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Michael Wills

TuesdayOct 24 at 5:37am

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The model proposed by Yount provides an in-depth analysis and coverage of connecting biblical truth with the learning needs of students (Yount, 2010). This model is critical when seeking a model for Christian education, discipleship, or general ministry, including Sunday School, youth, and adult ministry. This researcher’s experience is two-fold regarding real-world application on the subject. The most critical factor providing a relevant premise for this is that God’s word is relative to the present age (Powlison, 2007). The current era where humans live can be interpreted through the lens of scripture, providing a basis for analysis (Powlison, 2007). This aspect holds in Christian education as well as education venues such as the University-Model School, which provides a biblical education rooted in discipleship (Turner, 2001). 2 Timothy 3:16 states, “All scripture is inspired by God and beneficial for teaching, for rebuke, for correction, for training in righteousness” ( New American Standard Bible, 1960/2000), meaning it is appropriate to let scripture guide education as a philosophy for Christian instructors. This theory has application under VITEX, which states, “the operating premise of VITEX, whether explicit or implicit, is that Christian truths must be ‘integrated’ with the observations, personality theories, psychotherapies, and professional roles of the mental health world” (Powlison, 2007, p. 11). Application is then found in the discipler’s model as it seeks to build a bridge between modern thought and biblical truths. Youth ministry is the perfect encapsulation of this thought process. This researcher’s history with the youth group started four years ago when his current freshmen were in 6th grade. The Bible and the teachings of Jesus were the cornerstone (Yount, 2010), as they still are today, but there was a focus during small group time on applying the Bible to the situations the boys were facing. Emphasis was then placed on the emotional state of the boys as the lessons of Christ find application to their lives, including family, athletics, friendships, and school. There was a homeostasis of the two applications, providing an opportunity for the Bible to provide discipleship in real-world situations (Yount, 2010). Finally, the researcher sees this application at his children’s school, where he serves on the school board. The University-Model school’s primary mission is to educate and disciple children in Christ (Turner, 2001). This model is significant as it aims for the children to have a long-term relationship with Christ (Yount, 2010). The Bible and the lesson of Jesus integrate into every academic lesson, providing the opportunity to shape their worldview through a faith-based education while also providing a biblical perspective to modern topics. Under these circumstances, there is significant potential for personal growth in Christ while using the model to help children by balancing biblical truth and real-world emotions (Yount, 2010).

References

Life Application Study Bible, New American Standard Bible. (2000). The Lockman Foundation (original work published 1960).

Powlison, D. (2007). Cure of souls (and the modern psychotherapies): Part 1: Counseling revolution.  Journal of Biblical Counseling,  25, 5–12.

Turner, J. W. (2001).  Character driven college preparation: Parents and teachers in partnership through University-Model schooling. GPA Ministries.

Yount, W. R. (2010).  Created to learn: A Christian teacher’s introduction to educational psychology (2nd ed.). B&H Academic.

Melanie Holbrook

YesterdayOct 26 at 12:55pm

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Yount (2010) describes his Discipler’s Model as being both a biblical and theological framework for connecting “six biblical elements with their counterparts in educational psychology:  content, individual differences, cognitive development, affective development, social development, and maturation” (p. 3).  It is a “synergistic representation of seven elements essential to biblical spiritual growth” (Yount, 2010, p. 30).  He uses a schematic diagram of a temple to illustrate what he refers to as the seven essential elements of the model, seeing the Bible and the needs of people as the two foundational components, helping people think, helping people value, and helping people relate as the three pillars, helping people grow as the capstone, and the Holy Spirit encircling the model as the discipler for each.  While each component of the model is needed for success, Yount (2010) emphasizes the need for the Bible to be one of the two parts of the foundation, writing, “Unless our teaching produces a clearer understanding of the Bible, with its call to personal commitment to Christ and His Church, all our teaching efforts produce little more than “wood, hay, or straw” (1 Cor 3:12). For education to be rightly called “Christian,” it must be built upon the sure foundation of God’s Word” (p.7).

Where Yount’s model builds off seven elements, Powlison (2007) suggests three epistemological priorities that appear to align, albeit rather loosely, with the assembly of Yount’s schematic.  Powlison (2007) asserts, “Our first priority must be to articulate positive biblical truth” (p.13).  This perspective supports Yount’s assertion that that the Bible is and must remain the foundation for teaching. Powlison (2007) continues, “Our second priority must be to expose, debunk, and reinterpret alternative models, whether secular or religious (Powlison, 2007, p. 14).  Lastly, Powlison (2007) identifies, “Our third priority must be to learn what we can from defective models.  We will always be stimulated, challenged, and informed by those with whom we disagree and whom we aim to convert” (p. 14).  Priority two and three mesh with Yount’s left pillar, helping people think; growth is seen when texts are analyzed, questions are answered, the opinions of others are weighed, and by “deriving biblical principles that confront personal views” (Yount, 2010, p. 12).  A Christian educator need not agree with non-biblical perspectives; however, it serves as an opportunity to strengthen their faith when they respectfully consider another’s perspective.  What is necessary in order to effectively engage differing or opposing beliefs, is a strong, deep-rooted grasp on Scripture and the foundations of Christian life.

Working with and serving students in the church, I have seen the concepts of both the Discipler’s Model and the three epistemological priorities play out.  When biblical truths are spoken to students who are seen as valued and loved as God’s children regardless of their beliefs or perspectives, they are much more inclined to listen and apply those truths. Culture may label them as “non-believers”, yet they are truly and simply people in process.  When a leader or educator takes on a posture of pride, or wavers in their convictions, they lose credibility and influence over their students.  When a leader or educator depends on the truths found in Scripture intent on loving God with all their heart, soul, and mind, and loving their neighbors as themselves (Matthew 22:36-40,  English Standard Version, 2008/2023), life change occurs, for both the educator as well as the student.

References

English Standard Version Bible. (2023). English Standard Version Bible Online. https://www.esv.org/  (Original work published 2008)

Powlison, D. (2007).  Cure of souls (and the modern psychotherapies).   The Journal of Biblical Counseling, 25, 5-12.   https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=9729ac55-1dae-45fe-ad85-e7b4e24392be%40redisLinks to an external site.

Yount, W.R. (2010).   Created to learn:  A Christian teacher’s introduction to educational psychology.  Second Edition.  B&H Academic.