The Message of Discipleship Looking at the Teaching of Paul Peter Essay Example

The Message of Discipleship: Looking at the Teaching of Paul Peter Essay Liberty University The Message of Discipleship: Looking at the Teaching of Paul amp; Peter A paper submitted to Dr. Clark In partial fulfillment of the Requirements for the course DSMN 500 Liberty Theological seminary By Sean Hadley Lynchburg, Virginia Saturday, November 6th, 2010 Jesus is inviting those who would eventually become His disciples to simply follow Him. It was very practical, decidedly nontheological†¦He already had begun His ministry of showing people hints of the new kingdom by healing, by casting out demons, by challenging the religious orders of the day to rethink and reprioritize, and by turning the social order upside down through His contacts with the poor, sick, demon possessed, and otherwise marginalized sections of the society. Then, having exemplified these different ways of living, He invites others to simply follow Him. Richard Dahlstrom, O2: Breathing New Life Into Faith 2008 In his book Leading, Teaching, and Making Disciples, Dr. Michael Mitchell examines the methodology behind forming a solid cirriculum and path of study to form Christian character in believers. He writes that â€Å"the sources of a message are found in tradition, observation, participation, and inspiration. † He goes on to explain the the manner in which a message is formed, similar to the molecule H2O, takes on multiple forms depending on what is necessary. We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The message can be experienced in one of these basic forms: â€Å"1) the lesson’s subject matter, 2) the class environment, 3) the student’s life (experiences), and 4) the example of the teacher (model). † By examining the sources that a disciple-maker uses to prepare their lesson, and then by making an effort to choose the most adequate format to present the lesson in, the teacher creates the most conducive situation in which a person can hear the message of Christ and respond appropriately. While surveying twenty-four different churches and their successful discipleship programs, George Barna discovered that, â€Å"while each church we studied had its own way of communicating what ‘successful discipleship’ means, the nature of their descriptions were similar. † It is difficult in my mind to separate experience out from any of the sources mentioned by Mitchell. Tradition, observation, participation, and inspiration all rely on personal experience in order for the information gained to become a genuine message. â€Å"Experience is the only way we can interpret and relate to what we have read. We read a book on tragedy when we have walked through the valley of the shadow ourselves. Experience that has been understood and reflected upon informs and enlightens our study. † This of course, feeds into Mitchell’s third message form: life experience. While this is certainly not the only format to present truth, it is paramount to grasp the impact of experience on not only our own lives, but on the lives of those we teach. Mitchell outlines this in chapter 9 of his book, but it is significant enough to bear repeating. Undoubtedly, the best example of teaching from the four sources, and utilizing the four forms as well, is the teachings of Jesus. Jesus’ teaching does not lay out safe generalizations by which we can engineer a happy life. Instead, it is designed to startle us out of our prejudices and direct us into a new way of thinking and acting. It’s designed to open us up to experience the reign of God right where we are, initiating an unpredictable process of personal growth in vivid fellowship with him. Think of the Beatittudes. Jesus was not only a living example of what this meant (and He equally lived out the rest of the Sermon on Mount as well), but He related the information in such a way that it could be grasped. Much of the confusion of those who heard His message, including his own disciples, lies in the factor that they did not comprehend: the Cross. As Paul puts this in I Corinthians 1:22-23, â€Å"For indeed Jews ask for signs and Greeks search for wisdom; but we preach Christ crucified, to Jews a stumbling block and to Gentiles foolishness. The context of Jesus’ message was vital to understanding His mission. Significantly enough, the context was not hidden from the Jews or the Gentiles (Isaiah 53 stands as evidence of that, as well as numerous Psalms), yet because the minds of those listening were so accustomed to what they thought should be, that they missed what Jesus was telling them would be. It is participation in Christ’s suffering, the â€Å"follow me† of His message , that must be heeded in the life of every disciple. Bearing this in mind, I believe the most important source of the message of discipleship is participation. Tradition did not avail the disciples, because their living traditions conflicted with the Scriptural ones that pointed to Jesus’ fulfillment of Scriptures, and observation only produced depression in their lives, as they sulked away from Jesus’ crucifixion (it is harder to explain why participation is more important than inspiration, cheifly because I think inspiration plays a serious role in each of the sources). Paul writes, I was with you in weakness and in fear and in much trembling, and my message and my preaching were not in persuasive words of wisdom, but in demonstration of the Spirit and of power, so that your faith would not rest on the wisdom of men, but on the power of God. And again, For I will not presume to speak of anything except what Christ has accomplished through me, resulting in the obedience of the Gentiles by word and deed†¦ Clearly, Christ’s actions, His participation in our lives and the lives of all the Saints, produced a staggering effect that Paul felt it necessary to communicate. Something about the power of God speaks in a way that words simply cannot. Although, it is clear that Paul taught using words, and that aspect of his ministry (as well as our own) should not be diminished, Paul implies in these verses that his actions spoke loudest, and Christ’s even more so. Paul is not the only New Testament author to tune into the source of participation though. John’s epistles, though circular at times, attest to Jesus’ command that loving one another is not a part of Christian living, but is Christian living. Turing to the letters of Peter, the role of participation in the life of a disciple, and the message of their teacher, is brought up again. â€Å"For we did not follow cleverly devised tales when we made known to you the power and coming of our Lord Jesus Christ, but we were eyewitnesses of His majesty. † But what does Peter mean by this? A few verses earlier, he describes in detail the activity of a Christian’s life, as gifted by God Himself. Now for this very reason also, applying all diligence, in your faith supply moral excellence, and in your moral excellence, knowledge, and in your knowledge, self-control, and in your self-control, perseverance, and in your perseverance, godliness, and in your godliness, brotherly kindness, and in your brotherly kindness, love. For if these qualities are yours and are increasing, they render you neither useless nor unfruitful in the true knowledge of our Lord Jesus Christ. As N. T. Wright pens concerning these verses, â€Å"All these characteristics lead to one another, of course. The point is not to spend some years acquiring the first, and then move on to the second, and so on; they work together. † Peter is also implying here, just as Paul did above, that it is the how of Christian living that presents such a compelling Gospel. How Jesus lived, as well as how Paul and Peter lived, proved to be crucial parts of their arsenal in teaching people the Truth of Jesus Christ. Many could argue against the message (remember I Corinithians 1:22-23), but arguing against the power of that message as seen in the manner in which Paul and Peter lived their lives (and how they encouraged other Christians to live as well) was difficult to argue against. Bearing all of this mind, we must ask oursleves, what form is best suited for a message of discipleship, which finds its most valid source of information through the participation in that message of the teacher? Based on Mitchell’s writing, the teacher model would certainly be the best. As a â€Å"representation of reality,† relying the modeling aspect allows room for instruction and particpation, which is of course the same manner in which Jesus taught as illustrated earlier. A cirriculum based on this would be best suited for young adults (typical youth groups being included in this), and in a semi-formal setting. Obviously, this message can be gleaned elsewhere, but this particular environment seems the most fitting. With that in mind, figuring out the resources and skills needed to impart this message of discipleship, and how to arrange them into something coherent, will vary as the groups and relationships change. However, as with Barna’s examination of the twenty-four successful churches, the basic message will always remain the same, stem from the same passages of Scripture, and have the same outward appearance. Peter’s description of the power of God in a Christian’s life is not only the material, but is also the very essence of the message. It is as good a place to start as any. Bibliography Barna, George. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ. Colorado Springs, Colorado: WaterBrook Press, 2001. Dahlstrom, Richard. O2: Breathing New Life into Faith. Eugene, Oregon: Harvest House Publishers, 2008. Foster, Richard J. Celebration of Discipline: the Path to Spiritual Growth. 3rd. New York: HarperOne, 1998. Mitchell, Dr. Michael R. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home. Bloomington, Indiana: CrossBooks Publishers, 2010. Willard, Dallas. The Spirit of the Disciplines: Understanding How God Changes Lives. New York: HarperOne, 1988. Wright, N. T. After You Believe: Why Christian Character Matters. New York: HarperOne, 2010. [ 1 ]. pp. 281 [ 2 ]. Pp. 286 [ 3 ]. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ 2001, p. 110 [ 4 ]. Foster, Celebration of Discipline: the Path to Spiritual Growth 1998, p. 68 [ 5 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 286 [ 6 ]. Willard, The Spirit of the Disciplines: Understanding How God Chanes Lives 1988, p. 205 [ 7 ]. Matthew 10:38 (NASB) [ 8 ]. I Corinthians 2:3-5 (NASB) [ 9 ]. Romans 15:18 (NASB) [ 10 ]. II Peter 1:16 [ 11 ]. II Peter 1:5-8 [ 12 ]. After You Believe: Why Christian Character Matters 2010, p. 179 [ 13 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 287 The Message of Discipleship Looking at the Teaching of Paul Peter Essay Example The Message of Discipleship: Looking at the Teaching of Paul Peter Essay Liberty University The Message of Discipleship: Looking at the Teaching of Paul amp; Peter A paper submitted to Dr. Clark In partial fulfillment of the Requirements for the course DSMN 500 Liberty Theological seminary By Sean Hadley Lynchburg, Virginia Saturday, November 6th, 2010 Jesus is inviting those who would eventually become His disciples to simply follow Him. It was very practical, decidedly nontheological†¦He already had begun His ministry of showing people hints of the new kingdom by healing, by casting out demons, by challenging the religious orders of the day to rethink and reprioritize, and by turning the social order upside down through His contacts with the poor, sick, demon possessed, and otherwise marginalized sections of the society. Then, having exemplified these different ways of living, He invites others to simply follow Him. Richard Dahlstrom, O2: Breathing New Life Into Faith 2008 In his book Leading, Teaching, and Making Disciples, Dr. Michael Mitchell examines the methodology behind forming a solid cirriculum and path of study to form Christian character in believers. He writes that â€Å"the sources of a message are found in tradition, observation, participation, and inspiration. † He goes on to explain the the manner in which a message is formed, similar to the molecule H2O, takes on multiple forms depending on what is necessary. We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The message can be experienced in one of these basic forms: â€Å"1) the lesson’s subject matter, 2) the class environment, 3) the student’s life (experiences), and 4) the example of the teacher (model). † By examining the sources that a disciple-maker uses to prepare their lesson, and then by making an effort to choose the most adequate format to present the lesson in, the teacher creates the most conducive situation in which a person can hear the message of Christ and respond appropriately. While surveying twenty-four different churches and their successful discipleship programs, George Barna discovered that, â€Å"while each church we studied had its own way of communicating what ‘successful discipleship’ means, the nature of their descriptions were similar. † It is difficult in my mind to separate experience out from any of the sources mentioned by Mitchell. Tradition, observation, participation, and inspiration all rely on personal experience in order for the information gained to become a genuine message. â€Å"Experience is the only way we can interpret and relate to what we have read. We read a book on tragedy when we have walked through the valley of the shadow ourselves. Experience that has been understood and reflected upon informs and enlightens our study. † This of course, feeds into Mitchell’s third message form: life experience. While this is certainly not the only format to present truth, it is paramount to grasp the impact of experience on not only our own lives, but on the lives of those we teach. Mitchell outlines this in chapter 9 of his book, but it is significant enough to bear repeating. Undoubtedly, the best example of teaching from the four sources, and utilizing the four forms as well, is the teachings of Jesus. Jesus’ teaching does not lay out safe generalizations by which we can engineer a happy life. Instead, it is designed to startle us out of our prejudices and direct us into a new way of thinking and acting. It’s designed to open us up to experience the reign of God right where we are, initiating an unpredictable process of personal growth in vivid fellowship with him. Think of the Beatittudes. Jesus was not only a living example of what this meant (and He equally lived out the rest of the Sermon on Mount as well), but He related the information in such a way that it could be grasped. Much of the confusion of those who heard His message, including his own disciples, lies in the factor that they did not comprehend: the Cross. As Paul puts this in I Corinthians 1:22-23, â€Å"For indeed Jews ask for signs and Greeks search for wisdom; but we preach Christ crucified, to Jews a stumbling block and to Gentiles foolishness. The context of Jesus’ message was vital to understanding His mission. Significantly enough, the context was not hidden from the Jews or the Gentiles (Isaiah 53 stands as evidence of that, as well as numerous Psalms), yet because the minds of those listening were so accustomed to what they thought should be, that they missed what Jesus was telling them would be. It is participation in Christ’s suffering, the â€Å"follow me† of His message , that must be heeded in the life of every disciple. Bearing this in mind, I believe the most important source of the message of discipleship is participation. Tradition did not avail the disciples, because their living traditions conflicted with the Scriptural ones that pointed to Jesus’ fulfillment of Scriptures, and observation only produced depression in their lives, as they sulked away from Jesus’ crucifixion (it is harder to explain why participation is more important than inspiration, cheifly because I think inspiration plays a serious role in each of the sources). Paul writes, I was with you in weakness and in fear and in much trembling, and my message and my preaching were not in persuasive words of wisdom, but in demonstration of the Spirit and of power, so that your faith would not rest on the wisdom of men, but on the power of God. And again, For I will not presume to speak of anything except what Christ has accomplished through me, resulting in the obedience of the Gentiles by word and deed†¦ Clearly, Christ’s actions, His participation in our lives and the lives of all the Saints, produced a staggering effect that Paul felt it necessary to communicate. Something about the power of God speaks in a way that words simply cannot. Although, it is clear that Paul taught using words, and that aspect of his ministry (as well as our own) should not be diminished, Paul implies in these verses that his actions spoke loudest, and Christ’s even more so. Paul is not the only New Testament author to tune into the source of participation though. John’s epistles, though circular at times, attest to Jesus’ command that loving one another is not a part of Christian living, but is Christian living. Turing to the letters of Peter, the role of participation in the life of a disciple, and the message of their teacher, is brought up again. â€Å"For we did not follow cleverly devised tales when we made known to you the power and coming of our Lord Jesus Christ, but we were eyewitnesses of His majesty. † But what does Peter mean by this? A few verses earlier, he describes in detail the activity of a Christian’s life, as gifted by God Himself. Now for this very reason also, applying all diligence, in your faith supply moral excellence, and in your moral excellence, knowledge, and in your knowledge, self-control, and in your self-control, perseverance, and in your perseverance, godliness, and in your godliness, brotherly kindness, and in your brotherly kindness, love. For if these qualities are yours and are increasing, they render you neither useless nor unfruitful in the true knowledge of our Lord Jesus Christ. As N. T. Wright pens concerning these verses, â€Å"All these characteristics lead to one another, of course. The point is not to spend some years acquiring the first, and then move on to the second, and so on; they work together. † Peter is also implying here, just as Paul did above, that it is the how of Christian living that presents such a compelling Gospel. How Jesus lived, as well as how Paul and Peter lived, proved to be crucial parts of their arsenal in teaching people the Truth of Jesus Christ. Many could argue against the message (remember I Corinithians 1:22-23), but arguing against the power of that message as seen in the manner in which Paul and Peter lived their lives (and how they encouraged other Christians to live as well) was difficult to argue against. Bearing all of this mind, we must ask oursleves, what form is best suited for a message of discipleship, which finds its most valid source of information through the participation in that message of the teacher? Based on Mitchell’s writing, the teacher model would certainly be the best. As a â€Å"representation of reality,† relying the modeling aspect allows room for instruction and particpation, which is of course the same manner in which Jesus taught as illustrated earlier. A cirriculum based on this would be best suited for young adults (typical youth groups being included in this), and in a semi-formal setting. Obviously, this message can be gleaned elsewhere, but this particular environment seems the most fitting. With that in mind, figuring out the resources and skills needed to impart this message of discipleship, and how to arrange them into something coherent, will vary as the groups and relationships change. However, as with Barna’s examination of the twenty-four successful churches, the basic message will always remain the same, stem from the same passages of Scripture, and have the same outward appearance. Peter’s description of the power of God in a Christian’s life is not only the material, but is also the very essence of the message. It is as good a place to start as any. Bibliography Barna, George. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ. Colorado Springs, Colorado: WaterBrook Press, 2001. Dahlstrom, Richard. O2: Breathing New Life into Faith. Eugene, Oregon: Harvest House Publishers, 2008. Foster, Richard J. Celebration of Discipline: the Path to Spiritual Growth. 3rd. New York: HarperOne, 1998. Mitchell, Dr. Michael R. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home. Bloomington, Indiana: CrossBooks Publishers, 2010. Willard, Dallas. The Spirit of the Disciplines: Understanding How God Changes Lives. New York: HarperOne, 1988. Wright, N. T. After You Believe: Why Christian Character Matters. New York: HarperOne, 2010. [ 1 ]. pp. 281 [ 2 ]. Pp. 286 [ 3 ]. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ 2001, p. 110 [ 4 ]. Foster, Celebration of Discipline: the Path to Spiritual Growth 1998, p. 68 [ 5 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 286 [ 6 ]. Willard, The Spirit of the Disciplines: Understanding How God Chanes Lives 1988, p. 205 [ 7 ]. Matthew 10:38 (NASB) [ 8 ]. I Corinthians 2:3-5 (NASB) [ 9 ]. Romans 15:18 (NASB) [ 10 ]. II Peter 1:16 [ 11 ]. II Peter 1:5-8 [ 12 ]. After You Believe: Why Christian Character Matters 2010, p. 179 [ 13 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 287