vision. MD 20904-6600 U.S.A. Japanese-Masaki Shoji www.ministrymagazine.org Korean-Soon Ki Kang [email protected] Portuguese (South America)-Wellington Barbosa INTERIM EDITOR The gatekeeper: What if pastors could Russian-Michael Kaminsky Jerry N. Page reverse the decline in church school Spanish (Inter-America)-Pablo Perla 14 ASSOCIATE EDITOR Spanish (South America)-Marcos Blanco Jeffrey O. Brown enrollment? INTERNATIONAL CONSULTANTS TO EDITOR ADVISORS Shane Anderson John Fowler, Clifford Goldstein, Ron Clouzet, Michael D. Collins, Myrna Tetz Daniel Devadhas, Carlos Hein, Patrick How much power does the pastor really have to Johnson, Victor Kozakov, Geoffrey G. EDITORIAL SPECIALIST Mbwana, Musa Mitekaro, Passmore influence enrollment? Sheryl Beck Mulambo, Daniel Opoku-Boateng, FINANCE AND Hector Sanchez, Houtman Sinaga, Elias TECHNOLOGY MANAGER Brasil de Souza, Ivan L. Williams, Ted Strengthening Adventist education— John Feezer IV N. C. Wilson 18 Recommendations for pastors and officers ADVERTISING SUBSCRIPTIONS [email protected] 12 issues: United States US$32.99; Canada Jerome Thayer, Anneris Coria-Navia, Aimee and overseas US$47.00. To order: send SUBSCRIPTIONS/ name, address, and payment to Ministry® Leukert, Elissa Kido, and Larry Blackmer Subscriptions, 12501 Old Columbia Pike, RENEWALS/ADDRESS A synergy of pastors, officers, teachers, and church Silver Spring, MD 20904-6600 U.S.A. CHANGES www.ministrymagazine.org/subscribe. members is needed to provide a saving environment for [email protected] DIGITAL DELIVERY the young people in Adventist schools. +1 301-680-6511 Print subscribers can sign up for digital delivery +1 301-680-6502 (fax) at www.ministrymagazine.org/digital. TO WRITERS COVER Give them a fighting chance We welcome unsolicited manuscripts. Carlton P. Byrd 316 Creative / iStockphoto.com Before submitting, review the writers’ 22 guidelines at www.ministrymagazine.org. Is the mission of Christian education too great? It may LAYOUT Please send manuscripts via email to 316 Creative [email protected]. require great energy and financial output, but the

author urges all Adventist pastors, parents, and church Host: Anthony Kent members to give our young people a fighting chance. Cohost: Ivan Williams www.MinistryinMotion.tv

We is more powerful than I Ministry® has been published PRINTER Pacific Press® Pub. Assn., Pamela Consuegra monthly since 1928 by the Ministerial 1350 N. Kings Rd., Nampa, ID 83687 25 Association, General Conference of The ultimate success of the church and school includes Seventh-day Adventists.® Ministry is a Standard mail postage paid at Nampa, Idaho. peer-reviewed journal. an intentional collaboration of pastors and teachers. (ISSN 0026-5314) SECRETARY Jerry N. Page Member of Associated Church Press. ASSOCIATE SECRETARIES Adventist®, Seventh-day Adventist®, and Jonas Arrais, Jeffrey Brown, Robert Costa, Anthony Kent, Janet Page Ministry® are the registered trademarks of the General Conference Corporation of BIBLE CREDITS Scripture quotations marked KJ21 are from the 21st Century King James Version®, copyright © 1994. Used by permission of Deuel Enterprises, Inc., Gary, MINISTERIAL RESOURCE SD 57237. All rights reserved. Scripture quotations marked KJV are from the King James Version. Scripture taken from The Message. Copyright © 1993, 1994, 1995, 1996, 2000, 2001, CENTER COORDINATOR Seventh-day Adventists®. 2002. Used by permission of NavPress Publishing Group. Scripture quotations marked NIV® are from THE HOLY BIBLE, NEW INTERNATIONAL VERSION®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide. Scripture marked NKJV is taken from the New King James Version®. Copyright © 1982 by Thomas Nelson. Used by Cathy Payne Vol. 89 No. 6 © 2017 permission. All rights reserved. +1 301-680-6511 www.ministerialassociation.com PRINTED IN THE U.S.A.

www.ministrymagazine.org LETTERS

“Change is difficult, especially for large, religious organizations. May God help us.”

Open to the Holy Spirit and Revelation since she wrote that in a local church which we planted and hank you for that important story statement? We all know the answer to which is now organized. The above T(“Revival and the Holy Spirit,” that question. We have to be open and article (“Back to the Future: Lay-led February 2017). Generations have teachable, in order for the Holy Spirit Churches and a Return to Our Roots,” passed away since that happened. to reveal to us a better understanding. February 2017) is excellent. We are Ellen G. White also wrote, “When the Change is difficult, especially for large, already aiming to implement a combina- books of Daniel and Revelation are religious organizations. May God help us. tion of the two suggested approaches better understood, believers will have an —Greg Bratcher David Klinedinst made in his article. entirely different religious experience.”* —Mark Naomi Kay We know “knowledge has increased” in Back to the Future modern times. But have we, as a people, am a volunteer missionary doctor and * Ellen G. White, Testimonies to Ministers and Gospel made any significant progress to “better Ipilot in remote northern Vanuatu in a Workers (Mountain View, CA: Pacific Press Pub. understand” the prophecies of Daniel province of islands. I serve as an elder Assoc., 1962), 114.

Ministry® JUNE 2017 GUEST EDITORIAL LISA BEARDSLEY-HARDY

Lisa Beardsley-Hardy, PhD, is director of education, General Conference of Seventh-day Adventists, Silver Spring, Maryland, United States.

Affirming the pastor: “Gatekeeper” to Seventh-day Adventist education

e left while it was still dark. launched gospel outreach in Peru. There home school, though. For these parents, The sun began to rise as we are now 90 primary and 69 secondary the good news is that as of 2015 there Wdescended into the Great Adventist schools, and 27,000 students are8,208 Seventh-day Adventist schools Rift Valley in Kenya. We were on our in Peru. At Peruvian Union University, around the world from which to choose, way to Kamagambo Adventist College another 7,000 tertiary students are with 102,779 teachers educating some to hold a conference for 700 teach- preparing for service as pastors, nurses, 1,922,990 students. ers. As we traveled, our driver told us physicians, teachers, and in other pro- The second pastor I encountered how the work started there. Back in fessions. In 2015, Seventh-day Adventist was Dr. Jirí Moskala, dean of the Seventh- 1906, Arthur Carscallen came to Kenya membership was 407,492 in Peru. day Adventist Theological Seminary, after graduating from what would later I’m happy that in Africa, India, Andrews University. All master of divinity become Newbold College in England. He the Philippines, and Inter- and South students will now take a course on settled in Nyanza province in an area of America, among other areas, the the ministry of education! Dr. Moskala tribal warfare between the Luo and Kisii demand for schools and teachers believes that church schools must be people. After years of fruitless effort try- exceeds the available supply. But I’m “powerful evangelistic centers for build- ing to plant churches, Carscallen started mourning because in other parts of ing bridges in the community.” They a school and enrolled four children. This our world field, Seventh-day Adventist can be centers for creative programs proved to be a massive engine for church parents are making other choices, that draw people to the school who growth. Seventh-day Adventist schools are clos- might not readily come to events in the Following his example, some mis- ing, and Seventh-day Adventist children church. “The school,” he says, “should sionaries left Nyanza for the central and young people by the thousands be a church during the week.” region, and they started a school among are missing out on the mental, physi- My final pastor is South American the Kikuyu, who were otherwise hostile cal, social, and spiritual blessings of Division president, Erton Köhler. He said, to the colonials “taking our land.” The Adventist Christian education. “We don’t have schools. Rather, we have father of our driver was one of those Dr. Ella Simmons, vice president churches that we build in the shape of earliest students in Muruguru at the for the world church and a local church schools!” foot of Mount Kenya. While there he elder, speaks with joy and humility about Home, school, and church; parents, accepted Christ and went on to become the successful partnership she had with teachers, and pastors: “A threefold cord is a pastor. Today one of his sons is vice her local pastor as the principal of a not quickly broken” (Eccles. 4:12, KJV). president of finance for Hope Channel church school. As educators we want in Silver Spring, Maryland, and the pastors to know that we accept Dr. My training in theology and my service in other—our driver, and the source of George Knight’s pastoral challenge that chaplaincy have given me an unquestionable my information—is Dr. Andrew Mutero, the goal of the school must run hand appreciation for one thing: the sacrificial education director for the East-Central in hand with the goal of the church, work of pastoral ministry. Thank you, Africa Division. As of 2015, we have 55 namely, to train our students and church pastors, for what you do in the churches. primary schools, 36 secondary schools, members to carry the apocalyptic mes- Thank you for what you do in the hospitals. and two universities in Kenya, with a sage of Revelation 14:6–12 to all the And, from the bottom of my heart, and on church membership of over 866,296. world, until Christ returns. behalf of educators around the world, thank Then I was in Peru. This time I trav- I began by highlighting two regions you for what you do in our schools. We love eled by boat to a school on the highest I recently visited. I close by highlighting you; we need you; and we thank you. navigable body of water in the world, three pastors I recently encountered. in the remote Peruvian Andes, with The first was a youth pastor whom I met education director Jorge Maquera as our with her homeschool association. They guide. Jorge Maquera has now written were on fire for Adventist education. * I recommend this book to every pastor, as well as receiving the Journal of Adventist Education (jae Operación Andes Libres: Construyendo la Everybody received the book Education .adventist.org). Both are available in many languages Utopía, informing us that education also by Ellen White.* Most parents do not and as apps for computers and smartphones.

Tell us what you think about this article. Email [email protected] or visit www.facebook.com/MinistryMagazine.

JUNE 2017 Ministry® LEAD ARTICLE ELLA SMITH SIMMONS

Ella Smith Simmons, EdD, is a vice president of the General Conference of Seventh-day Adventists, Silver Spring, Maryland, United States.

The pastor and the church school: Partnering for success

bout 35 years ago Isaac journey to provide the best possible percent (766 pastors) reported that they Lester, a seasoned pastor, leadership and nurture to that church rarely or never got their work done. This and I, a new principal with school. I have treasured this experience finding is significant because it pertains Asome leadership experience, and wish with all my heart that other to the individual pastor’s ability to sup- began a running conversation about principals could form such rich partner- port the local church school. The survey the pastor’s role in Adventist education. ships with our wonderful pastors. I revealed a need for additional education This, the mid-1980s, was a period during learned from the Adventist Pastor: A and training for practicing pastors—an which new concepts of pastoral roles World Survey that there are very real “obvious but often overlooked need for and leadership were being discussed factors that stand in the way of this being pastoral development.” In fact, 70 per- and tested widely in the United States. replicated on a wider scale. cent of the pastors indicated that from Many had come to view the pastor’s role their own perspective they were not as that of chief executive officer, a CEO/ Undertrained and sufficiently trained “to maximize their leader type, whose job was to cast vision, overstretched ministry.” I began to realize that Elder then motivate and rally the members to This study, conducted by Roger Isaac Lester was—not just metaphori- carry on the work of the church.1 Others Dudley and Petr Cincala, provides sig- cally, but also statistically—one of a kind. held to a more hands-on role for pastors. nificant information about the pastor’s As we would be working together, I journey. Seventh-day Adventist pastors Pastor-principal needed to know my pastor’s stand on feel that God called them to be a pastor partnership this crucial subject. (96 percent), and they enjoy being a pas- It all began with our introductory Fortunately, we both had two prior- tor (95 percent). They feel that being a conversation in the school cafeteria ity goals: (1) the elevation of educational pastor seems to fit their spiritual gifts (91 one day about our respective opera- quality at our local church school and percent). Further, most feel supported tional responsibilities and authorities. (2) the expansion of educational oppor- by their congregations (83 percent) and Who was responsible for what and in tunities and access to the children of their local conferences (73 percent). what capacity? Was the pastor to be our church and, to some degree, the Dudley and Cincala observed that this lead administrator for both the church children of the wider community. Our was a “major finding” “since the morale and the school or was the principal church community was fairly typical, of the ministers has much to do with the to take the administrative lead of the made up of working-class and profes- success of their ministry.”2 school? How should we work together? sional members. Even though many of However, as might be expected, Who would bear responsibilities for the them had migrated to the suburbs, they these numbers dropped when it came spiritual health of the school, for general continued to support the little school to various other ministries of the pas- programming at the school, and parent- located in an urban setting. tors. While 46 percent of ministers said relations connected to the school? Who Given the related challenges and our they got by most of the time and 36 would take responsibility for its finan- mutual aspirations, we vowed mutual percent felt that they had sufficient time cial viability? Who would speak for the respect and support and set out on a for other necessary pastoral tasks, 18 school outside the church context to

Ministry® JUNE 2017 the higher organizations of the Adventist Lord our God, the Lord is one! You shall the advancement of Christ’s cause.6 Church, the conference and union, and love the Lord your God with all your Elder Lester embraced these as per- to the local public community? heart, with all your soul, and with all sonal challenges in his teaching and These and related questions got your strength. And these words which preaching through his pastoral role in the conversations started and, to this I command you today shall be in your supporting our church school. day, we return to them from time to heart. You shall teach them diligently to time, including the focused interview your children.”3 Challenges of the I conducted with Elder Lester for this Next we took literally Isaiah’s current context project. In this article, you will find the words: “All your children shall be taught Our approach and experiences in culminations of many conversations, by the Lord, and great shall be the peace themselves may be of value to some, the developing crystallizations of some, of your children” (Isa. 54:13). Then we but we must consider the current and even a few remaining questions analyzed our situation and found that context for Adventist education by that have survived our departure from it resembled one described by Ellen looking to what little we have in the that setting long ago. These findings White in an address delivered in the St. way of statistics regarding pastors and have come from tested, theoretical Helena Sanitarium (California) chapel, Seventh-day Adventist education. We answers to specific queries, our trial- July 14, 1902. She spoke regarding “the shall look at the global pastors survey. and-error discoveries, and the ongoing necessity of withdrawing our children In 2013, the General Conference promptings of the Holy Spirit. These from the public schools, and of provid- received a report of findings from are our lessons learned, the sum of ing suitable places where they can be research it had commissioned to sur- our information cache, our knowledge educated aright.” She further said, “I vey pastors in the nearly 600 local base, and our wisdom repertoire for have felt surprised at the apparently conferences and missions of the world pastoral support of Adventist education indifferent attitude of some, notwith- church. The entire population of field at the local school/church level. standing the oft-repeated warnings . . . pastors of the thirteen divisions of the with reference to their future, eternal church comprised the population for An ever-present problem interests.”4 While our church had a the study. The intent of the study was to Given that the Adventist Church has long history of providing Adventist investigate the pastors’ attitudes, prac- operated schools for close to 150 years, it education for its children, it now was tices, and personal feelings in regard to is somewhat strange that this question of becoming irrelevant to many members specific ministries and programs of the the pastor’s role in Adventist education due, we found, to at least three factors: church. This study included a brief sur- is still present in the church worldwide. cost, perceptions of lost quality, and a vey sequence on pastors’ involvement Perhaps it stems from the continuing general indifference to the necessity of with church institutions, educational and generally emerging role of the local Adventist education. institutions being among them.7 church pastor, with the church school We drew principles from the schools Data from this survey segment being just one of too many responsibili- of the prophets as one of our mod- came from the following question: “Do ties. Perhaps it derives from the pastor’s els, though we were often challenged you personally, as a pastor, work with overall lack of personal experience with to make operational associations to any of the above institutions such as Adventist education that has resulted in twentieth-century urban education. educational, medical, publishing, etc.?” diminished understanding of the need Nevertheless, we gleaned valuable Pastors were instructed to respond with for Adventist schools at the local level. guidance. One point particularly stood “yes” or “no” indicating their work with Perhaps it may simply be related to the out to us. We were alarmed that many these three types of church institutions. absence of emphasis and clear direction of the children in the congregation Of the 4,261 pastors surveyed, 1587 from the church’s higher organizations lacked a reference point to the Adventist (just over 37 percent) reported that they that articulate well-defined goals for Church, important historical references work with educational institutions, and other priority ministries such as public that church school education would 2672 (63 percent) reported that they do evangelism, church planting, and sup- provide. In that regard Ellen White said, not work with educational institutions. port of foreign missions. “There is a work of sacred importance Another question asked the pastors for ministers and people to do. . . . They about their own education. They were Our approach to the are to revive and recount the truths asked to indicate the number of years problem that have come to seem of little value of their education that had been in Elder Lester and I began in our to those who do not know by personal Adventist schools. Pastors reported context, looking first to Scripture. experience.”5 Then we took the counsel that 8 percent of them had no Adventist Our foundation was from God’s direc- that admonishes our churches to teach education while 14 percent had 13 or tions for educating children. First the children to be diligent in missionary more years of Adventist education. among these directive principles is work and to teach them self-denial and The largest group, 36 percent, had five Deuteronomy 6:4–7: “Hear, O Israel: The self-sacrifice for the good of others and to eight years of Adventist education.

JUNE 2017 Ministry® LEAD ARTICLE ELLA SMITH SIMMONS

Column Chart else can do this work to full success. The thirteen plus years 14% pastor is the greatest influence in a local congregation or district. To ensure the nine–twelve years 16% confidence of the members and pastors, five–eight years 36% church schools must constantly evaluate themselves to be sure their conduct is one–four years 26% aligned with the evangelistic mission of zero years 8% the church. “When properly conducted, church schools will be the means of 0% 10% 20% 30% 40% lifting the standard of truth in the places where they are established.”8 To this end The survey found that the ideal principal’s leadership of the school, “the church has a special work to do in pastoral assignment is a district of two including providing guidance if a educating and training its children.”9 or more smaller churches (37 percent), principal goes astray; Classic and contemporary research followed by 25 percent for a fairly large • be willing to promote the school by clearly and consistently provides convinc- church with one pastor, and 17 percent being visible at the school, inter- ing evidence that educational success for for a larger church with a multi-pastor acting appropriately with school schools and individual students requires staff. Only 14 percent made their first personnel, students, and parents in significant parental involvement with choice of a congregation connected with casual encounters, worship, spiritual community support in the schools. an educational institution or hospital. instruction, baptismal classes, and Historically, the church’s most notable so forth; model for supporting Adventist educa- Essentials of what schools • be active on the local school tion requires the commitment of the need from pastors board or serve as an advisor to the home, school, and church. It is imperative This study can be understood as a board for governance oversight, that the pastor, while not taking on the study of a single case pastor-principal including policy development and operational details, support this alliance partnership in promoting Adventist edu- implementation; in cooperation with parent leaders and cation. This was brought current through • promote the school through school personnel. a focused, reflexive interview to verify per- preaching and teaching to educate ceptions and articulate lessons learned as members on the nature and neces- Hindrances to crucial words of wisdom and advice for today’s sity of Adventist education; partnerships pastors who are seeking guidance. • promote the school by providing Schools need pastoral support Local church schools have particular time during church services for the in order to engage more families and needs for direct and indirect support school’s teachers and students to members of the church community from their pastor(s). While recognizing the take part in or lead out in various in the schools. Pastors must identify heavy load of responsibilities that weigh aspects of the service on regular and the right individuals and small groups on the local church pastor, we found that, special days; within the local church who have the in a more ideal world, the essentials of • lead in advocating for the provi- related knowledge and skills to lead or pastoral support for local schools would sion of resources for the church carry out a variety of efforts. At one time include that the pastor must: school from the local church budget, the Adventist Church was to rely heavily • be familiar with the general basics private donors, and sources at the on the Home and School Association of Adventist education, its scriptural higher levels of church organization for significant parent involvement in foundations, philosophy, goals and for providing teachers, school facili- the schools with support of the church objectives, structures, content/ ties, student transportation, and so community. Originally, there was to curricula, instructional methods, forth; and be a Home and School Association in personnel, and so forth; • seek to garner support for the every church where there was a church • be familiar with the particulars church school when visiting mem- school or the intent to organize a church of the local church school, with a bers—those with children and those school. However, in many locations and clear understanding of what should who have no children. over time, there has not been sufficient be the topmost priority within the involvement in and support of the Home local context; God’s continuing call and School Association. • be knowledgeable of the church’s The upbringing of the church’s chil- Pastors searching for means and needs for education, quantitatively dren and youth requires the attention methods should call for, and actively and qualitatively; and nurture of an entire congregation, support and revive, a Home and • work collaboratively with the school and this necessitates the pastor to rally School Association in the local church, principal and openly support the the congregation to that aim. No one and use it to recruit as many church

Ministry® JUNE 2017 members as possible to partner with of the church’s children and youth. necessary intensity, within the milieu the school. Plans and policies for Nevertheless, there must be support of expectations pastors face on a daily organizing and sustaining a Home and from the Adventist Church at levels basis, Adventist Church administration School Association are outlined in the beyond the local congregation. must sound the clarion call for Christian Seventh-day Adventist Church Manual. Time will tell regarding how the education to be as central to the work The Seventh-day Adventist Home and church will respond to meet the pastors’ as evangelism and church membership School Association is designed to be needs and provide more and better in- retention. Until this takes place, dreams far more than the typical public school service education for Adventist pastors of a reorientation in Christian education Parent-Teacher Association (PTA). The worldwide. According to the findings will remain just that—dreams. ultimate goal is to have all church mem- of the study, these developmental bers enlisted to promote Adventist opportunities, along with increased 1 S. Joseph Kidder, “The Biblical Role of the Pastor,” Ministry, April 2009. education and, operated properly, the and wider fellowship with other church 2 Roger Dudley and Petr Cincala, The Adventist Pastor: A Home and School Association would be workers, and even greater support from World Survey (Silver Spring, MD: General Conference of a tremendous blessing to our schools, the conference and congregation, will Seventh-day Adventists ASTR, 2016), 4. churches, and pastors. enhance the pastors’ ability to engage 3 Except as otherwise stated, all Scripture quotations are from the New King James Version (NKJV). in the ministries of the local churches, 4 Notebook Leaflets From the Elmshaven Library (Leaves Conclusion including the local church school. This of Autumn Books, 1985), 1:77. See also Ellen G. White, It needs to be said that pastors has profound implications for our col- Selected Messages, book 3 (Washington, DC: Review can realize their full potential for influ- leges, universities, and seminaries. and Herald Pub. Assn., 1980), 209. 5 Manuscript 22, 1890, in Notebook Leaflets From the ence on our schools only in partnership If Adventist education is to be suc- Elmshaven Library (Leaves of Autumn Books, 1985), 2:155. with mutually supportive local school cessful at the local church level, the 6 See Ellen G. White, Testimonies for the Church (Mountain principals and teachers. The princi- local church pastor must be committed View, CA: Pacific Press Pub. Assn., 1948) 6:429. pal or lead teacher, in particular, can to Seventh-day Adventist education and 7 Dudley and Cincala. 8 Ellen G. White, Counsels to Parents, Teachers, and hold up the pastor’s arms as the pastor actively support and promote it, both Students Regarding Christian Education (Mountain seeks to draw the congregation into in the congregation and in the local View, CA: Pacific Press Pub. Assn., 1913), 176. a faith commitment to the education church school. For this to happen with 9 White, Testimonies, 6:193.

JUNE 2017 Ministry® GEORGE R. KNIGHT

George R. Knight, EdD, is professor emeritus of philosophy and church history at Andrews University, Berrien Springs, Michigan, United States.

Ground zero in the great controversy: The struggle for the minds and hearts of the next generation

iroshima! Ground zero! I education through the schools but also group or sect endeavors to pass on to was standing at the spot by such avenues as the media and the its own children and to the children of above which the world’s Hitler Youth movement. He utilized others that culture which it happens Hfirst atomic bomb deto- every avenue possible to control and to esteem; and every privileged class nated. Frightful in its consequences. shape the minds of the young because seeks to perpetuate its favored position Shattering in its implications. The world he knew that their minds and hearts in society by means of education.”2 was never the same. would determine his success. In short, Likewise, Counts observed that the • Ground zero is where the action Adolf Hitler realized the basic truth that failure of revolutions has been a record takes place. education is ground zero in the great of the failure to bring education into • Ground zero is where change struggle for world dominion. Education the service of the revolutionary cause. happens. for Hitler was not only an “evangelis- Revolutionary bodies will possess no • Ground zero is where the course tic” technique to win the hearts and more permanence than the small bands of world history is shifted in new minds of the young but also a tool that of idealists who conceived them if the directions. prepared leadership for the future of children of the next generation cannot the National Socialist movement. And be persuaded to push the revolution to Ground zero and Hitler was not alone in grasping that its logical conclusion.3 education fact. Hundreds of miles to the east, Jesus knew the significance of that Ground zero in the great controversy Joseph Stalin and the Communist Party truth. One of the titles central to His between Christ and Satan is the struggle followed the same pattern in Russia. ministry was didaskalos, which means for the hearts and minds of the next For both Hitler and Stalin, educa- “teacher” or “master.” Instructing His generation. Education is not something tion was central to the accomplishment 12 disciples was the focal point of His that takes place at the edge of human of their mission. With that truth in mind, mission because He knew that without history for the benefit of children and secularist George S. Counts has pointed trained leadership, His mission would young adults. No! Education stands at out that “to shape educational policy is have no impact on the future. And one of the very center of where the future is to guard the path that leads from the His last commands was for His followers going. The education of today’s young present to the future. . . . Throughout to take His message to all the world. That people will shape tomorrow’s world. the centuries since special educational command should be called the Great Hitler understood the strategic agencies were first established, the Educational Commission because at the importance of education.1 As a result, strategic position of the school has very heart of that commission was the one of his early moves was to gain been appreciated by kings, emper- charge to teach all that He had taught. control of the schools because he saw ors, and popes, by rebels, reformers, Martin Luther, too, realized the them as shapers of the next generation and prophets. Hence, among those centrality of education. At the very core as he sought to fulfill his mission of opposing forces found in all complex of the Reformation was the doctrine world domination, the Nazi millen- societies, a struggle for the control of of justification by faith as taught in nium. Hitler not only sought to control the school is always evident. Every the Bible. But people could not truly

Ministry® JUNE 2017 grasp that all-important understand- secondary education so that children taught that are a hindrance rather than ing unless they had a Bible in their could be taught Puritan principles. a blessing. Schools are needed where own language. So Luther translated Similar thoughts led to the develop- the word of God is made the basis of both testaments into German. But ment of public education in the young education. Satan is the great enemy of that would do no good unless people United States. The same can be said God, and it is his constant aim to lead could read. And it was that insight that regarding the rise of Roman Catholic souls away from their allegiance to the eventually led to the development of education. Every movement needs both King of heaven. He would have minds so universal public education. In 2017, the leaders who understand its principles trained that men and women will exert 500th anniversary of the Ninety-Five and a populace in harmony with them. their influence on the side of error and Theses, we need to remember that In the modern world, the struggle moral corruption, instead of using their the great initiator of the Protestant to control the minds and hearts of the talents in the service of God. His object Reformation was primarily an educa- young is still on the front burner. Thus is effectually gained, when, by perverting tor. He knew that if the truths of the the United States has been shaken for their ideas of education, he succeeds in Reformation were to prosper that its the past half century by the “culture enlisting parents and teachers on his leaders needed to invest in educa- wars”4 regarding what should be taught side; for a wrong education often starts tion, especially along two lines: (1) in the schools. The plain fact is that the mind on the road to infidelity.”6 the education of future leaders and (2) those who control education have the the education of the populace in the power to shape the future. Some do not get it principles of the Bible. Ellen White had no doubts about The idea of the centrality of educa- The Puritans who settled the New that truth. “By a misconception of the tion in the struggle for the hearts and England wilderness of North America in true nature and object of education,” she minds of the next generation seems the late 1620s and early 1630s grasped wrote, “many have been led into serious clear enough. Christ understood it, as that same idea. As a result, by 1636 they and even fatal errors.”5 Again, she wrote, did Hitler, Stalin, Luther, the Puritans, had established Harvard to train leaders, “The necessity of establishing Christian Ellen White, the leaders of the American and in 1642 and 1647 they had legislation schools is urged upon me very strongly. democratic system, and the Roman in place for compulsory elementary and In the schools of today many things are Catholics.

JUNE 2017 Ministry® GEORGE R. KNIGHT

But some Seventh-day Adventists been converted. But the New Testament It was mission that led to the estab- have failed to grasp one of the most tells us that they eventually got the lishment of the Seventh-day Adventist elementary facts of political and religious point and became mighty evangelists. Church. And at its best a conscious history—namely, that education stands Jesus had planted seeds that over time recognition of mission stands at the very at ground zero in the great controversy. sprouted into a worldwide harvest. That heart of Adventist education. For example, some pastors, and is what educators of all types do. That truth is further emphasized by even administrators, have argued that Yet it is one of the sad facts of developments in the ongoing history of Adventist education “is stealing money Adventist history that the denomination Adventist education. The establishment from evangelism.” A concerned church had a difficult time supporting Christian of a college to train leadership was good member has written that “the pastor of education. It would be nearly 20 years in itself, but it only fulfilled half of the my church has decided that Christian before the denomination established its educational imperative. The other half education is irrelevant and not soul win- first successful school. That 1872 school was the establishment of an elementary ning and therefore our local [Adventist] became Battle Creek College in 1874, the system to guide the hearts and minds school should be closed so as not to waste year that Adventism sent its first official of the young in their earliest and most any of the money that he could be putting foreign missionary. formative years. But that would not take into his evangelism to win souls. . . . He has The development of the denomina- place until the 1890s, 50 years after the even presented a sermon on the evils of tion’s first college and the sending of its Millerite disappointment. not bearing fruit, which is a great sermon first missionary in the same year was The decade itself is of interest topic, except when his whole point was no accident. The Adventist leadership because it was during the 1890s that that our academy does not bear any vis- had come to recognize that it had a duty Adventism truly became a worldwide ible fruits and therefore should be closed.” to preach the three angels’ messages movement. In 1890, the denomination From that perspective I wonder how to all the world. And, if it was to do so, had only 8 missions with a handful our pastor/friend would have evaluated it needed an educational system to of missionaries, but by 1900 it had 42 the ministry of Jesus, who worked with prepare pastors, editors, translators, and missions around the world with nearly His disciples for three years and went to other skilled individuals to work not only 500 missionaries. But that was just the cross without one of them having in English but also in other languages. the beginning. By 1930 the church was

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Ministry® JUNE 2017 supporting 8,479 evangelistic workers run.” Just what is it that Seventh-day doctrinal package and especially the outside of North America representing Adventist schools are supposed to teach denomination’s apocalyptic under- 270 missions. through dedicated Christian teachers standing and the implications of that The 1890s also witnessed the turning who have a firm commitment to the understanding for worldwide mission point in Adventist education. The church Adventist Church and its mission? and the Second Advent. entered the 1890s with 16 schools, but it Adventism’s unique task is to preach exited the decade with 246. And, as with Adventist educational God’s end-time apocalyptic message 9 mission, that expansion would continue, essentials found in Revelation 14:6–12 to all the with over 600 schools in 1910 and more That question brings us to the three world. That understanding has led gen- than 2,000 in 1930. essential goals of Adventist education. erations of Adventist young people to Once again we see that mission The first is to prepare young people to give their lives in obscure mission fields expansion and education go hand in function successfully in this present and has prompted older church mem- hand. At its very best, Adventist educa- world. Education for excellence in this bers to sacrifice not only the nearness tion and Adventist mission partner on at life and success in this world is an essen- of their children but also their financial least two levels. tial aspect of Adventist education. But if means to fulfill the prophetic imperative. First, as the denomination entered that is all it achieves, it has failed. After It has also placed education at the center new areas of the world, it realized the all, that is also the function of the public of the denomination’s agenda. need to train leaders. Thus the 1890s saw or government schools. And they often In conclusion, it should be noted the establishment of Adventist training do an excellent job in accomplishing that Adventist schools are unique insti- schools and colleges in the far corners that goal. tutions that fill a special place in the of the earth. That thought brings us to the sec- great end-time controversy between The second great change in ond great goal of Adventist education, Christ and Satan. As such, they not only Adventist education during that decade which Ellen White hints at in the opening prepare students for life in this world, was the development of a worldwide paragraph of her book Education. “True they not only introduce young people elementary system through the urging of education,” she writes, “means more to Jesus as Lord and Savior, but they Ellen White, who wrote that there should than the pursual of a certain course of also inspire the coming generation with be an Adventist school established study. It means more than a preparation an understanding of God’s end-time where there were as few as six children.7 for the life that now is. It has to do with apocalyptic vision with the aim of lead- The elementary system functioned as the whole being, and with the whole ing them to dedicate their lives to that an evangelistic arm of the church to period of existence possible to man.”10 vision and the advent of their Lord. win the hearts and shape the minds of In other words, Adventist education is the young in their formative and most for this earth. But it is more. It is also 1 See George R. Knight, “Adolf Hitler and Ellen White ‘Agree’ on the Purposes of Education,” Journal of impressionable years. education for eternity. Adventist Education, 65, no. 1 (2002): 4–11. Shane Anderson highlighted the That goal comes into sharp focus 2 J. Crosby Chapman and George S. Counts, Principles of importance of education when he wrote in Education’s first chapter and again in Education (Boston: Houghton Mifflin, 1924), 601, 602. that “in my experience Adventist educa- its fourth as Ellen White repeatedly sets 3 George S. Counts, The Soviet Challenge to America (New York: John Day, 1931), 66, 67. tion is one of the most effective ways to forth education as a “work of redemp- 4 James Davison Hunter, Culture Wars: The Struggle prepare young people for the second tion.” “The teacher’s first effort and his to Define America (New York: Basic Books, 1991); coming of Christ. . . . I believe that our constant aim,” she writes, is to help Jonathan Zimmerman, Whose America? Culture Wars in schools—rightly run—are more successful students come into a saving relationship the Public Schools (Cambridge, MA: Harvard, 2002). 11 5 Ellen G. White, Counsels to Parents, Teachers, and at doing this than any other single evan- with Christ. Students (Mountain View, CA: Pacific Press Pub. gelistic method, including Revelation With those forceful ideas Ellen White Assn., 1913), 49. seminars, church planting, felt-needs sets forth education as evangelism. 6 Ellen G. White, Fundamentals of Christian Education evangelism, or contemporary worship And with that fact she places education (Nashville, TN: Southern Publishing, 1923), 541. 7 Ellen G. White, Testimonies for the Church (Mountain services. Also I believe that Adventist at the center of the great controversy View, CA: Pacific Press Pub. Assn., 1948), 6:199. education has been the key to propa- and views teachers as God’s agents 8 Shane Anderson, How to Kill Adventist Education (and gating our unique Adventist mission in or ministers in the struggle over the How to Give it a Fighting Chance!) (Hagerstown, MD: the world. It has been the medium for hearts, minds, and souls of the coming Review and Herald Pub. Assn., 2009), 12. 9 For a more complete discussion, see George R. shaping our values, finding our spouses, generation. Adventist education is not at Knight, “Education for What?” Journal of Adventist and raising Advent-minded families. the edge of the church’s mission to the Education, 79, no. 1 (2016): 6–12; George R. Knight, Adventist education has even provided world but, rather, one of its most crucial Educating for Eternity: A Seventh-day Adventist a nationwide and, yes, global sense of elements. Philosophy of Education (Berrien Springs, MI: 8 Andrews University Press, 2016), 63–108. connectedness and community.” But there is a third aspect of the 10 Ellen G. White, Education (Mountain View, CA: Pacific The most important words in Adventist educational commission— Press Pub. Assn., 1903), 13. Anderson’s statement are “rightly namely, the teaching of its unique 11 Ibid., 15, 16, 30.

JUNE 2017 Ministry® SHANE ANDERSON

Shane Anderson, DMin, is senior pastor at the New Market Seventh-day Adventist Church, New Market, Virginia, United States. The gatekeeper: What if pastors could reverse the decline in church school enrollment?

hen I graduated with a important. But my primary concerns are privately with more than 10,000 teach- theology degree in the different, for I believe that the greatest ers, administrators, and pastors in mid-1990s, I thought challenges facing Adventist education North, Central, and South America, and Wbeing a pastor meant are not methodological but, rather, throughout the Caribbean, I have come that I would focus my time only on pertain to missiology (why we do what to a firm conclusion: Not principals, churches, not schools. I could not have we do in Adventist education) and per- not administrators, not teachers, but been more wrong. sonnel (who we ask to carry out that task pastors are the gatekeepers of Adventist From my first district (which had a and why). Space constraints prohibit me education. Teachers and administra- K–10 church school) until my present from tackling the missiological concerns tors are and should be the “kings” and church (which shares a campus with a in this article. But I will say something “queens” of the Adventist education 120-student elementary school and a about personnel—and be forewarned: “castle.” But pastors are the guards 180-student boarding academy), I have what I must say has very little to do with standing at the castle gate, determining been intimately engaged with Adventist teachers or school administrators. who gets into the castle—and who does education. And, in spite of the profound “But how can that be?” you might not. And because of this gatekeeper challenges that such engagement can ask. “Teachers and administrators are role, it is my contention that pastors’ bring, I have zero regrets. This has been the ones primarily responsible for the influence exceeds that of teachers, a profound blessing, and today I cannot dearth of students enrolling in Adventist principals, administrators, educational imagine doing church ministry without schools, aren’t they?” This is a fascinating vice presidents, conference presidents, also being involved in a school. question, one that in my experience we and university presidents in determin- That being said, it is no secret that often answer with a seemingly irrefutable ing enrollment levels in Adventist the global Adventist school system “Yes!” After all, conventional wisdom says, schools. In other words, pastors have currently faces severe challenges. there will be improved enrollment when more influence on the enrollment Much hand-wringing has been done, teachers teach better and administrators in—and therefore, the sustainability for instance, regarding the seemingly (for instance) market and recruit better. of—Adventist schools than any other endless decline in enrollment in North But it is my contention that while single position in the church.1 America over the last 30 years. And, yes, professional competencies for school Here are five reasons I believe it to I have been one of those hand-wringers. employees are crucial, they will yield be true. But my fretting usually goes in a dif- very, very few long-term dividends by ferent direction than most others I know. themselves. Why? Because such reform The reasons They are primarily, and understandably, efforts, in my experience, almost uni- First, it should be self-evident that concerned about stemming the growing versally ignore an entire segment of key the majority of potential students who cost of education, overcoming various education personnel: the gatekeepers. ought to most naturally be drawn to challenges to educational quality, mas- Adventist schools can be found in the tering better marketing techniques, and Who are the gatekeepers? pews of Adventist churches. (I remem- the like. And, naturally, I share some of After spending the last eight years ber a conference vice president for these concerns, for they are undeniably speaking publically to or consulting education in North America who once

Ministry® JUNE 2017 remarked that if even half of the eligible completely eclipse that of educational this is simply how church life generally students from Adventist churches in professionals (and, in my experience, works in the world today: Other leaders North America were to be enrolled in this remains true whether a church has have influence, but the local pastor Adventist schools tomorrow, most of a constituent relationship with a school usually has an even greater ability to the problems in Adventist education or not). sway opinion. would be removed overnight.) This For instance, at my current assign- A third reason that pastors are the means—and this is absolutely crucial ment, we are blessed to have some gatekeepers of Adventist education is to understand—that most families who exceptionally good teachers and admin- that they are often the church-board are making educational decisions for istrators. But when it comes time for chair. This is extremely important for at their children are first being influenced families to decide where their children least one reason: money. Whatever else not by the school, its teachers, or its are going to go to school next year, my a church board does, it most certainly administrators. They are instead first influence nearly always exceeds that allocates money for ministry, including being influenced by the congregation, of the staff of the school. If a family is money to assist families in educating and, yes, by the pastor—which leads to unsure as to whether or not they ought their children. Our local church here, for a second point. to enroll their student in one of our instance, spends between $125,000 and A second reason that pastors are schools and a teacher or the principal $150,000 annually making Adventist the gatekeepers of Adventist education comes to visit with them, the family education possible for various families is that the pastor is usually considered may or may not enroll their children. in our congregation. That is a substantial to be the spiritual leader in the local But if I go to visit with the family and amount—and, no, I am not saying that I, church. That means he or she can have appropriately encourage them to enroll as pastor, am solely responsible for that a formidable impact on the entire spec- their children, they nearly always will (in money being allocated in that way. But trum of decisions a family might make, fact, in 13 years at my current church, it is also undeniable that I do play a very including decisions regarding educa- I have done dozens of such visits, and substantial role in shaping our budget, tion. The pastor thus has influence on only failed to enroll the child once). I as do all pastors who understand their families making educational decisions believe this is not because I am some mandated job description correctly. that can precede, exceed, and even superman leader but, rather, because Notice clearly what this means: Not only

THIRD QUARTER 2017 Day of Prayer and Fasting

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The Battle Belongs to the Lord: Fighting for Our Hearts

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PROVERBS 4:23

JUNE 2017 Ministry® SHANE ANDERSON

are pastors able to strongly influence But what’s in it for me? Third, done correctly, a strong whether or not the children in their Many pastors, after hearing me talk Adventist education program for your church choose to go to an Adventist about them being the gatekeepers of members’ children can enable those school, they are also able to strongly Adventist education, are understand- children to do at least two things. First, influence whether or not those chil- ably cautious. “OK, I get it,” they say, they can avoid the dangers of a secular dren’s parents can actually afford to in essence. “But I’m incredibly busy or non-Adventist education (dangers pay for such schooling. And again, in my already, and I can’t imagine taking on that are substantial: evolutionary experience, this influence precedes and the task of advocating for Adventist theory, the diminution of the Sabbath, even eclipses any that might come from education.” In other words, why should moral relativism, etc.). Second, those an educational professional. I do this? There are many reasons, but I students are much more likely to learn A fourth reason pastors are the gate- will share just five. to become Adventist missionaries for keepers of Adventist education: they First, pastors whose churches become Christ—and what pastor would not want have the pulpit. In terms of effectiveness active constituents of an Adventist school more such people in his or her church? and regularity, no other medium of com- may end up with more money to do Fourth, a strong connection to an munication in the local church comes ministry—as well as more members and Adventist school can help your church close. Few people will discuss the school attendees—than pastors who do not. become what might be called a “life cen- newsletter over Sabbath lunch. But the Larry Blackmer, current vice president ter”—that is, a place where Adventists sermon (for good or for ill!) will almost of education for the North American and potential Adventists of all ages certainly merit such attention. And if a Division of Seventh-day Adventists, gather for fellowship, study, evangelism, pastor chooses to either denigrate (which tells the story of how, years ago, he did encouragement, friendship making, et is rare) or ignore (which, in my experi- a five-year study of all the Adventist cetera. This dynamic occurs because an ence, is incredibly common) Adventist churches in Michigan. He found that Adventist school brings an element of education in his or her sermons, chances during that five-year period, all churches cross-generational ministry to a local are very low that families will choose to actively supporting an Adventist school church that is very difficult to otherwise send their children to Adventist schools. had increased in tithe, attendance, and achieve. I have seen this happen repeat- Conversely, if the pastor chooses to membership. Conversely, all churches edly in my own church, as well as in a actively highlight the supreme virtues that did not actively support an Adventist multitude of others, and it brings incred- of Adventist education during his or her school declined in tithe, attendance, and ible energy to the life of the church! sermons, and to do so on a regular basis, membership. Fifth, most pastors realize that the chances are high that families will Does this guarantee that your churches with high morale tend to choose to send their children to Adventist church will prosper if it actively sup- bring in not only more money but also schools. And, again, note: no teacher, no ports a school? No. But Dr. Blackmer’s generate more willing volunteers than administrator, nor any other position study—as well as the personal experi- churches with low morale. So note in the Adventist Church has access to ence of dozens of pastors I have met the cycle: Good schools often make such an influential medium with such who live outside of Michigan—indicates for happy churches; happy churches regularity. there is definitely something about naturally are more attractive to new Fifth, unlike any other leader supporting Adventist education that members; new members mean more employed by the Adventist Church, pas- can lead to more money, attendees, ministry, more money, more volunteer tors usually have substantial influence and members. hours, et cetera. I have seen this cycle in every leg of what has traditionally Second, pastors who strongly sup- happen over and over in my own and been called “The Three-legged Stool”: port Adventist education will likely have countless other churches that support that union between the church, the more disciples in their church than those Adventist schools. home, and the school. A principal, who do not. Why? Because when done for instance, may have influence with correctly, Adventist education is disciple- OK, I am convinced. Now church members who have students ship. Our primary calling as pastors is to what? in his or her school. But the pastor will make disciples of Christ. In my experi- What should a pastor do who takes usually have influence not only with ence, Adventist education, properly his or her gatekeeper role seriously? those families but also with the rest of done, helps me to make disciples in ways First, regularly and passionately the families in the church who do not that are better formulated, more engag- give your members strong, biblical, have any family ties with the school. ing, and more permanent than anything and compelling reasons to be Seventh- This phenomenon thus represents a I could ever do on my own. In light of this, day Adventist Christians. If members locus of influence that no other leader Adventist education can actually save have such reasons to belong to the has, influence that could be used to time for pastors who support schools, Adventist Church, they will almost make a powerful, positive difference in for they do not carry the discipleship certainly have reasons to send their Adventist education. burden by themselves. children to Adventist schools as well.

Ministry® JUNE 2017 Money—including money to pay for big Third, visit personally with families who say Adventist education is “too Adventist school tuition bills—follows who have children eligible for Adventist expensive” have not tried to live with- vision but rarely precedes it. Convince schools. This is not a substitute for out it!) your members of the Adventist vision, teachers visiting prospective families. and the case for Adventist education will But with your influence, you can sway A profound blessing be abundantly easier to make. families that are on the fence teachers It has been a profound blessing for Second, preach regularly and with- sometimes cannot. me to partner with Adventist schools out reservation about the necessity of Fourth, get to know the school—its throughout my ministry. How about you, Adventist education. I believe Adventist students, teachers, needs, etc.—and Pastor? Are you currently supporting an education was divinely ordained. I, become its number one advocate. This Adventist school? If so, use your influ- thus, do not preach about Adventist advocacy takes place in public dis- ence to fill it with students. Is there no schools as though they are optional course, private conversations, on the Adventist school nearby? Find the nearest but, rather, as being essential to the school board, on the church board, one, no matter how far, and adopt this development of—and, in many cases, when working with conference officials, school. Make it your church’s special even the salvation of—our children. when talking to parents, and so on. Will mission outreach. After all, you are the I do not equivocate on this point. this take some time in your schedule? gatekeeper of Adventist education—one Instead, I appropriately, passionately, Yes. But such advocacy generally pays of the most influential and effective and clearly preach of the necessity of off more handsomely than it ever costs discipleship methods ever devised—and children attending Adventist schools. in that it can yield more money, more there is a line of people at the gate waiting This is part of the reason why for more volunteers, greater church member for you to invite them in. than a decade at my church, we have enthusiasm, higher membership, never dipped below 92 percent of our increased attendance, higher morale, 1 For an expanded video presentation by the author on eligible students attending Adventist and, ultimately, vastly improved mis- the pastor’s role as gatekeeper, see https://vimeo schools. sional effectiveness. (Perhaps those .com/181066120.

5 ways to encourage youth in Total Member Involvement

1. Encourage youth to develop 3. While we mentor our young a personal relationship with Jesus people, do not try to control them too through daily time in the Word, time tightly or hold them back from moving underestimate what godly young in prayer, and through active witness- forward with producing good biblical people can accomplish for God’s glory. ing and evangelism. Show them by fruit (Matt. 7:17, Phil. 4:8). As we get 5. Finally, pray with youth and example what true faith, authentic closer to the end of time, God will use encourage them to pray for one another Christianity, and discipleship look like. simple means, which we do not expect, and their churches. Ask them to pray Encourage them to seek higher ideals to accomplish His great purposes. Let us that those who have left the church can for God’s honor and glory. not discourage our youth as they seek be reclaimed, unbelievers would find 2. Encourage youth to be creative as to do great things for God. the truth, and the proclamation of the they seek to follow biblical principles by 4. Look for active ways to encour- three angels’ messages can go forward, finding ways to be part of Total Member age youth in their many different opening the way for the outpouring of Involvement. Ellen White writes, “Never, endeavors to be involved and lead the latter rain. “With such an army of never feel the slightest disturbance out. Get them involved in making workers as our youth, rightly trained, because the Lord is raising up youth decisions, leading out in evangelism might furnish, how soon the message of a to lift and carry the heavier burdens and preaching, and rallying the sup- crucified, risen, and soon-coming Saviour and proclaim the message of truth.” port of their fellow youth in sharing might be carried to the whole world!” Remember, youth are not inhibited by the gospel. Ellen White tells us, “Make Let’s get ready! Jesus is coming soon! the same limitations that we often are [the youth] feel that they are expected as adults. Because of this, they dream to do something. The Lord chooses —Ted N. C. Wilson, PhD, is the president of the General big, pray big, and plan big! them because they are strong.” We Conference of Seventh-day Adventists.

JUNE 2017 Ministry® JEROME THAYER, ANNERIS CORIA-NAVIA, AIMEE LEUKERT, ELISSA KIDO, AND LARRY BLACKMER

Jerome Thayer, PhD, serves as director of the Center for Statistical Services at Andrews University, Berrien Springs, Michigan, United States. Anneris Coria-Navia, EdD, serves as director of the Center for Teaching and Learning Excellence and an associate professor of curriculum and instruction at Andrews University, Berrien Springs, Michigan, United States. Aimee Leukert, PhD, serves as assistant director of the Center for Research on K-12 Adventist Education at La Sierra University, Riverside, California, United States. Elissa Kido, EdD, serves as director of the Center for Research on K-12 Adventist Education and a professor of education at La Sierra University, Riverside, California, United States. Larry Blackmer, EdD, serves as vice president for education for the North American Division, Silver Spring, Maryland, United States. Strengthening Adventist education— Recommendations for pastors and officers

aking one’s place behind a Adventist K–12 educational system, let education in the NAD and, based on pulpit is a heavy responsibility. alone the thousands around the world, that analysis, make recommendations Much prayer, study, and prepa- are co-laborers with pastors in a com- to strengthen the educational system. Tration goes into the task of mon mission. The works of pastors and In early 2015, two Andrews sharing God’s Word with a congregation. teachers complement and strengthen University professors, Anneris Coria- Regardless of whether this is in a simple, each other. In the truest sense, they are Navia and Jerome Thayer, began a white clapboard church with a dozen a ministry team. research project, called “Strengthening members or in a stained-glass, vaulted- Adventist Education” (SAE), with NAD ceiling, high-reaching-steeple church in NADET support to study the same issues. front of thousands, the goal is the same: The recent decline in enrollment in They collected data from 27 interviews sharing Jesus with the congregation. It is Adventist schools across North America (about half with educators and half with a formidable job—and one often fraught should be of grave concern to both non-educators), 16 focus groups (with with obstacles and challenges. educators and pastors. These two 184 educators and 108 conference and But there is a whole cadre of troops ministries are so closely aligned that union officers), and online surveys (95 who also have this mission, an army of the thriving, or faltering, of one will, educators and 52 officers). thousands of individuals who have dedi- inevitably, affect the other. The NADET—with their team of 19 cated their lives to spreading the gospel NAD leaders have been concerned educators, lay persons, and admin- to their “congregations.” They, too, have about this issue for some time, as they istrative officers—worked for almost a pulpit and stand before listeners of witness schools closing and enroll- two years, discussing the myriad of varying abilities and demographics and ment numbers dwindling. Thus, in May factors affecting Adventist education, groups of varying sizes. But whereas the 2014, the NAD Administrative Summit drawing perspectives from a think tank church contains the pulpit for pastors appointed an NAD Education Task Force comprised of over 40 individuals both as they minister to their parishioners, (NADET), chaired by Elissa Kido from La in and out of education and working the classroom contains the pulpit for Sierra University, with Larry Blackmer, in subcommittees to further focus on teachers as they minister to their stu- NAD vice president for education, as specific issues. dents. The 4,000, or more, teachers secretary. Their job was to critically Both groups functioned inde- in the North American Division (NAD) assess the current state of Adventist pendently and came up with many

Ministry® JUNE 2017 recommendations for strengthening Many of these recommendations of belonging to and supporting the Adventist education, which, upon closer are not a surprise—many might even be Seventh-day Adventist Church. Without analysis, revealed many similar findings. considered to be common knowledge. denominational loyalty, parents are less The NADET presented their full report However, the members of the task force likely to support Adventist education. at the NAD Year-End Meeting in October and focus groups felt that they had not Because many members and pas- 2016. All recommendations in the report been addressed satisfactorily and still tors have not attended Seventh-day were discussed and approved by a need attention. Adventist schools, there needs to be strong majority of the attendees. increased focus on the importance of As stakeholders in Adventist educa- Importance and mission Adventist education to the mission tion, we believe that this journal’s of Adventist education of the church. Members who become readership should not only be informed The Seventh-day Adventist Church Adventists as adults, and have not about these recommendations but also was founded on firm biblical principles, attended Adventist schools, are unlikely be equally inspired and concerned by an unwavering belief in the Second to understand the value of Adventist the findings. The recommendations Coming, and the all-encompassing sav- education unless effort is made to shed great insight on the current state ing grace of Jesus. These tenets directed instruct them in this area. This becomes of Adventist schools and make clear the formation of the Adventist educa- particularly important for pastors who suggestions as to the direction the tional system, as early church members joined the church as adults and did not NAD needs to take, in order to build built schools that would academically attend Adventist schools. a stronger educational system. Many educate and spiritually nurture their As members see the importance of of the recommendations from the children. The desire for quality educa- Adventist education, and its centrality two studies are equally relevant to tion met with the conviction to share to the mission of the church, there needs educators, pastors, and officers; others Adventist beliefs and, in that intersec- to be increased focus on the importance are primarily relevant to educators. tion, Adventist education was born. of all members financially supporting A companion article to this one, with As time has passed, however, Adventist schools, whether they have recommendations for educators, is there has been a noted change among a child in an Adventist school or not. being concurrently published in the members as to the identity and percep- It is also important for all churches to Journal of Adventist Education.1 tion of the Adventist Church, which financially support the Adventist educa- There are three reasons why the has led to a distinctly different per- tion system (whether they have a local recommendations in the next four sec- spective on the place and necessity Adventist school or not). tions of this article need to be seriously of the Adventist educational system. A healthy church-school relation- addressed: (1) they were approved by Adventist education should be rich ship can exist only if the teachers and a strong majority of the attendees at with strong academics, yet there are principal of the Adventist school realize the 2016 NAD Year-End Meeting com- also ingredients unique to successful the value and importance of involve- prising mostly of pastors and church Adventist schools that demand focus. ment in the local Adventist church, administrators; (2) they were the result These elements are centered in religion/ and if the pastor realizes the value and of a two-year NAD-appointed task force spirituality, “service and caring,” as well importance of being involved in the (NADET); and (3) they were supported as the extent to which the constituency local Adventist school. The teachers, by a majority of almost 300 church values an Adventist education.3 principal, and pastor need to value officers and educators at division- each other’s contribution and work wide focus groups in the SAE study. Recommendations together as partners in their ministry The full 63-page NADET report can be We recommend that a compre- to the children of the church. obtained from the Center for Research hensive plan be developed to increase When these leaders make person- on K-12 Adventist Education at La Sierra denominational loyalty and steward- nel decisions for persons who will be University, and the full 77-page SAE ship, specifically as it relates to the responsible for the education of our report can be obtained online.2 importance and mission of Adventist children (including teachers, principals, This article reports the issues iden- education. pastors, and conference officials), those tified by the members of the task force Attention needs to be given to atti- whom they are considering must have and SAE focus groups but does not tudes and values of church members, a firm commitment to the church and attempt to suggest how the recom- educators, pastors, and officers as they Adventist education and be able to mendations should be implemented. relate to the Seventh-day Adventist articulate the unique mission of both. Identifying appropriate strategies for denomination in general and Adventist implementation of each recommenda- education in particular. Collaboration between tion will require further study by pastor At every level (local church to pastors and educators and officer groups at the conference, General Conference) there needs It is common for evangelistic union, and/or division levels. to be a renewed focus on the value ministries (pastors) and educational

JUNE 2017 Ministry® JEROME THAYER, ANNERIS CORIA-NAVIA, AIMEE LEUKERT, ELISSA KIDO, AND LARRY BLACKMER

ministries (teachers) to function responsibilities for educational and common reason given by parents for somewhat independently. Since both noneducational officers at the confer- not enrolling their children in Adventist ministries are crucial to the devel- ence, union, and division levels and schools.8 Yet, the challenge surrounding opment of children, collaboration principals, teachers, and pastors at the affordability expands beyond the dif- between these two types of ministries local level. How could teachers work ficulties parents face in paying tuition. will facilitate the success of mutually with pastors in the church, and how The pricing model for Adventist held ministry objectives. Support from could pastors work with the teach- education must be brought into focus church pastors, the conference office, ers in the school? Barriers that make and properly examined in its given and members of the constituency com- cooperation between pastors and edu- contexts. Mainda highlights the need prise three of the thirteen prioritized cators difficult need to be eliminated. for a pricing restructure, in light of “ingredients” that contribute most At the conference level, there should heightened vulnerability to enrollment to school success among Adventist be a yearly pastor-teacher meeting, decline due to price insensitivity.9 Rick

While the quality of education is a significant factor in a family's choice of a school for their child, the purpose and mission of a school is equally important.

institutions.4 In a study exploring the or retreat, where the two groups meet Newberry raises this issue among fac- qualities of exceptional partnerships and plan together. Officers should tors that impact enrollment at private between pastor and school, results periodically assess each pastor-teacher schools. He contends that an examina- demonstrated that such partnerships ministry team. The university/seminary tion of “pricing strategy in light of yield varied streams of financial sup- training of teachers and pastors should future sustainability” is essential.10 port, a meaningful presence among incorporate strategies of how to work Strategic planning needs to address students and faculty, spiritual support together. This might include having financial viability, ensuring afford- and accountability, and church-based prospective teachers and pastors meet ability, accessibility, and quality in promotion of the school, including together in a common class. Seventh-day Adventist schools, taking access to regular participation in into consideration tuition and other services.5 Each of these aspects repre- Finances streams of financial support. sents elements that favorably promote The matter of cost and affordability Financing Adventist education is enrollment success. is a recurring theme in the literature. the responsibility of the whole church, Studies show that the cost of tuition is a it is a practical expression of both Recommendations factor of concern for parents, contribut- stewardship and evangelism. To deal We recommend a comprehensive, ing to the decline of enrollment in NAD with increasingly higher tuition, lower system-wide plan that specifically K–12 schools.6 Philip Mainda found that average income levels, and societal fosters conditions in which pastors and parents, regardless of school choice changes, Adventist education needs a educators can collaborate effectively for or against Adventist education, new financial model, more financial for the spiritual nurture of children have indicated that the cost of tuition accountability, and strategic planning. and their families connected to the is unaffordable, requiring financial church and/or school. This plan will sacrifice and/or financial aid. In the Recommendation require more communication between absence of either or both of these, We recommend that the problem of evangelistic ministries (pastors) and parents are more inclined to select low enrollment can be addressed only if educational ministries (teachers) and public education.7 In a study by Dennis there is less reliance on tuition and more greater intentionality. It would include Marshall, high tuition cost was the most reliance on other sources of revenue. In

Ministry® JUNE 2017 particular, we recommend that more of and receive helpful feedback from full potential and make the biggest the financial burden should be shifted them. Since most educators and pas- impact only when they do so in col- from parents of children in Adventist tors are not trained in marketing and laboration with the local church. schools to all members in all churches. public relations, the conference, union, Two pulpits, one mission. To deal with the expense side of and/or division should provide this the financial situation, we recommend expertise. Each school should compile 1 See Jerome Thayer et al., “Strengthening Adventist Education in the North American Division— increased accountability by requiring relevant data that can be used to com- Recommendations for Educators,” The Journal of schools to adopt and implement a municate the quality of the school to Adventist Education, 79, no. 2 (2017): 32–37. financial dashboard, use a standard parents and constituents. Teachers and 2 Anneris Coria-Navia and Jerome Thayer, accounting/financial reporting system, pastors should clearly communicate “Strengthening Adventist Education,” NAD research report (2016), retrieved from http://circle.adventist require yearly assessment of school the value and uniqueness of Adventist .org/browse/resource.phtml?leaf=27873. sustainability and viability, and include education. 3 See Richard C. Osborn, “Ingredients of the Most financial accountability in the accredi- Successful Schools in the North American Division,” tation evaluation process. Conclusion The Journal of Adventist Education 68, no. 1 (2005): We recommend the development There are a number of issues 4–9; Berit von Pohle, (2013), “Constituents’ Perceptions in Northern California Conference: of a comprehensive plan for strategic that need to be addressed by educa- Determining What Aspects of Seventh-day Adventist placement of boarding academies to tors, pastors, and officers in order to Education Are Important” (doctoral dissertation, La address whether academies should be strengthen Adventist education. The list Sierra University, 2013). consolidated or closed. is daunting, and the task monumental, 4 See Osborn for more details. 5 Bill Keresoma, “Pastors and Schools—A Dream but the alternative—the continued Team,” The Journal of Adventist Education 71, no. 2 Marketing and public decline of enrollment—is unacceptable. (2008-2009): 27–32. relations The strong approval of the NADET 6 For more information, see Gustavo Gregorutti, Studies suggest that parental per- recommendations at the NAD Year-End “Trends Influencing in Adventist K-12 Schools: A Review of the Literature,” The Journal of Adventist ceptions carry the most weight toward Meeting, as well as the administrative Education 70, no. 2 (2007–2008): 10–17; Dennis “overcoming” financial and other bar- support given to the SAE study, pro- E. Marshall, “An Investigation Into the Issue of Low riers that typically challenge school vided an excellent first step in effecting Enrollment in Adventist Schools in Canada and choice.11 Indeed, those who send their change in the educational system. How It Is Being Addressed,” Seventh-day Adventist Church in Canada (November 2008), retrieved from children to Adventist schools must have However, it will take a commitment http://catnet.adventist.ca/files/resources/res_41. both the “money and the desire” to do and investment from all stakeholders to pdf; Humberto M. Rasi, “Adventist Education in the so.12 Beyond this, parental satisfaction ensure continued progress in Adventist 21st Century: Eight Significant Trends,” The Journal of is a key contributor to retention.13 education. Adventist Education 72, no. 5 (Summer 2010): 6–9. 7 Philip Omenge Mainda, “Selected Factors Influencing Therefore, more attention and While there are areas that can School Choice Among the Seventh-day Adventist support needs to be allocated to mar- be tended to only by educational Population in Southwest Michigan,” Journal of keting and public relations for Adventist leadership within our church, many Research on Christian Education 11, no. 2 (Fall 2002): education. There needs to be a shift to recommendations rest well within the 185–218. 8 Marshall. include both “quality” and “purpose” jurisdiction of pastors and officers. 9 Mainda. in the content of marketing materials. These recommendations call for both 10 Rick Newberry, “Nine Factors That Affect School While the quality of education is a teachers and pastors to put in extra Enrollment Growth” (2012), retrieved from http:// significant factor in a family’s choice of effort to collaborate, as ministry teams, www.enrollmentcatalyst.com/2012/03/21/nine -factors-that-affect-school-enrollment-growth/. a school for their child, the purpose and and for leadership at the division, 11 For more information, see Gustavo Gregorutti, mission of a school is equally impor- union, and conference levels to make “Factors Influencing Enrollment in Adventist K-12 tant. While the main responsibility for necessary changes in the system to Schools: A Review of the Literature,” (2007), marketing and public relations lies with more fully support Adventist schools. retrieved from http://circle.adventist.org/download /FactorsInfluencingK12Enrollment.pdf; Olivia Dianne educators, the pastors and officers also Our studies plainly show that for the Beverly, “An Assessment of Factors Influencing Student have a significant role to play. Adventist educational system to thrive, Enrollment Within the Southern Union Conference of the combined effort of educators, pas- Seventh-Day Adventist Secondary Schools (doctoral Recommendations tors, and officers is needed. dissertation, Wayne State University, 2010), retrieved from http://digitalcommons.wayne.edu We recommend that each school Adventist schools have a unique /oa_dissertations/137/. have a comprehensive marketing and role to play in the Seventh-day Adventist 12 See Loren Seibold, “Why Adventist K-12 Education public relations plan. This plan would Church and its future. They have the Struggles,” Spectrum (January 2009), retrieved from include cooperation between teachers, opportunity to provide children with http://spectrummagazine.org/node/1326; Gene Edelbach, “Helping the Impossible Become Possible: the principal, and the pastor as they a quality education alongside lessons Removing the Financial Barriers to Enrollment,” work in an intentional way to both and modeling in how to develop a The Journal of Adventist Education 64, no. 1 (2001): convey important, accurate, and timely deep relationship with their Savior. 14–17. information to parents and constituents However, our schools can reach their 13 Newberry.

JUNE 2017 Ministry® CARLTON P. BYRD

Carlton P. Byrd, DMin, is speaker/director of Breath of Life television ministries and senior pastor, Oakwood University Church, Huntsville, Alabama, United States.

Give them a fighting chance1

ur church cannot be must do something about it. Our vision you will find it—and even at a Christian immune to new ideas, for ministry, our methods, our manner, school.4 new goals, and new our action plans for the future of this Oplans. We talk about church must center on effectively Beliefs these new ideas, goals, and plans reaching our children, youth, and In a study conducted by the Barna through mission and vision. When young adults. If not, we die. Group for the Adventist Church in 2013, God gives a vision for ministry, you The church is a hospital; it is not a 17 percent of all Adventist young adults know it is of God because the vision hospice. A hospice tries to make you between the ages of 18 and 29 feel it outlives you. comfortable before you die; a hospital is OK to use illegal drugs, 26 percent Christian education is a God- tries to make you well so that you do think it is OK to engage in premarital given vision. A God-given vision does not die. We have got to make ministry sex, 44 percent feel that it is OK to drink not die with you; neither does it rest to our children, youth, and young alcoholic beverages, and 50 percent do on your wallet or pocketbook. I have adults a priority, because we are not not feel modesty is important.5 never had a vision for ministry that I here to make the church a comfortable Millennials—persons who have could afford. If I could afford it, then place to die. This is not to displace reached adulthood in the twenty-first I would say, “I did it.” So God makes our senior adults or anybody else. century—make up 26 percent of the sure I cannot afford it, and you cannot Young people stand on the shoulders United States’ population but only 14 afford it; so when God does it, we can of those who have gone before them. percent of the Adventist population in say, “God did it!” If it’s God’s will, then But this is to acknowledge the need to the United States. The average age of it’s God’s bill. If it’s God’s choice, then intentionally reach our youth; because a United States’ resident is 35, while it’s God’s invoice. That is Christian Satan is trying to destroy them. the average age of an Adventist in the education. What do I mean? United States is 61. We desperately Our world is stricken with many In the first instance, young people need our young people. societal ills that are plaguing our today are exposed earlier than ever to In the last eight years, 33 percent of young people. When we talk about illegal drugs. Based on a 2007 survey our Seventh-day Adventist members in ministry and the gospel message to by the Centers for Disease Control, the North American Division have left boys and girls, and our young people, 45 percent of high school students the church. Of those who have left, 63 we can’t help but think of Adventist nationwide drank alcohol and 19.7 percent were young adults, and we are Christian education. The servant of percent smoked pot during a one- sitting around debating about music and the Lord says, “In the highest sense month period. According to the same arguing about drums, women in ministry, the work of education and the work of survey, nearly 50 percent of all young and what time the young people get to redemption are one, for in education, people between the ages of 12 and 17 church. I’m just praising God that they’re as in redemption, ‘other foundation said it would be “fairly easy” or “very singing about God in church. can no man lay than that is laid, which easy” to get marijuana. One in five is Jesus Christ.’ 1 Corinthians 3:11.”2 said it would be easy to get cocaine, Suffer the little children and one in ten said it would be easy Some people say, “It’s the shaking A hospital, not a hospice to get heroin. It’s not just happening time. This is what’s going to happen Yet the interest and support for in the world, it’s also happening in the right before the Lord comes. The youth Christian education is waning.3 We church. Whatever you are looking for, are going to leave the church. Let’s just

Ministry® JUNE 2017 give up.” No, we can’t give up. We have old enough to be lost, then they’re old give money to the church. You don’t to fight for our kids. Fight for our young enough to be saved.” contribute to the church.” “You’re people. Fight for our young adults. Give In the second instance, the pas- a liability, not an asset. You’re an them a fighting chance. sage says, “And they brought young expense, not a source of revenue, you These are our children. These are children to Him, that He should touch should be seen and not heard.” our grandchildren. Yes, their music them” (v. 13, KJ21; emphasis sup- Without realizing it, we are keeping is loud. Yes, their hair is red, yellow, plied). The people wanted Jesus to our young people away from Jesus. black, and white. Yes, their dresses are touch and bless the children. But the The children are not able to get to the sometimes too short. Yes, they have passage continues, “And His disciples house of God; the youth and young hats on in church when they need to rebuked those that brought them.” The adults don’t want to get there. The take them off. But we are not going to disciples, Christ’s followers, Christ’s world is full of enough hindrances for give up on them. We’ve got to fight for ambassadors, church people, thought our children—drugs, alcohol, sexual them. Our children are a heritage from that Jesus should be focused on the perversions, violence, bad influences, the Lord. The devil cannot, will not, adults and not give so much attention and peer pressure—to keep them shall not, have our young people. Jesus to the children. The disciples were out. Let’s not help the world. Give our

Our children are a heritage from the Lord. The devil cannot, will not, shall not, have our young people.

said in Mark 10:14, “ ‘Don’t push these trying to keep the children away from children, our youth, and our young children away. Don’t ever get between Jesus. Sometimes, without realizing adults a fighting chance. them and me. These children are at the it, we keep the children away from very center of life in the kingdom. . . . Jesus. They can’t drive to Sabbath Age of decision Unless you accept God’s kingdom in the School. They can’t drive to Adventist When we invest in our children, we simplicity of a child, you’ll never get in’ ” Youth Ministries. They can’t drive to are investing in the kingdom. Not only (The Message). choir rehearsal. They can’t drive to that, what we invest in our children In the first instance, the passage Pathfinders or Adventurers. And they we are investing in the kingdom of says, “And they brought young children can’t drive to our schools. God. Eighty-three percent of those to Him” (v. 13, KJ21). God is calling us We say, “I’m too tired. Nothing’s who come to know the Lord do so to be sensitive to the spiritual welfare really going on over there. You don’t before the age of 18. In fact, 2 out of all children, not just our own. All of have to go.” of every 3 solid Christians make the our children need Christian education. What we do not realize is that we decision for Christ between the ages And we are not pushing them off on to are keeping them away from Jesus. of 13 and 19. If the Lord delays His something that’s inferior. The research Because if they can’t get to God’s coming, where will this church be in is clear: “In all grades, in schools of all house, how are they going to know 20 years if we don’t invest in our young sizes, students in Adventist schools about Jesus? But not just the children; people today? We invest in houses outperformed the national average in we are keeping the youth and young that get eaten by termites, burned all subjects.”6 Some parents prefer to adults away from Jesus, too, and we down, or blown away in a tornado or wait until their children are old enough don’t even realize it. hurricane. We invest in cars that rust, to decide for themselves about spiri- We say, “You can sing only one break down, and get crushed for scrap tual things, yet they don’t let them wait style of music.” “You can’t clap in here.” metal. We invest in clothes that go out until they are old enough to decide “You can’t usher.” “You can’t serve of style, get too small, or get too big. for themselves if they should go to on the pulpit.” “We’ve been doing it But what we invest in our children, school, go to the doctor, or clean their this way for years, and we’re going young people, and young adults will room. One pastor states, “If they’re to keep doing it this way.” “You don’t count for eternity.

JUNE 2017 Ministry® CARLTON P. BYRD

This church was started by young don’t understand and they’re not Jesus, but Jesus said, “Not My will but people, and the servant of the Lord trying to understand.” Tradition always my Father’s will be done.” He threw says it will be finished by young people. puts the institution higher in impor- fame at Jesus, but Jesus said, “You “With such an army of workers as our tance than the individual. Tradition will worship God alone.” He threw youth, rightly trained, might furnish, puts religion above relationship, the the depressed and hopeless and the how soon the message of a crucified, law before love, and the command- addicted at Jesus, but Jesus said, “You risen, and soon-coming Saviour might ments before Christ; when, in reality, are whole.” He threw hatred at Jesus, be carried to the whole world!”7 Serving we are to keep the commandments but Jesus said, “Father, forgive them.” the Lord isn’t just for the older folks. because of Christ. He threw storms at Jesus, but Jesus Serving the Lord is for young folks Jesus died for people: young, old, said, “Peace be still.” He threw death at too. Jesus put the disciples in their all people. So the passage closes by Jesus, but Jesus said, “Lazarus, come place: beneath the children. He stated, saying, “And He took them up in His forth.” What a mighty God we serve. “Whosoever shall not receive the king- arms, put His hands upon them, and Whatever Satan may have, Jesus dom of God as a little child, he shall not blessed them” (Mark 10:16, KJ21). has more. He has given us the home, enter therein” (Mark 10:15, KJV). Jesus blessed them. He blessed the the church—and the school. Do not Christian education and ministry children. He blessed the young people. let anything keep our children, youth, to youth cannot be taken lightly. We Now the first part of this message or young adults away from Christian are losing our youth to the many false was primarily for the young at heart. education. Whatever the obstacle or religions of drugs, alcohol, gangs, But the final part of this message is objection, Jesus is the overcomer. sexuality, homosexuality, and the for the young. Young people, God Nehemiah said, “ ‘Don’t be afraid of lifestyles of this world. Old forms of wants to put His hands on you and them. Remember the Lord, who is teaching no longer have an effect on bless you. Catholic film writer Martin great and awesome, and fight for your our young people. The way you found Doblmeier said that Adventist educa- families, your sons and your daugh- Jesus may not be the way a young tion is superior; he made a movie ters, your wives and your homes’ ” person finds Jesus. The way your about it.8 But young people want a (Neh. 4:14, NIV). mother came in may not be the way taste of the church and a taste of the Older folk, give our young people a you came in. The way you came in world. You can’t have God’s hands on fighting chance. Young folk, don’t give may not be the way your child comes you and Satan’s hands on you at the up, don’t give in. Hang on in there. Give in. You cannot do eight-track ministry same time. You can’t be in church on yourselves a fighting chance. in an Internet-downloaded society. Saturday morning and then be in the We’re up there preaching and talking, club on Saturday night. You can’t have 1 This article is adapted from a sermon preached and they sit in the pews and distract a Bible in your hand during the worship at Oakwood University Church, based on Mark themselves on their phones, on the and then have a marijuana joint in 10:13–16, KJV. 2 Ellen G. White, Counsels for the Church (Nampa, ID: Internet, on Twitter, because they your hand during the week. You can’t Pacific Press Pub. Assn., 1991), 202. either find the message boring or of no take pictures in the lobby after church 3 John Wesley Taylor V, “What Is the Special Character interest. Don’t misunderstand: there is and post them on Instagram for your of an Adventist College or University?” Journal of nothing wrong with our message, the friends to see and then take pictures in Adventist Education, January-March, 2017, https:// message remains the same, but the your bathroom at night and post them jae.adventist.org/en/2017.2.5. methods must be different. on Snapchat when you think only one 4 Gary Hopkins, “Christian Education and High-Risk People are tired of revelation with- person will see. Behaviors,” Adventist Review, July 27, 2006, http:// archives.adventistreview.org/article/640/archives out relevance. They are tired of seeing Young people, check your behavior /issue-2006-1521/christian-education-and-high the emphasis of policy placed over the and your appearance. Young men, you -risk-behaviors. needs of people. They are getting tired can’t praise God in church and curse 5 General Conference of Seventh-day Adventists/Barna of being unable to come to a church people in the week. Young ladies, you Group, “Seventh-day Adventist Church Young Adult where they cannot share their burdens can’t dress holy and saintly in church Study,” 2013, http://www.youngadultlife.com/wp and problems simply because they and then dress loose and light during -content/uploads/2015/01/Barna-SDA-Millennials are afraid of what others might say the week. Don’t follow the world’s -Report-final.pdf. if they come clean. People want real, standards. “Greater is He that is in you, 6 “The Cognitive Genesis Study,” http:// adventisteducation.org/assessment/cognitive authentic, life-changing, soul-saving, than he that is in the world.” Trust God. _genesis/numbers. scratching-where-the-people-itch Satan is no match for Jesus. 7 Ellen G. White, Education (Mountain View, CA: Pacific ministry. When on this earth, Satan threw Press Pub. Assn., 1952), 271. his best shots at Jesus and never 8 Martin Doblmeier, The Blueprint: The Story of Messages to young people could win. He threw disease at Jesus, Adventist Education (2013). See Journey Films, Young people often say, “I’m not but Jesus said, “By My stripes ye “BluePrint Intro,” video, 1:59, accessed May 5, 2017, going to church because those people are healed.” He threw temptation at https://vimeo.com/75863840.

Ministry® JUNE 2017 PAMELA CONSUEGRA

Pamela Consuegra, PhD, is associate family ministries director for the North American Division of Seventh- day Adventists, Silver Spring, Maryland, United States.

We is more powerful than I 1

ake one sheet of paper from to understand how to capitalize on Seventh-day Adventist Church and the envelope on your tables existing relationships. These available school are referred to as a system; yet and one pair of scissors, one relationships are an asset to an organi- research reveals that these two parallel Teach for every two people. zation, and it is only as we utilize these organizations often function in isolation Work with a partner at your table. relationships in collaborative ways that to each other and fail in utilizing avail- Pretend that paper is the problem you the benefits will be fully realized. able relationships in the attainment of face. Your challenge is to cut a hole in Specifically, how can we, as an their missional goals.2 A collaborative that one piece of paper that is large organization, maximize the potential relationship between the two ministry enough for the two of you to walk for Adventist churches and schools to leaders, Adventist pastor and teacher, through.” partner in ministry? would enhance the missional goals of I give this sample exercise to pas- both the church and the school.3 tors and teachers. I have conducted Schools and churches Sahlin strongly argued for the need numerous full-day interactive work- Teachers: “How can you intention- to collaborate as a team in further- shops where pastors and teachers sit ally connect the church to your school ing the goals of both the church and in small teams around a table planning, for those who may tour your facility the school. He says that this sense of dreaming, and working together on and for non-Adventist parents?” I ask connectedness is missing and many mission. Our challenge in Christian pastors: “How can you intentionally Adventist schools are operating at arm’s education is to cut a hole large enough, connect the school to your church for length from the church.4 Patterson to have a passion deep enough, and to visitors, Bible study interests, and new summed up the problem in this man- make a path wide enough for pastors as well as old members?” ner: “Consequently, two parallel and teachers to walk through together. It is easy to forget our interdepen- organizational systems—the church I have received numerous testimonies dence upon each other and set out and the school—function at the local from pastors, teachers, and conference alone to pursue our organizational level with minimal structured interac- administrators about how this day mission. Many churches and schools tion between the denominationally gave them a new appreciation of each function within comfortable “boxes” employed leaders serving each.”5 other’s ministry and provided them a without regard to the opportunities According to the statistics on new opportunity to explore ways to within arms reach. However, even the North American Division (NAD) enhance both of their missional goals. in those times when there is an Department of Education website, the Organizations do not exist in iso- admission of the need to develop inter- Adventist Church of today operates over lation. Rather, they are embedded organizational connections, there is an 7,200 schools worldwide, with nearly in a wide variety of social networks accompanying challenge in knowing 1.5 million students.6 The primary aim that provide opportunities to achieve how to forge those links in a sustain- of Seventh-day Adventist education, their goals. Churches, schools, and able fashion. All too often, we see two it says, is to provide opportunity for the constituents they serve also exist buildings with two different ministries students to accept Christ as their Savior, within a community—a social network. and two disconnected missions. allow the Holy Spirit to transform their If we follow the logic that an organiza- Adventist schools and churches lives, and fulfill the commission of tion’s success is contingent upon how are embedded within a system that preaching the gospel to all the world. they put their resources to work, then provides them with rich opportunities The website of the NAD, meanwhile, we can conclude that it is important to achieve their missional goals. The states that the church seeks to enhance

JUNE 2017 Ministry® PAMELA CONSUEGRA

quality of life for people everywhere other suffers; if either one is neglected, to you. The bottom line in the missional and to let people know that Jesus is the church suffers. The educational goal of both the church and the school returning soon.7 A close examination of program of the church and the evan- is redemptive in nature. the goals of these two entities reveals gelistic program of the church must In one school I recently visited, the that they are closely aligned, as both go hand in hand.”9 He wrote that the classroom teacher asked all the stu- have a redemptive purpose. Christian school is the most indispens- dents to repeat their mission statement. Adventist schools operate in close able method that we have of saving our Those young elementary students relationship with Adventist churches. children within the church. repeated their school’s mission state- Children often attend both the school ment in unison, word-for-word, and by and sponsoring church, and much United in mission memory. The students were clear as to of the school budget comes directly Perhaps Adventist schools should what the mission of their school was. through appropriations from the local adopt a power-packed statement con- In addition, the church held this same church. This relationship of both the tained in the Lutheran Board Manual for mission statement. This common mis- church and school provides an oppor- Elementary Schools: “Lutheran theology sional goal was forefront in the minds of tunity for the two entities to collaborate and educational philosophy clearly all involved in both church and school. in such a way so as to benefit both. The advocate a united ministry of pastor Conversations between pastor and goal of early Adventist education was to and principal. These two are considered teachers regarding the commonality of

Pastors and teachers in collaborative relationships express greater happiness, decreased stress, less anxiety, and fewer sleepless nights in knowing that they have a “partner in ministry.”

prepare the student for a life of service, to have calls from God to serve in the mission center on the realization that and while that goal has remained, ministry, and they are partners in the they are both aiming for the same goal another emerged as being central. In gospel. The Lutheran day school should and that together they have the pos- the book Education, Ellen G. White said be an integral expression of the church’s sibility of achieving far greater results that the work of education and the work mission. To separate the ministry of the than by working independently. So of redemption were one and the same.8 pastor from the ministry of the school much more can be accomplished when Introducing students to Jesus as will result in failure. The pastor and working together for the same goal than their Savior should be the ultimate goal the principal should meet together could be accomplished if you act alone. in every Adventist classroom. Many regularly to coordinate their efforts and Common goal attainment is per- pastors and teachers were concerned to improve the effectiveness of their haps one of the biggest arguments that a failure to collaborate may lead ministry as partners for Christ. They are that one can use to promote this high to the demise of the church and the a part of the same team.”10 level of collaborative practice between school; however, some feel that the It is not a matter of two different or pastor and teacher. Newton Hoilette ultimate price to be paid may be that separate entities but, rather, one entity writes: “There is no need for conflict, some may not be in heaven as a result with two branches, each realizing the for feelings of inferiority or privilege. of a failure to work together in positive vital part they play toward reaching Both pastors and teachers are on the ways to achieve missional objectives. their missional goal. The mission of the same team. Instead of rivalry, there According to Lowell Rasmussen, the school is an extension of the mission should be professional and spiritual church’s two greatest commands were of the church. If you try to separate collegiality. There is a need for parity, to preach and to teach, to evangelize the two, then both fall short of the for mutual respect, regard, support, and to educate. “If one is neglected, the missional goal that God has entrusted understanding, and cooperation.”11 If

Ministry® JUNE 2017 the goals of the Adventist pastor and 1. Closely align the goals of the church 5. Sign it and have your ministry part- those of the Adventist teacher have and the school so that a common ner sign it as well. parallels, then perhaps the application mission goal is clear. What an encouragement it was of collaborative theories into daily 2. Identify your strengths and weak- for the teachers to know they had classroom practice would benefit edu- nesses. Hold discussions with the the support of their pastors. What an cators, students, schools, churches, and school staff on how you may maxi- encouragement it was for the pas- our communities at large in positive mize the use of your strengths in tors to know that their teachers were ways. order to attain your ministry goals. passionate about lifting up Christian 3. Make the school a priority in your education. In setting out to describe Why it matters calendar. the collaborative practices of Adventist As a direct means of fulfilling their 4. Be visible and active on the school pastors and teachers, I listened to missional goal, pastors and teachers campus on a regular basis. them tell a story of collaboration at identify the best way to help the stu- 5. Schedule special Sabbaths in its best. It is a story of the possibilities dents make a decision to accept Jesus. the church calendar to focus on when one pastor and one teacher unite If the pastor is an active participant in Adventist education. in their common missional goal: the the life of the school, this means that 6. Schedule regular times with your salvation of young people. Indeed, the students have greater opportunity teaching ministry team to discuss Adventist education and evangelism to develop positive relationships with goals and dreams. are inseparable. If we are to fulfill our the pastor. In turn, this naturally leads 7. Discuss any differences with teach- common mission, Adventist pastors to a great probability that the student ers and deal with conflicts in private and teachers must link their arms in col- will have spiritual discussions with the according to scriptural principles. laborative practices, raise their voices in pastor and be drawn to Jesus. 8. Be a cheerleader for the school, collective prayers, and cut a hole large The pastor and teachers working staff, and students from the pulpit. enough for both ministry partners to together in a positive relationship sets 9. Be intentional about creating walk through. a positive role model for students. In opportunities to get to know your addition, when an Adventist school educational partner in ministry 1 This article is based on the dissertation, “A Multiple- has a positive relationship with the outside the school environment. Case Study Describing Collaborative Relations Between Adventist Pastors in the Eastern United church, it creates a sense of security for 10. Pray daily for your teachers as States,” written by Pamela Consuegra, PhD (Andrews the older church members, who could partners in ministry. University, School of Education, 2012). be assured of the sustainability of the 11. Do not expect perfection in your 2 See Stan Patterson, “Organizational Expectations and church as they witness young people educational partners in ministry. Role Clarification of Pastors and Educators Serving from the school taking on leadership 12. Make full use of that “relational K–10 Schools Operated by the Georgia-Cumberland roles and becoming active participants. oil” of collaboration as you build Conference of Seventh-day Adventists” (unpublished doctoral dissertation, Andrews University, 2007); Combined planning and dreaming relationships with those you serve Monte Sahlin, “Preacher-Teacher Collaboration,” also are seen to lead to improved health in the church and school family. Ministry, August 1985, 12–14, 17. of the pastors and teachers. Pastors and In so doing, your ministry will be 3 Ibid. teachers in collaborative relationships blessed. 4 Monte Sahlin, “Pastor and Teacher: Cooperating for express greater happiness, decreased Success,” Journal of Adventist Education 48, no. 1 (Oct–Nov 1985): 8–11. stress, less anxiety, and fewer sleep- Conclusion 5 Patterson, 5. less nights in knowing that they have At the close of our workshop I ask: 6 Seventh-day Adventist Church, North American a “partner in ministry.” Successes are “What are the benefits of a positive Division, “Education,” 2012, http://www shared with their ministry partner as pastor-teacher collaboration for church .nadadventist.org/article/27/ministries/education are burdens and concerns. Having members, parents, and children?” What [This link is no longer valid.] another to help “shoulder” the burdens are the benefits for your ministry? Then 7 Seventh-day Adventist Church, North American Division, “About Our Church,” 2012, http://www makes them easier to bear. pastors pray with their team-member .nadadventist.org/article/2/about-our-church. teachers. But it does not end with 8 Ellen G. White, Education (Mountain View, CA: Pacific Recommendations for prayer. We then appeal to pastors and Press Pub. Assn., 1952), 30. pastors teachers: 9 Lowell R. Rasmussen, “Minister in the Making: Because this article is targeted spe- 1. Define your commitment or the Evangelism and Education,” Ministry, January 1950, cifically to pastors, I will include some change you want to make. 15, 16. 10 Martin F. Wessler, Board Manual for Lutheran recommendations to maximize the 2. Describe it as a clear, realistic, and Elementary Schools (St. Louis, MO: Board for Parish pastor/teacher relationship. However, measurable outcome. Services, Lutheran Church Missouri Synod, 1987), 32. there are recommendations for teach- 3. Identify the steps. 11 Newton Hoilette, “The Same Gift: ‘And . . . to Some, ers too. Recommendations for pastors 4. Define resources needed to make Pastors and Teachers,’ ” Journal of Adventist Education include the following: it happen. 55, no. 2 (Dec. 1992–Jan. 1993), 4.

JUNE 2017 Ministry® DATELINE

President of Colombia helps fourth-grade at church and had not been able to answer you,” said Gabriela in a video message. Adventist student with homework On February 27, Gabriela presented her homework and got the highest arrancabermeja, Santander, Two days later President Santos grade possible. President Santos con- BColombia—Eight-year-old posted a video on his website that gratulated Gabriela on his Twitter and Gabriela Rico, a student at the Libertad addressed Gabriela and provided the Instagram accounts. de Barrancabermeja Adventist School answers she needed. The video went The assignment was meant to help in Barrancabermeja, Colombia, recently viral. Soon local and national media children identify promises the president needed to complete a social stud- wanted to know Gabriela’s story. had accomplished so they could see the ies assignment that would detail the “I had no idea that so many people importance of being a good leader and accomplishments of the nation’s presi- would come, but I was sure the president following through with what you say, dent. So she went online to contact could respond to me because he is a explained Titiana Murallas, Gabriela’s Colombia’s president, Juan Manuel normal, common person,” said Gabriela. fourth-grade teacher. “I also wanted to Santos. She was happy that the president took foster investigative and critical thinking.” “I found something on the Internet time to answer her. “Each one of us has responsibilities about the president, but I didn’t under- For Gabriela, it was also an oppor- at home, at school, or at work, like the stand it because it was written for tunity to witness about the Sabbath. adults,” said Gabriela. “We are children, adults,” said Gabriela. So she wrote Gabriela noticed his reply, which was sent and even though we are children, soon the following on his Facebook page: on a Friday evening, after Sabbath church we will be big and we should always be “Mr. President Santos, my name is activities. She then sent a video thanking responsible and persevere.” Gabriela Rico and I am eight years old. President Santos for his response. Libertad de Barrancabermeja In my school, I was asked to find out “I want to thank you Mr. President Adventist School is a K–5th grade school what your accomplishments are as for answering me, and I am going to tell and one among 17 primary and second- president, but I have not found much on you that I had not replied because I am a ary schools in North Colombia. [Shirley the Internet. Can you please help me?” Seventh-day Adventist and spent the day Rueda/Inter-American Division Staff]

Australian Adventist educator receives of course, it was a great advertisement for our Adventist university in Thailand.” highest academic title in Thailand Shipton lives in Brisbane but teaches online at Asia-Pacific International ahroonga, New South Wales, foreigner and an academic from a pri- University, the only Adventist university WAustralia—Warren Shipton, an vate university in the 100-year history of in Southeast Asia. He is also currently Australian native and academician of tertiary education in Thailand. undertaking research for the university and Asia-Pacific International University in “Receiving the honor was most often travels to Thailand to present courses. Thailand, recently received the highest unexpected as it has been reserved “Personally, it gave me a feeling of academic ranking title from the Thai traditionally for academics at state greater acceptance by the Thai people,” palace for his contributions to education universities where the title is vigorously said Shipton. “That is something that all and science. guarded,” said Shipton. “I simply could foreigners seek in the countries they find This is the first time the award of not believe that I was the first foreigner themselves or seek to serve.” [Maritza Professor has been given to both a to break through the glass ceiling and, Brunt | Australian Adventist Record]

Adventist education training goes global with pan-African conference

igali, Rwanda—What do you do On February 15–19, 2017, 239 regions—or divisions—of the world Kwhen a training event you recently Seventh-day Adventist educators from church in Africa, represent 45 percent offered gets very positive feedback? across the African continent and adja- of the 8,208 Seventh-day Adventist Judging by the education department cent Indian Ocean islands met in Kigali, schools around the world, 39 percent of the General Conference in Silver Rwanda, for the first of four planned of its 102,779 teachers, and 52 percent Spring, Maryland, United States, you worldwide regional conferences on of its nearly 2 million students. recharge and do it again—this time Seventh-day Adventist education. The “Annual Council 2016 voted to even better and in a global setting. participants, who came from the three authorize the Education Department,

Ministry® JUNE 2017 in collaboration with the various world and sustainability of Seventh-day the Rwanda divisions—or regions—to develop a Adventist schools. conference guiding philosophy and a worldwide, Similar conferences are planned for enjoyed devo- regionally responsive plan for Seventh- other regions in the next few months, tional messages by church leaders, day Adventist education,” said Lisa as the Education Department tries to moments of worship on Friday evening Beardsley-Hardy, education director cover every major division, or region, and Saturday, and even a visit to the of the Seventh-day Adventist Church, of the world church. Kigali Genocide Memorial Center on when explaining the rationale for these “At these conferences, participants Saturday afternoon. regional events. will formulate educational plans Most participants were not shy The topics mentioned in the objec- that incorporate local, national, and about expressing their appreciation for tives discussed included establishing regional priorities and objectives,” the event. “The conference provided me measurable goals to increase the num- said Beardsley. “It is also expected that with many ideas to enhance my leader- ber of schools and Adventist students, they make recommendations to Annual ship,” said one of the participants. “I increasing retention and academic Council in October 2017 on how to would like this conference to take place excellence, developing educational achieve higher visibility for education more often, and to consider including resources for alternative models of edu- globally.” school board chairs, treasurers, and cation, and identifying innovations that Besides small-group discussions even pastors.” [Marcos Paseggi | senior may serve to enhance the affordability and plenary sessions, participants of correspondent, Adventist Review]

RESOURCES

Educating for Eternity by George R. Knight, Berrien Springs, MI: Andrews University Press, 2016.

he Adventist Review called George Those three concepts form the basis remember specific assignments and Knight “probably the most pro- of Knight’s prescription for Adventist content. Tlific author since Ellen White.” He education. He wraps an Adventist Pastors will find the book useful in has written more than a dozen books metaphysical view of the world in a two ways. Reading the book will help on Adventist history and more than a description of the great controversy pastors develop a stronger vision of dozen books on New Testament and theme that would be understandable what Adventist education can be as theological topics. to a non-Christian. There are uniquely a partnership between schools and In Educating for Eternity, Knight Adventist teaching methods and values churches and homes. Viewing a church returns to his original scholarly roots— to shape his vision of an Adventist school. school as a partner in ministry provides the philosophy of education. The slim Knight then adds five chapters the only basis for a successful Adventist volume—it is only 150 pages including about how to implement these prin- school, and the book is a great asset for indexes, footnotes, and bibliography— ciples in Adventist schools. a pastor who wants to do that. sets out to define a unique path for He begins with a focus on the stu- The book also includes “Points to Adventist schools in the twenty-first dent, then talks about the teacher. Ponder;” thought questions at the end century. And the book succeeds. Discussion of curriculum, teaching of each chapter. They would make great Knight is at his best reducing com- methods, and the school’s function in discussion starters for a group read- plex topics to simple concepts, albeit the society are held for later. ing this book. For example, consider a often expressed in sentences at least as Knight describes Adventist educa- church board planning to start a church complex as the topics. (One paragraph tion as Jesus-oriented teachers helping school. The board reads a chapter or two in Educating for Eternity has only three shape Jesus-oriented life decisions before each board meeting, then dis- sentences, but they are 26, 33, and made by students. It is a wholly useful cusses the “Points to Ponder” questions, 31 words long. The sentences would perspective. The interaction between and creates a clear mission partnership be a grammarian’s delight!) In this student and teacher is the heart of for the school and the church. book, Knight explains metaphysics, Adventist education. I spent almost —Reviewed by Kermit Netteburg, PhD, a retired epistemology, and axiology—and does 25 years teaching, and my students church pastor, Adventist educator, and administra- it in a 19-page first chapter. remember me far more than they tive leader residing in Maryland, United States.

JUNE 2017 Ministry® PRACTICAL POINTERS JERRELL GILKESON

Jerrell Gilkeson, EdD, is director of education and children’s ministries for the Atlantic Union Conference, South Lancaster, Massachusetts, United States.

Two ministries, one monorail

here are many questions being Union for the “understanding that (teaching staff) to meet for prayer asked in Adventism today. One of brought both pastoral clergy and edu- and sharing of vision/mission; Tthe most compelling is this: How cational clergy under one roof for a • in a constituent school setting with necessary is Adventist education to the shared professional convention.”2 multiple churches supporting a survival of the Seventh-day Adventist The union ministerial and education single school; and Church’s mission? For us in the Atlantic offices determined that there must be • by ministerial and education direc- Union Conference, this pertinent ques- a bold action to unite the church and tors as a map to aid dysfunctional tion needed a practical answer; we school in the effort of soul-winning. The church and school districts when believe we found one. What was it—and grassroots evangelism of our children problems or conflicts occur.6 how did it come about? could not be allowed to dwindle and take a backseat to public evangelism. The 180 We praise God that He has given us Context formal school days were now viewed as a our children, the commission to tell the After the turn of the century, there platform for the evangelism of church and world of His love, and a school system was mounting evidence that forces community students, one that could no to accomplish our task. The Manual were at work which were destroy- longer be overlooked. A comprehensive was created to be a blessing to the ing the Adventist Church from within. Pastors and Teachers Manual was needed church with a school. As a single unit, the The North American pastorate was to make the work of this convention more church/church school can be a wonder- becoming decidedly less educated than a one-time event. The Manual could ful evangelistic tool for the students in through the church’s K–16 system. live on to guide pastors and teachers in the church and the community. It has Large numbers of pastors were being how they could work together to accom- been said that 60 percent of the church’s seminary educated without ever having plish their shared goals.3 baptisms are people under the age of 18. set foot in an Adventist church school. The teaching of these members, as they They were then being asked to pastor Uses mature into disciples of Jesus Christ, is churches where 50 percent or more of Under the leadership of union presi- possible through the teaching ministry. the church budget was being used for dent/ministerial director, Dr. Donald G. Jesus prayed, “Father, I pray that they a school, and they had received little King, and director of education, Astrid may be one, even as we are one” (John instruction about its importance and no Thomassian, a team of pastors and teach- 17:22). This prayer includes the church direction on how to operate it. In 2003, ers created a manual that was to direct and church school. This prayer includes the Atlantic Union Conference educa- nearly one thousand pastors and teach- the pastor and the teacher—that they tion directors, under the leadership ers in the northeastern United States and may be one in the anointing Holy Spirit of Rosemary Tyrrell, held the “Niagara Bermuda.4 As Dr. King stated, “One of power to fulfill the commission and Summit” in Niagara Falls, New York. the goals of the . . . Pastors and Teachers ministry that each has been given. Dr. R. Clifford Jones represented the Manual is to help to create a monorail Seventh-day Adventist Theological from these two distinct rails or services 1 Ednor Davison, “More Than 700 Meet in First-Ever Event Seminary at Andrews University, and of the Seventh-day Adventist Church.”5 in Providence,” Adventist Review, September 10, 2009, http://advstrvw.securelytransact.com/article/2817 thus began the movement toward The Manual was filled with practi- /archives/issue-2009-1525/25cn-more-than-700-meet seminary-trained pastors having one cal instruction and ideas for a united, -in-first-ever-event-in-providence. class in Christian education.1 It was now complementary ministry in the local 2 ibid. time to take it to the next level. church with a school. It can be used: 3 Online supplementary resources included a Christian In 2009, more than 700 Seventh-day • as a study guide for a conference education Bible study and companion materials developed by Jeffrey Brown. See http://atlantic-union Adventist pastors and teachers from ministerial and education retreat, .org/education/christian-education-bible-study/. the northeastern United States and teleconference series, or another 4 Pastors and Teachers Manual: Together in His Calling Bermuda met together for a first-of-its- area for professional growth; (South Lancaster, MA: Atlantic Union Conference, kind convention in Providence, Rhode • by conference ministerial and edu- 2009), http://atlantic-union.org/education/manuals/. Island, with the goal of uniting educa- cation directors in the mentoring 5 Donald G. King, quoted in Atlantic Union Conference, Pastors and Teachers Manual, 40, http://atlantic tors and ministers in Christian service of pastors and teachers joining the -union.org/education/manuals/. for young people and their families. ministry workforce; 6 See also REACH Resource Manual: Reaching to Educate Keynote speaker and veteran educator, • as the launching platform for a All Children for Heaven, http://adventisteducation.org/ Dr. George R. Knight, applauded the pastor (pastoral staff) and teacher downloads/pdf/REACH_Manual_3rd_Edition.pdf.

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