Reflections on "The Biblical Model" for Discipleship
Beverly Manning
Discipleship Ministries – DSMN 500
Dr. Homer Massey
February 23, 2014
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Table of Contents
Methods Used by Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Methods of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Procedures, Resources, Plans Used in Today's Churches . . . . . . . . . . . . . . . . . . . . . . . . . 8
Resources Used for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
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Reflections on "The Biblical Model" for Discipleship
It can be proven through the research that the methods for learning are tremendously
complex and complicated. Humans are the cause for this difficulty because they are naturally
multifaceted creatures. The bible tells us that we are made in the image of God. The research
validates what Scripture says. All the parts of God’s creation in man have to be discussed to
effectively express learning. The student will discuss the methods used by Paul and methods
defined by scholars, and both will be compared and contrast against the reality in the current
churches and what would be an ideal situation.
Methods Used by Paul
In Ephesians 4:9, Paul writes, “Whatever you have learned or received or heard from me,
or seen in me—put it into practice. And the God of peace will be with you.”1 Paul takes
discipleship very serious. He exhorts, encourages, stimulates, promotes and triggers his disciples
by teaching them to look at both Jesus’ and his example. Paul points them to both the past (their
experience) and the future (their hope in Jesus).
When Mitchell summarizes this into four parts “1) Motivating, 2) Communicating, 3)
Inspiring, 4) Elevating, and 5) Activating”, he is simply creating a formula for learning from the
example of Paul.2 Or as, Solomon might have said in Ecclesiastes 1:9, “What has been is what
will be, and what has been done is what will be done, and there is nothing new under the sun.”3
1 Philippians 4:9, ESV
2 Michael R. Mitchell, Leading, Teaching, and Making Disciples: World-Class Education
in the Church, School, and Home (Bloomington, IN: CrossBooks, 2010), 202.
3 Ecclesiastes 1:9, ESV
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Having said this, much can be learned from both Mitchell and other scholars on the mechanics of
how disciples learn.
Methods of Learning
In the work by Yount “Created to Learn”, he talks about the “Discipler’s Model” of
learning and defines it as having two foundational layers.4 The left foundation signifying the
Bible, “with its call to personal commitment to Christ and His Church.” It exclaims that any
learning must be erected “upon the sure foundation of God’s Word.” The correct foundation
defines the necessity of the learners. Yount uses the example of Jesus and Zacchaeus. The story
details Jesus inviting him to dinner when it was clear he was felt alone. Once Zacchaeus’
relational need was provide then he able to hear Jesus.5
Yount goes on to detail the “Christian Teacher’s Triad”, and the baseline for this triad
becomes clear by determining what it consist of: what a person thinks, how a person feels, and
what a person does.6 Sometimes humans are prone to intellectualism (the negative of thinking),
emotionalism (feeling), and burnout (doing), the teacher is presented with a problem. The
4 William R. Yount, Created to Learn: A Christian Teacher's Introduction to Educational
Psychology (Nashville, TN: Broadman & Holman, 1996), 4.
5 Ibid., 7.
6 Ibid., 256.
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“Christian Teacher’s Triad” is a representation of the counteracting forces that Jesus modeled:
that of Prophet, Priest and King.7
In the “Prophet” phase, the teacher expresses itself by presenting models instead of
words, inquiries instead of answers and complications instead of reasons, and finally illustrations
instead of facts.8 Of course, the purpose was to challenge the learner to begin working on their
own.
In the “Priest” phase, the teacher uses a reliable method to teaching, such as, sharing
personal experiences vs. rehearsed stories, or permitting a student to earn the right to share,
instead of, calling on them and forcing them to share. Also, accepting a student instead of
judging them, letting humor to be, part of the experience instead of demanding that they be
solemn, and creating trust relationships instead of nurturing feelings of guilt expands the
teaching experience to gain results.9
Lastly, in the “King” phase, the teacher pushes other teachers to pusher learners into
using their mind to properly think through ideas, as well as, the inferences from the Word of
God. Also, a learner will be put in a position in which they hold dear the validity found in the
Word of God and recognizes the inferences of biblical thinking. Lastly, a teacher will assign
7 Ibid., 257.
8 Ibid., 258.
9 Ibid., 259-63.
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work for the student to complete to make sure that he ideas that the teacher presented are
properly administered when they are not in the presents of the teacher.10
The essential point in Yount’s model is “Growth in Christ”, and he stated that the Holy
Spirit encompasses the whole Discipler’s Model, which demonstrates the encompassing power
of the Holy Spirit, which allows a learner to grow in Christ.
Mitchell commends this biblical approach to learning, but criticizes Yount’s model by
bringing to attention two parts that he finds not present from the model. First is the participation
of the body, and its senses and not using non-biblical sources for message delivery, which he
states is essential in other areas of learning.11
Of course, Mitchell endorses a metamodel for teaching and learning which is based on
Proverbs 2. The model integrates a student's primary yearning to want to join in learning and his
involvement in active listening and receiving of the message. The teacher boosts it through
sensory stimulation. In order for a student to expand his knowledge, he has to engage in
reflective listening, thinking through and making choices. In this mode, the teacher can
encourage the student to engage in further learning and impart wisdom when he tries to test the
learning to new levels by asking probing questions. The final test of the "success" of this
approach is when the student is a "doer of the word", when real life change has happened.12
10 Ibid., 260-63.
11 Mitchell, Leading, Teaching, and Making Disciples, 127-28.
12 Ibid., 149.
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Gnanakan lists four basic dimensions of learning that match what Yount proposes:
1. Theological education must be committed to the imparting of the knowledge of God.
2. Theological education must demonstrate a commitment to build people to reach
people.
3. Theological education must be concerned for the building of values.
4. Theological education must be concerned for relevance.13
Gnanaken includes the subjects of importance here: how does the content conveyed
become something the student simply cannot live without because it affects his daily life? This
topic should be evaluated because a lot of teaching can deliver information, but it may not
deliver with it life altering applicability.
Fahlbusch and Bromiley specify that adults learn in the same way as children and
adolescents, but they do it for various reasons and under diverse circumstances. Adults determine
the when, where and why of how or if they will learn. Adults learn according to their daily living
from specific circumstances, which focus on the need for learning and which build on the
successes of their life experience.14
According to Wanak, learning is based certain norms set for the Christian life as the
experience of God and his ways. He made the following statement:
Effective church and seminary education incorporates experience into the
learning process by equipping people to use Scripture in making sense of
their lives. It teaches them to be sensitive to the voice of God and to his
13 Ken R. Gnanakan, “Accreditation and Renewal, in World Evangelical Fellowship,
Evangelical Review of Theology: Volume 19, electronic ed. , Logos Library System; Evangelical
Review of Theology (Carlisle, Cumbria, UK: Paternoster Periodicals, 2000), 279-80.
14 Erwin Fahlbusch and Geoffrey William Bromiley, The Encyclopedia of Christianity
(Leiden, Netherlands: Wm. B. Eerdmans; Brill, 1999-2003), 681.
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actions in the world. It nurtures spiritual bonding with Christ and his people,
encourages meditation on the text of Scripture and reflection on our context.
It cannot be indoctrinational, but always incarnates the love of Christ and the
ways of God.15
After an investigation of different models of learning, Barna concluded that the most
effective model for churches the “best model” or “supermodel.” This model is one in which the
senior pastor is a real supporter of the making of disciples, and where church membership is
decreased to include those who are eager to submit to participating in true disciple-making.
Barna states that disciple-making should not be considered a separate program, but all the
ministries in the church be active in the program, and the number of authentic programs is
decreased to concentrate on discipleship. Lastly, all teaching in all age groups is corresponding,
and the church mission statement is not immobile, but goes through a yearly rejuvenation to line
up with goals and ministry outcomes.16
Procedures, Resources, Plans Used in Today's Churches
In today’s churches, the approaches named in the paper are utilized. Some of the things
that can be implicated is Vacation Bible School and a women’s Bible study, or it may be as
intricate as beginning with a mission statement, and then including the teaching from the pulpit
through spiritual formation classes. Spiritual formation classes can include children’s classes
and small groups that meet outside the church.
15 Lee Wanak, “Learning as the Experience of God” in World Evangelical Fellowship,
Evangelical Review of Theology: Volume 28 (Carlisle, Cumbria: Paternoster Periodicals, 2004).
16 George Barna, Growing True Disciples: New Strategies for Producing Genuine
Followers of Christ (Colorado Springs, CO: WaterBrook Press, 2001), 158.
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There are a plethora of teaching materials that can be used. The teacher can used simple
materials, such as, fill-out-the-blank bulletin insert for the sermon or PowerPoints to illustrate
points or show biblical sites. Teachers can even use high tech materials, such as online biblical
education that is offered on the internet. The teacher has to decide what materials will be best for
the group that they are teaching. They have to recognize that the group may be made up of all
types of learners. Some of them will be able to and benefit from simple materials, while others
will find simplicity boring and prefer more visual aids or the internet.
Although this is good, many of those planning programs have thought through the
difficulties of human learning or the spiritual consequences of teaching biblical truths without
thinking of the concepts included in the “Discipler’s Model” of the Prophet, Priest and King role
a teacher can and must play in the life of disciples.
Resources Used for Learning
Based on the student’s personal experience in teaching both primary and Adult Sunday
school and a new convert class for adults, the resources normally used were printed books (bible
study guides and Sunday school books), videos, handouts and PowerPoint presentations. Printed
books come in a variety of styles and have to fit the need of the group. For instance, teacher may
opt to use a short video presentation outlining what will be discussed in the class.
Handouts can be a great way to give the students information in bulk. The teacher has a
variety of forms to use, such as, the already mentioned “fill-in-the-blank”. The handout can
provide the student with additional reading or lead to further study by providing other sources.
PowerPoint presentations can be useful when passing on archaeological or geographical
information, but may also stop the student from remembering what is taught by the teacher
because of the possible distraction factor. It is the student experience that the most effective way
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is the short teaching session which can be done by video or direct teaching. After the session, the
students will divide into groups of 6 to 8 people to discuss the information presented further.
This gives the teacher a chance to include real life experiences and gives the students a chance to
share their life experiences for common learning. Also, this backs up the Biblical Model of
information, identification and experience because it is a teacher to a group of disciples learning
approach, each person draws from each other’s experience, but still letting the teacher to shape
the outcome of learning.
Discussion
In the beginning the student discussed Paul’s sentence from Ephesians 4:9, preceding this
scripture is Ephesians 4:8 that states “Finally, brothers and sisters, whatever is true, whatever is
noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if
anything is excellent or praiseworthy—think about such things.”17 This scripture holds a treasure
of information that shows Christian teachers how they should approach their discipleship making
efforts. Although we have reviewed and outlined many methods to aid in our understanding of
learning into an educational framework, we can garner a lot from this, but our foundation has to
be always on the truths of the Word of God. This piece of nobleness, pureness and loveliness can
be found in Holy Bible. Moreover, God’s character is plainly portrayed in God’s Word. We as
teachers have to bring students into this knowledge of the just and loving character of God.
When it comes to convicting them, the Holy Spirit can and will do the work. The methods we
use in this work become tools in His hands.
In individual settings, PowerPoints and handouts can be beneficial, and the larger
approach of prayerfully setting a path of learning in the whole church and letting this influence
17 Ephesians 4:8, ESV
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leaners of all ages in the groups set for their age and ability and that permit genuine and authentic
encounters between individuals, converted sinners who know of their Savior’s love for them
appears to be the chosen method of discipleship.
Conclusion
The paper briefly reviewed and outlined Paul’s method of discipline, as were a number of
other educational theories. The paper reflected on the role of the Holy Spirit in learning. Also, the
paper took into consideration the methods, materials and programs found in churches today, and
a favorite method of teaching was emphasized. While learning and discipline can be difficult
among the theories of learning, God has given us tools and methods that can be used successfully
under the guidance of the Holy Spirit and permit us to make disciples.
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Bibliography
Barna, George. Growing True Disciples: New Strategies for Producing Genuine Followers of
Christ. Colorado Springs, CO: WaterBrook Press, 2001.
Gnanakan, Ken R.. “Accreditation and Renewal. In World Evangelical Fellowship. Evangelical
Review of Theology: Volume 28. Carlisle, Cumbria: Paternoster Periodicals, 2004.
Fahlbusch, Erwin, and Geoffrey William Bromiley. The Encyclopedia of Christianity. Leiden,
Netherlands: Wm. B. Eerdmans; Brill, 1999-2003.
Mitchell, Michael R. Leading, Teaching, and Making Disciples: World-Class Education in the
Church, School, and Home. Bloomington, IN: CrossBooks, 2010.
Wanak, Lee. “Learning as the Experience of God”. In. Evangelical Review of Theology: Volume
19. Electronic ed. , Logos Library System; Evangelical Review of Theology. Carlisle,
Cumbria, UK: Paternoster Periodicals, 2000.
Yount, William R. Created to Learn: A Christian Teacher's Introduction to Educational
Psychology. Nashville, TN: Broadman & Holman, 1996.
