Liberty Baptist Theological Seminary
Liberty University
REFLECTIONS ON "THE BIBLICAL MODEL" FOR DISCIPLESHIP
Submitted to Dr. Allan England
in partial completion of course requirements for
DSMN 500 – Discipleship Ministries
Elke Speliopoulos
Downingtown, PA
June 12, 2011
Contents
Introduction......................................................................................................................................4
Processes Utilized by Paul...............................................................................................................4
Processes for Learning.....................................................................................................................5
Methods, Materials, Programs Utilized in Today's Churches..........................................................8
Resources for Learning....................................................................................................................9
Discussion........................................................................................................................................9
Conclusion.....................................................................................................................................10
Bibliography..................................................................................................................................11
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Introduction
As research has shown, processes for learning are extremely multifaceted and involved.
Humans in themselves are the reason for this complexity as they are innately complex beings.
Not for naught does the Bible tell us we were created in the image of God. Research thus only
confirms what Scripture already conveyed: every aspect of God’s creation in man needs to be
addressed to successfully convey learning.
In this paper, both the processes utilized by Paul and processes described by scholars are
discussed and are held against the light of reality in today’s churches and what would be a
preferred scenario.
Processes Utilized by Paul
In Ephesians, 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.” (Philippians 4:9, ESV)
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 to “1) Motivating, 2) Communicating, 3) Inspiring, 4)
Elevating, and 5) Activating”1, he is simply creating a formula for learning from the example of
Paul. Or as Solomon might have said, “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.” (Ecclesiastes 1:9, ESV)
Having said this, much can be learned from both Mitchell and other scholars on the
mechanics of how students (disciples) learn.
1 Michael R. Mitchell, Leading, Teaching, and Making Disciples: World-Class Education
in the Church, School, and Home (Bloomington, IN: CrossBooks, 2010), 202.
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Processes for Learning
Yount’s work “Created to Learn” discusses the “Discipler’s Model” of learning and
describes it as having two foundational layers, the left foundation representing the Bible, “with
its call to personal commitment to Christ and His Church”, and thus demanding that any learning
must be built “upon the sure foundation of God’s Word.”1 The right foundation represents the
need of the people (or learners). Yount gives the example of Jesus inviting Zacchaeus to dinner
when it was apparent he was lonely. Only when Zacchaeus relational need was met was he able
to listen to Jesus.2
Yount continues to describe the “Christian Teacher’s Triad”, resting on these foundational
layers. The reasoning behind or baseline for this triad becomes apparent by observing what it is
made up of: what a person thinks (thinking), how a person feels (feeling), and what a person
does (doing). With humans often being prone to intellectualism (the negative of thinking),
emotionalism (feeling), and burnout (doing), the teacher faces a dilemma. What the “Christian
Teacher’s Triad” then represents are the counteracting forces that Jesus modeled: that of Prophet,
Priest and King.3
In the teacher, this then expresses itself by offering concepts rather than words, questions
rather than answers and problems rather than reasons, and finally examples rather than facts (the
“Prophet” aspect) in order to challenge the learner to work towards learning on their own.4
In the “Priest” aspect, the teacher utilizes an authentic approach to teaching, such as
sharing personal experiences vs. rehearsed stories, or allowing a student to earn the right to share
1 William R. Yount, Created to Learn: A Christian Teacher's Introduction to Educational
Psychology (Nashville, TN: Broadman & Holman, 1996), 4.
2 Ibid., 7.
3 Ibid., 256.
4 Ibid., 257-59.
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rather than to be put on the spot. Accepting a student rather than judging him, allowing humor to
be part of the experience rather than insisting on solemnity, and generating trust relationships
rather than fostering feelings of guilt open up the teaching experience to reap rich results.5
Finally, in the “King” aspect, the teacher challenges teachers to engage learners in
thinking through concepts, as well as the implications from Scripture. Additionally, a student will
be brought to a point where he values the truths found in Scripture and understands the
implications of biblical thinking. Finally, a teacher will give the student assignments to ensure
that the concepts are processed throughout the time away from the teacher.
Ultimately the capstone in Yount’s model is “Growth” – growth in Christ. Yount
concludes that the Holy Spirit forms the circle around this entire Discipler’s Model, representing
the infilling power of the Holy Spirit, which enables a student to grow in Christ.
Mitchell praises this biblical approach to learning, but critiques Yount’s model by
pointing out two elements he sees missing from the model: the involvement of the body and its
senses and the lack of inclusion of non-biblical sources for message transmission, which he
deems important in other areas of learning than biblical studies.6
Mitchell himself promotes a metamodel for teaching and learning based on Proverbs 2,
incorporating a student's primary desire to want to participate in learning and his engaging in
active listening and receiving of the message, which the teacher encourages through sensory
stimulation. A student's reflective listening, thinking through and making choices allows him to
expand his knowledge. In this mode, the teacher can then promote even further learning and
imparting of wisdom when he challenges the learning to new levels by asking probing questions.
5 Ibid., 259-63.
6 Mitchell, Leading, Teaching, and Making Disciples, 127-28.
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The ultimate test of the "success" of this approach is when the student is a "doer of the word",
when actual life change has occurred.7
Gnanakan discusses four basic dimensions of learning that complement 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.8
However, Gnanaken adds the topic of relevance here: how does the content conveyed
become something the student simply cannot live without because it affects his daily life? This is
something that needs to addressed, as much teaching can convey information, but it may not
carry with it life-altering applicability.
Fahlbusch and Bromiley stipulate that adults learn in the same manner as children and
young people, but they do so for different reasons and under different conditions. Adults are the
ones who determine the when, where and why of how or if they will learn. In addition, adults
learn based on their daily living from specific situations, which highlight the need for learning
and which build on the riches of their life experience.9
Wanak says that learning is normative for the Christian life as the experience of God and
his ways. He states,
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 actions in the world. It nurtures
spiritual bonding with Christ and his people, encourages meditation on the text of
7 Ibid., 149.
8 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.
9 Erwin Fahlbusch and Geoffrey William Bromiley, The Encyclopedia of Christianity
(Leiden, Netherlands: Wm. B. Eerdmans; Brill, 1999-2003), 681.
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Scripture and reflection on our context. It cannot be indoctrinational, but always
incarnates the love of Christ and the ways of God.10
Finally, Barna investigated various models of learning and reached the conclusion that
the most successful model for churches (what he calls the “best model” or “supermodel”) is one
in which the senior pastor is a true advocate of the making of disciples, and where church
membership is limited to those who are willing to submit themselves to participate in meaningful
disciple-making. In addition, this is not a separate program, but rather all ministries actively
participate, and the number of actual programs is limited to focus on discipleship. Finally, all
teaching throughout all age groups is coordinated, and the church mission statement is not
stagnant, but rather experiences an annual refresh to align on goals and ministry outcomes.11
Methods, Materials, Programs Utilized in Today's Churches
Typically in churches today aspects of the above described approaches are applied. This
may be as little as the offering of a Vacation Bible School and a Wednesday evening women’s
Bible study, or it may be as involved as starting with a mission statement, and then cascading the
teaching from the pulpit through spiritual formation classes down to children’s classes and small
groups meeting outside of the church.
Teaching materials range from the low-tech “fill-out-the-blank” bulletin insert for the
sermon to more modern PowerPoints shown in order to illustrate points or to showcase biblical
sites all the way to online biblical education offered via the internet.
While this in and of itself is good, not many of those devising programs may have
thought through the complexities of human learning or the spiritual ramifications of teaching
10 Lee Wanak, “Learning as the Experience of God” in World Evangelical Fellowship,
Evangelical Review of Theology: Volume 28 (Carlisle, Cumbria: Paternoster Periodicals, 2004).
11 George Barna, Growing True Disciples: New Strategies for Producing Genuine
Followers of Christ (Colorado Springs, CO: WaterBrook Press, 2001), 158.
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biblical truths without a regard to the concepts contained in the “Discipler’s Model” of the
Prophet, Priest and King role a teacher can and should play in the life of disciples.
Resources for Learning
Based on personal experience and having taught both women’s Bible study and a mixed
adult spiritual formation class, the most common resources used are printed books (bible study
guides), videos, handouts and PowerPoint presentations. Printed books come in a “garden
variety” of styles and need to fit the need of the group to which they are to be applied, e.g. for a
women’s Bible study, the leader may select a short video presentation followed by table
discussions.
Handouts can come in the form of the already mentioned “fill-in-the-blank”, may be
additional reading or lead to further study by providing other sources. PowerPoint presentations
can be helpful when conveying archaeological or geographical information, but may also hinder
the student’s absorption of what is taught by the teacher because of the potential distraction
factor. A very effective way, based on experience, is the use of a short teaching session, either by
video or direct teaching, followed by the group breaking up into tables of 6-8 and discussing
what was presented further. This also allows the teacher the ability to inject real life experiences
and allow the participants to share theirs for common learning. In addition, this supports the
Biblical Model of information, identification and experience in that it is a teacher to a group of
disciples learning approach, each drawing from each other’s experience, yet allowing the teacher
to mold the outcome of learning.
Discussion
Paul’s sentence mentioned in the beginning of this review of processes from Ephesians
4:9 is preceded by this line that says: “Finally, brothers and sisters, whatever is true, whatever is
noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if
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anything is excellent or praiseworthy—think about such things.” (Ephesians 4:8, ESV) In this
advice lies a wealth of how Christian teachers need to approach their discipleship making efforts.
We have seen that while many methods have been outlined to bring our understanding of
learning into an educational framework and while we can glean much from this, our beginning
always has to be on the truths of God’s Word. This aspect of nobility, purity and loveliness is
found in the pages of the Bible. What’s more, God’s character is clearly depicted in His Word.
When we as teachers bring students into this awareness of the just and loving character of their
heavenly Father, the Holy Spirit can and will do the work of convicting them. The methods we
deploy in this effort become tools in His hands.
While PowerPoints and handouts in individual settings can be useful, the broader
approach of prayerfully setting a course of learning church-wide and allowing this to impact
leaners of all ages in the settings that are age- and ability-appropriate and that allow for genuine
and authentic encounters between individuals – redeemed sinners who know of their Savior’s
love for them - seems to be the preferred method of discipleship.
Conclusion
In this paper, Paul’s method of discipling was briefly evaluated, as were a series of other
educational theories. The role of the Holy Spirit in learning was highlighted. Methods, materials
and programs found in churches today were briefly considered, and a preferred method of
teaching was highlighted. While learning and discipling can appear complex amidst the theories
of learning, God has provided us with tools and methods that can effectively under the guidance
of the Holy Spirit allow 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.
