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Bachelor of Ministry, Bachelor of Theology and Related Programs

EM324

Principles of Evangelism

Semester 1, 2018

Malyon College

is an approved institution of the Australian College of Theology

EM324 is offered by Malyon College as part of the Bachelor of Ministry, Bachelor of Theology and Related Programs authorized for distance and contact delivery by the college, which is an accredited award of the

Australian College of Theology (ACT).

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MALYON COLLEGE

At Malyon we recognise that the world is changing. These are times of great challenge and opportunity. Our commitment is to raising up a generation of influential Christians who have a strong biblical base, skills in leadership and ministry, and a heart for God. We have been training Christian leaders for over 100 years, and we’ve learnt a few things about theological training. Our graduates are serving all over the world as pastors, cross-cultural workers, workplace leaders, chaplains, church leaders and theological faculty. Malyon offers full-time and part-time study options through lecture, intensive and distance modes. We have excellent resources for students including a large library, wireless internet and 24 hour access to the campus. All our awards are accredited through the Australian College of Theology.

The Australian College of Theology

The ACT was established under the auspices of the General Synod of the Anglican Church of Australia in 1891. The ACT is a company limited by guarantee governed by a nine-member Board of Directors. The Anglican Primate of Australia presides as the chairman of meetings of the company which consists of 54 persons (in 2010). The ACT is an Australasian provider of state accredited higher education courses leading to awards in theology and other disciplines related to Christian ministry. The ACT operates as an ecumenical consortium of some 2,500 students enrolled in 19 Bible and theological colleges approved to teach the awards of the ACT. These awards range from two-year diplomas, three-year undergraduate and coursework masters degrees to masters and doctoral research degrees. The ACT has a centrally devised and managed curriculum and a quality assurance process that are applied across the whole network of affiliated colleges. The day-to-day educational system is managed by the Dean from the ACT office in Sydney. Academic governance is the responsibility of the Academic Board which oversees all academic activities of the College. The standing committees of the Academic Board share this responsibility by monitoring the quality of delivery and resourcing, developing policy, and reviewing the course structure for research, coursework and diploma courses. The membership of the Academic Board and its committees is comprised mostly of faculty members of affiliated colleges. A number of senior university academics are represented to help ensure that ACT practice (especially in the outcome of the consideration of research examiner’s reports and general academic policy) remains comparable with the standards of and best practice in the university sector. As a HEP under the Higher Education Support Act, the College was required to undergo a quality audit conducted by the Australian Universities Quality Agency (AUQA). The AUQA Audit Report was publicly released on the AUQA website in February 2007. In 2010 the company consists of 54 members composed in the following way: (1) the Anglican Primate of Australian and the Dean of the ACT, (2) the principals of 10 Anglican Theological Colleges, (3) 21 persons elected by the House of Bishops of the General Synod, (4) the principals of 11 affiliated colleges approved to deliver the research degrees of the ACT, (5) 5 graduates holding an ACT research degree, (6) 5 graduates holding any other degree of the ACT.

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UNIT DETAILS

Unit Description

Our greatest Christian influence in the world is arguably through sharing the gospel. This unit empowers this witness, providing an excellent biblical and practical introduction to evangelism. It looks at numerous questions and issues. For example: What is the gospel message? What is the connection between God’s sovereignty and human freedom in evangelism? What hinders productive evangelism? Is everyone an evangelist? What is the role of an evangelist? How can I powerfully communicate my faith? What varieties of evangelism can be effective in different contexts? And what about small group evangelism and mass evangelism? Alongside class explorations of such questions, each student will engage in twenty hours of evangelistic outreach, both individual and corporate, reflecting upon these experiences in formulating his or her own approach to sharing the gospel today.

Rationale

Christ’s parting directive for his followers is that they would make disciples of the nations. Implicit in the Great Commission is the call to evangelize: to announce the gospel of Christ and His Kingdom. Yet in the western world we find ourselves in a time of massive cultural upheaval. We are rapidly moving from the religious and rational certitudes of premodernity and modernity, to the confusing and increasingly post-Christendom context of a pluralistic postmodernity. As such, our paradigms and praxis of evangelistic outreach can no longer be “business as usual.” And nor can we take shelter in pet theologies that prop up formerly effective strategies. Instead, we must fuse theology, cultural awareness, and practice. We must rebuild our understanding of evangelism from the Bible up (Section A), understanding the particulars of our cultural context and the particular sub-cultures we seek to reach for faithful and effective contextualization (Section B), then applying these understandings in the marketplace (Section C). In turn, these practical experiences should drive us back to refine our understanding of both our call and context in a hermeneutic spiral. Both the structure of the unit, and the assessment items therein, facilitate such a process.

Credit Points

This unit is valued at 4 credit points.

Co- and Pre-Requisites

None.

Exclusions

None.

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Unit Content

The unit is made up of the following sections and sub-sections: Section A: Biblical and Theological Perspectives

1. An examination of evangelistic proclamation in Acts and the other New Testament texts, with attention to what constitutes the gospel message and varied approaches according to audience

2. Divine sovereignty and human response, faith, conversion and baptism 3. Motivations for evangelism; the relation of proclamation to meeting human need 4. Proclamation, witness and presence; the place of evangelism in Christian

education and worship 5. Hindrances to evangelism, including brief consideration of common objections to

the gospel Section B: Principles of Evangelism

6. The role of the evangelist: the vocation to be an evangelist; lifestyle and message; the role(s) of the congregation in the evangelist’s ministry

7. Communicating faith: person to person; through relationships; small groups; life networks; earning the right to speak; mass evangelism

8. Evangelism of various groups: for example youth, nominal church members, ethnic groups, secular humanists, factory workers

9. Appropriate evangelistic methods for different situations and contexts (including dialogue meetings, evangelistic church services, distinctive approaches for women and men); examination of two methods of personal evangelism

Section C: Field Work

10. Personal involvement (with supervision) in not less than 20 hours in specifically evangelistic programmes, including at least 5 hours of direct evangelism by the student. These hours exclude preparation and writing-up time. This work should include both inter-personal and small group contexts, using the methods studied in topic 9. This work should include people known to the candidate as evangelist, and those unknown. Large group and media settings may also be used.

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Unit Outcomes

On successful completion of this unit, student should be able to: A. Know and Understand (Knowledge):

A1. Biblical and theological perspectives on evangelism A2. Principles and practices of evangelism

B. Be Able To (Skills):

B1. Discuss biblical and theological principles of evangelism B2. Analyse the principles and practice of evangelism B3. Employ the tools of cultural exegesis to facilitate evangelism in a specific context B4. Under supervision, participate in evangelistic activities

C. Be In a Position To (Application):

C1. Integrate perspectives from ‘Principles of Evangelism’ with their other theological and

ministry studies C2. Engage in evangelism as a reflective practitioner C3. Employ the tools of cultural exegesis to facilitate evangelism in a specific context

Workload Requirement

A unit will generally require about 10 hours per week for lectures for contact students or home study for distance students, preparation and revision, and assignment work over thirteen weeks. In addition, two study weeks are worked into each semester. Excluding the study weeks, this generally averages out in this subject as follows: 1. Contact students: a. Lectures – 3 hours per week;

b. Preparation – 3 hours per week; c. Assessments – 4 hours per week.

2. Distance students: a. Home study; including forums and revisions – 6 hours per week;

b. Assessments – 4 hours per week.

Learning Guides

Students should access the Learning Guides on the unit Moodle page for guidance through their studies for the semester.

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Assessment Requirements

The student shall complete the following assessment requirements: 1. Evangelistic Address

(due April 24, 2018; 1500 words, worth 30%)

2. Field Work Forum Posts (divided into two submissions; collectively = 1500 words, worth 30%)

Journals 1-5 (750 wds) due March 20, 2018 (week 6) = 15% Journals 6-10 (750 wds) due May 8, 2018** (week 11) = 15%

**N.b. Distance students submit Reflection Activity Log at this time** 3. Research Assignment

(due May 29, 2018; 2000 words, worth 40%) Contact students will be expected to attend all lectures; the reflection activities are the distance student’s equivalent of classroom interaction. Just as class attendance is compulsory for on-campus students, forum participation and reflection activities are compulsory for distance students.

Students who fail to attend 80 per cent of lectures or complete forum posts/reflection activities satisfactorily may be failed.

Required Resources

In order to complete the unit, the student will be required to have access to the following resource: Chilcote, Paul W. and Laceye C. Warner, eds. 2008. The Study of Evangelism: Exploring a Missional Practice of the Church. Grand Rapids: Eerdmans. Additionally, further learning resources will be made available on Moodle, our Online Learning Centre. These resources may include articles, extracts, contact lecture notes and other learning activities.

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Lecture Schedule

* Tuesday nights 6:15 - 9:00pm. SE = Study of Evangelism by Chilcote & Warner

Wk Date Period 1 Period 2 Period 3 Pre-reading

for this week1

1 13 Feb Impressions &

Confessions

Course

Introduction

Setting Up

Evangelistic

Field Work

Evangelistic

Motivation:

The Beggar

SE “Is There Biblical Warrant for Evangelism,” 59-72; James Choung, True Story, pp. 16-34; Pippert & Kwashi, “Fresh Approach to Witness for 21st Century” (8pp). Optional: Explore Lausanne World Evangelization resources here, such as multimedia here, Lausanne Global Analysis here, Issue-Based Networks here, Cape Town 2010 advance papers here, and the three key global charters: Lausanne Covenant, Manila Manifesto, Cape Town Commitment.

2 20 Feb OT/NT Evangelism ‘Gospel’ Today—

Getting it Right

SE “Evangelism: Theological Currents and Cross-Currents Today,” 4-17; SE “Evangelism and the Gospel of Salvation,” 33-45; SE “Toward Developing an Adequate and Comprehensive Understanding of Evangelization,” 313-327; Keller “The Gospel in All Its Forms” (5pp) Optional: Explore Lausanne Occasional Papers (LOPs) here; James Choung, True Story, pp. 191-204; cf. Ecumenical WCC mainline Protestant affirmation “Together Towards Life” here and Catholic encyclicals calling for “new evangelization” including Evangelii Nuntiande (1975), Redemptoris Missio (1990), & Evangelii Gaudium (2013).

3 27 Feb Terms and Tensions Theological

Foundations for

Evangelism Part 1

SE “The Structure of Mission: An Exposition of Matthew 28:16-21,” 73-92; Sakenfeld, “Evangelism, Evangelist, Gospel” (12pp). Optional: Green, “Evangelism in the Early Church … Motives”

4 6 Mar Theological Foundations

for Evangelism Part 2 +

Lausanne Covenant

Mission &

Evangelism: The

Storyteller

“The Lausanne Covenant” here (6pp); SE “Incarnation and the Church’s Evangelistic Mission,” 171-184; SE “Evangelism and Discipleship: The God Who Calls, the God Who Sends,” 219-234; Frost, “Slow Evangelism” (22pp) Optional: Chris Wright 7 min. youtube on Lausanne Covenant here; LOP#57 “Education for World Evangelization”

5 13 Mar Internet Evangelism

Contextualization:

Gospel Bridges and

Barriers; and/or

SE “Foolishness to the Greeks,” 345-351; Newbigin, The Gospel in a Pluralist Society (ch. 12) “Contextualization, True and False” (15pp); Guinness & Wells, “Mission and Discipleship in a Globalised World”(9pp); Antoine Rutayisire,

1 Note that 3 hours are assigned to class preparation per week (Unit Guide page 5). Across the 13 weeks there are 551 pages of pre-reading total, which at 4 minutes/page averages out at 42 pages per week, 2 hrs 48 mins. Students must read and engage with a minimum of one chapter of the set-text/recommended reading per week, then one other reading (see table above and Moodle), whether from recommended or optional readings.

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Evangelism in a

Postmodern Age

“Rwanda’s Gospel of Reconciliation” (8pp) Optional: LOP#31 “The Uniqueness of Christ in a Postmodern World and the Challenge of World Religions” (39pp); LOP#26 “Radio in Mission”; LOP#48 “Media & Technology”

6 20 Mar How to Reach a Community: Assessing Needs & Planting Seeds

Getting Creative: Planning Outreach Events

Bob Moffitt, If Jesus Were Mayor, pp. 9-24, 273-306 (pdf); Keller, “God’s Global Urban Mission” (8pp) Optional: LOP#37

“Towards the Transformation of Our Cities/Regions”; Explore “Movement Day”

7 27 Mar “Why the Church must

‘Go’”: A Workshop on

Luke 10

Sports Outreach

Bridging the Divide:

Mass Programs and

Church Process for

Spiritual Seekers—an

evaluation

Benson, “Why Youth Ministry Must Leave the Building” (6pp); SE “Centripetal Mission, or Evangelization by Hospitality,” 424-435; Frost, “Missional Communities” (28pp); Coleman, “The Lifestyle of the Great Commission” (15pp) Optional: Cole, Church 3.0 “Catalysing Evangelism” (36pp); explore Alpha program

3 Apr Study week

10 Apr Study week

8 17 Apr Caught Out: Quick

Answers to Tough

Questions

Leading Seculars to

Christ: Evangelistic

Preaching

SE “Evangelism in the Context of Secularization,” 46-54; “Deconstructing Defeater Beliefs” Tim Keller (9pp); Lon Allison and Mark Anderson, Going Public with the Gospel, 38-68, 81-84 (35pp) Optional: Thiessen, “Defending Proselytism” (54pp); LOP#8 “Witness to Secularized People”

9 24 Apr Salvation & Justice:

Good Words +

Good Deeds

Faith at Work:

Marketplace Mission

Kotiuga, “People at Work: Preparing to Be the Whole Church” (7pp) + Michael Pucci, “The Gospel and Human Poverty,” pp. 199-230 OR LOP 40 “Marketplace Ministry” (59pp); Optional: SE “Evangelism,

Salvation, and Social Justice,” 185-204; Mortimer Arias, Announcing the Reign of God, pp. 83-99 (pdf); LOP 21 “Evangelism and Social Responsibility: An Evangelical Commitment”; LOP 59 “Business as Mission”

10*

[DB

away]

1 May Evangelism and the

Arts: Capturing the

Imagination

Power Evangelism,

Prayer, & the

Missio Dei

John Wimber, Power Evangelism, pp. 75-94 OR Stibbe, “Prophetic Evangelism” (21pp). Optional: LOP 42 “Prayer in

Evangelism” (52pp); LOP 46 “Redeeming the Arts”; LOP#45 “Reaching New Agers”; cf. LOP35A&B on reaching people with disabilities

11 8 May Personal Evangelism 1: SIGN Post SIGN course devotions + recapping, pp12-20; Stibbe, “Many Methods” (21pp)

12* [DB

away]

15 May Personal Evangelism 2: SIGN Language SIGN course devotions + recapping, pp. 27-36; Adeney, “Graceful Evangelism – Radical Habits” (19pp). Optional: Green,

“Evangelistic Methods in the Early Church”

13 22 May Personal Evangelism 3: SIGN Writer

Course Review

SIGN course devotions + recapping, pp. 37-54; Chris Wright, “Calling the Church back to Humility, Integrity and Simplicity” (5pp; talk here); Summary of the Cape Town Commitment here (2pp) Optional: Cape Town Commitment here (42pp)

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UNIT LECTURER

Dave Benson (BAppSci.HMS-Ed; MA; PhD) is the course preparer,

lecturer and marker for this subject. As a former high school

teacher, youth worker and Pastor of Evangelism and Community

Outreach, he is passionate about commending Christ and His

Kingdom in Australia’s post-Christendom culture. Dave lectures at

Malyon College in the areas of evangelism, apologetics,

worldviews, faith–work integration, and practical theology. This

parallels Dave’s work as Director of Traverse (the Malyon centre

for bridging church and culture), the founder of “Christ’s Pieces” with his wife Nikki as an intentional Christian

community, the founder and ongoing associate of Logos apologetics ministry, blog writing with “Wondering

Fair”, consultancy and generating resources with Scripture Union and the Bible Society for cultural and

Scripture Engagement, and his ongoing service with the Lausanne World Evangelization Movement, most

recently as Chair of the Programme Committee for the 2016 Younger Leaders Gathering (YLG) in Jakarta. In

2009 he completed a research Masters at Regent College (Vancouver) under Prof. John G. Stackhouse, Jr.,

entitled “The Thinking Teen”, exploring how to commend the plausibility, credibility and relevance of the Bible

to non-Christian adolescents. This laid the foundation for Dave’s 2016 Practical Theological dissertation under

A/Prof. Neil Pembroke at The University of Queensland. Entitled “Schools, Scripture and Secularisation,” this

project considers the telos of competing curricular visions and the place of religions and their revelations in

Australia’s contemporary pluralistic educational sphere.

+61 (07) 3354 5656 nikanddave (skype) [email protected]

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UNIT ASSESSMENT

Assessment Instructions

In completing assessments, students should note that: 1. The College requirements for the writing and submission of assignments are to be

adhered to at all times, as marks will be deducted for incorrect and poor presentation. Of particular importance is that the official College title page is to be used, and that the word length be indicated.

2. The current Assignment Style and Writing Guides are available to all students on the

Moodle site; it should be studied, both when starting out and at the beginning of each academic year as adjustments or changes may be made from time-to-time.

3. The due date is non-negotiable; in exceptional circumstances students are to adhere

to College protocol for requesting permission for late submission. Penalties for late submission are set at 5% per College week. The Assignment Style Guide contains details of the protocols to be followed.

4. With respect to length, students are permitted to write at a length of 10% either side

of the stated length; for example, a 1000-word assignment should be within a 900-1100 word length. Students will be penalized 1% per 100 words, or part thereof, under or over the stipulated length.

5. With respect to the List of References, a specific number of references will not be set;

however, students should note the guidelines indicated for the specific assessment requirement. However, students should note that: a. Bibles (including study Bibles), basic dictionaries and devotional guides are not

regarded as academic references. b. Electronic sources should generally not number more than half the required

number of references, and should be used with caution.

6. The failure to adhere to the stipulated assessment format requirements will be penalized as follows:

a. Body of assignment: i. 1st level – 1% ii. 2nd and subsequent levels – 2% b. List of References and referencing: i. 1st level – 1% ii. 2nd and subsequent levels – 2%

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Grade Criteria

Bachelor’s students at the foundational undergraduate degree 300-level should note that grades are awarded on the following criteria: Units at foundational level introduce undergraduate students to the foundational features and principles of a discipline or topic. The study of primary sources and the principles underlying their analysis are introduced, especially in Biblical Studies and Church History and where relevant in other fields of study. The foundation for the critical evaluation of ideas is established. Pass ✓ Attempts to engage primary sources and is aware of their significance for the

discipline. ✓ Evidences a basic understanding of the foundational features of the discipline. ✓ Shows an awareness of relevant scholarly viewpoints without necessarily

engaging these in depth. Credit ✓ Demonstrates an engagement with primary sources. ✓ Has begun to grasp the foundational features of the discipline. ✓ Is beginning to engage with a range of scholarly viewpoints.

Distinction ✓ Demonstrates ability in engaging primary sources, is beginning to understand

their setting and historical context. ✓ Evidences a grasp of the foundational features of the discipline. ✓ Demonstrates emerging skills in the task of critically evaluating a range of

scholarly viewpoints. High Distinction ✓ Demonstrates a pronounced ability in engaging primary sources and

understands their setting and historical context. ✓ Evidences a sound grasp of the foundational features of the discipline. ✓ Shows an ability to evaluate critically a range of scholarly viewpoints with

empathy.

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ASSESSMENT REQUIREMENTS

Requirement 1: Evangelistic Address

Students are to write a ten minute evangelistic address for a particular generational and social grouping, delivered in a context of his or her choosing. The assignment must be structured as follows:

a) A description of the particular generational and social grouping you wish to address, and also the particular context for the address. For instance, you may choose to write your address for 100 middle school adolescents at the end of a free rock-concert outreach drawing students from some of the high-crime suburbs in Brisbane. Be as specific as possible, highlighting whatever factors are most relevant, which in turn influence how you tailor the message (200 words)

b) The evangelistic address itself, keeping primarily to one major theme that best connects with the particular audience and context described above (1300 words)

This task is an opportunity for students to demonstrate their understanding of principles of evangelism, as expressed for a particular situation and context. The message is expected to include a biblically faithful and culturally relevant gospel presentation, leading toward an opportunity for hearers to respond as is appropriate for both the audience and setting. Learning Outcomes addressed: A1-2; B1-3; C1,3. Unit Content covered: B6-9. The key assessment criteria for this requirement are as follows:

1. Selected information is relevant to the topic and presented in a logical manner 2. Clear evidence of unpacking and matching the evangelistic address to the defined

culture 3. Clear evidence of unpacking and matching the evangelistic address to a biblically

grounded approach to evangelism 4. Evangelistic address displays a synergy of appropriate contextualization, and a

biblically faithful gospel presentation

Length: 1500 words References: At least 3 meaningful references

Due: Tuesday April 24, 2018 by electronic submission on Moodle Mark allocation: 30%

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Requirement 2: Field Work Forum Posts

As part the field work component in this course (20 hours total), students are to reflect upon their evangelistic experiences in 10 x 150 word forum posts. Alongside their own organised outreach (10 hours), students are set 10 x 1 hour challenges (for modules 1-10 inclusive, highlighted in the module notes). Drawing on one of the recommended readings for each related module (preferably the set text, Study of Evangelism by Chilcote and Warner), students are to write a 150 word first-person response comprising the following:

a) Details of where and with whom you conducted your field work, and how the two hours that week were spent (50 words)

b) In dialogue with a recommended reading for the related module, what is one question raised and one key lesson learned from this experience/challenge that will guide your future evangelistic endeavours (100 words)

Students are strongly encouraged (though not required) to engage with one other student's reflection and/or question, to advance the conversation as reflective practitioners. Learning Outcomes addressed: A2; B2-4; C2-3. Unit Content covered: C10. The key assessment criteria for this requirement are as follows:

1. Creative and comprehensive participation in the field-work challenge [Overall, the requirements for 20 hours practical work must be met, including 5 hours of direct evangelism (keeping a field work journal and/or log will help)]

2. Raises substantial questions clearly emerging from the evangelistic challenges 3. Key lessons learned are insightfully analysed in touch with both a well rounded

theology of evangelism, and understanding of contextualization and culture 4. Integrated, direct and meaningful interaction with recommended readings that

reflects familiarity with related course materials

Length: 1500 words (no penalty for reflections of up to 300 words on average) References: 10 (one recommended pre-reading per reflection)

Due: divided into two submissions; collectively = 1500 words, worth 30% Journals 1-5 (750 wds) due March 20, 2018 (week 6) = 15%

Journals 6-10 (750 wds) due May 8, 2018** (week 11) = 15% **n.b. compile a log of the 20 hours into one formatted table with Journals 6-10.

Distance students submit Reflection Activity Log at this time also** Mark allocation: 30%

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Requirement 3: Research Assignment

In this task, students are to write a research essay in the first person that fits the following hypothetical situation: While studying evangelism at Malyon College, you feel called by God to train up your local congregation (at which you are an intern) in how to evangelize. Your plan is for this to culminate in a church-wide outreach to the local community, in which congregants invite their friends to a church service in the local park, followed by a free lunch. So, you approach the elders in the church for their support and to talk through logistics. To your surprise, the head of the elders is quite pointed in his opposition.

“We are called to make disciples, not converts, so why waste congregants’ time and this church’s resources on such a venture.

This approach is misguided. We are to save souls, not feed bellies. And besides which, so few of our congregants are gifted to evangelize,

so training them up and sending them out to share is setting them up for failure.”

After talking with the Senior Pastor, you are encouraged to write a response to the elders, outlining a biblical and theological foundation for evangelism that addresses this elder’s particular concerns, in turn paving the way for this venture to go ahead. Students are given liberty to structure their response as they see best, provided it remains a research essay that directly addresses the main concerns of the elders, moving towards positive promotion of the congregational evangelistic training and outreach opportunity. Learning Outcomes addressed: A1-2; B1-2; C1. Unit Content covered: A1-5; B6,7,9. The key assessment criteria for this requirement are as follows:

1. Each main concern of the elder’s objection to the outreach strategy are addressed 2. Develops a theoretical framework using Scripture and research in a logical and

theologically responsible way, addressing a range of perspectives 3. Convincing positive promotion of the congregational evangelistic training and

outreach opportunity described in the task in light of principles of evangelism (culturally sensitive and biblically faithful)

4. The number and diversity of sources is indicative of appropriate academic research dialoguing with a range of scholarly perspectives and practical exemplars

5. Requirements for the writing of assignments have been adhered to

Length: 2000 words References: At least 8 meaningful references

Due: Tuesday May 29, 2018 by electronic submission on Moodle Mark allocation: 40%

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UNIT CONTRIBUTION TO GRADUATE ATTRIBUTES

Developing Christians of Influence

“Then I will give you shepherds after my own heart, who will lead you with knowledge and understanding.”

(Jeremiah 3:15)

1. 2. 3. 4.

Graduate Attribute 1: Personal Formation – ‘Shepherds with God’s heart’

a. Is secure in God, living in the truth and freedom of the gospel

✓

b. Pursues intimacy with God and Christ-likeness, particularly through spiritual disciplines

✓

c. Intentionally plans for growth, being aware of personal strengths and weaknesses

✓

d. Grows spiritual, personal and relational health, especially through accountability

✓

e. Is committed to influencing and serving others in the church and the world

✓

Graduate Attribute 2: Theological Formation – ‘Knowledge and understanding of God’s heart’

a. Understands the ‘big story’ of the Bible and the gospel

✓

b. Is personally able to interpret and apply the Bible

✓

c. Is formulating a biblical, historical and contemporary theology

✓

d. Reflects biblically and theologically on life and practice

✓

d. Is committed to communicating and demonstrating the gospel

✓

Graduate Attribute 3: Ministry Formation – ‘Knowledgeable and wise shepherds’

a. Has a godly influence on others

✓

b. Possesses the knowledge and skills needed for chosen ministry path

✓

c. Ministers and communicates the gospel with clarity in a range of contexts

✓

d. Works well in a team and intentionally does so

✓

e. Is committed to servant leadership and the mentoring of others

✓

1. A major thrust of this unit 2. A contribution that this unit should make 3. A possible function of this unit, but not targeted 4. An unlikely product of this unit

Note: Graduates who have not completed the curricular and non-curricular ministry aspects of Malyon’s courses will tend to be most developed in Graduate Attribute 2.

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RECOMMENDED READINGS

The list below provides the learner with references that relate to the unit material and topics under consideration. Extensive resources and web-links are also provided on Moodle. Allison, L. & M. Anderson, Going Public With the Gospel: Reviving Evangelistic Proclamation

(Downers Grove, IL: IVP, 2004). Arias, M., Announcing the Reign of God: Evangelization and the Subversive Memory of Jesus

(Lima, Ohio: Academic Renewal Press, 2001). Bakke, R., and J. Hart. The Urban Christian: Effective Ministry in Today's Urban World

(Downers Grove, Ill: InterVarsity Press, 1987). Booker, M. & M. Ireland, Evangelism – Which Way Now? An Evaluation of Alpha, Emmaus,

Cell Church and Other Contemporary Strategies for Evangelism (London: Church House, 2003).

Bosch, D., Transforming Mission: Paradigm Shifts in Theology of Mission. American Society of Missiology series, no. 16 (Maryknoll, N.Y.: Orbis Books, 1991).

Bright, B., Witnessing Without Fear: How to Share Your Faith with Confidence (Orlando, FL: NewLife Publications, 2003).

Brueggemann, W., Biblical Perspectives on Evangelism: Living in a Three-Storied Universe (Nashville: Abingdon Press, 1993).

Carson, D. A. Telling the Truth: Evangelizing Postmoderns (Grand Rapids: Zondervan, 2000). Chapman, J., Know and Tell the Gospel (Sydney: Matthias Media, 1998). Chilcote, P., and L. Warner, (eds.), The Study of Evangelism: Exploring a Missional Practice of

the Church (Grand Rapids, MI: Eerdmans, 2008). Choung, J., True Story: A Christianity Worth Believing In (Downers Grove, Ill: IVP Books,

2008). Claydon, D., (ed.), A New Vision, A New Heart, A Renewed Call (Pasadena: William Carey,

2005). Coleman, R., The Master Plan of Evangelism: With Study Guide by Roy J. Fish (Old Tappan,

NJ: Fleming H. Revell Co, 1986). Comfort, R., Hell's Best Kept Secret (New Kensington, PA: Whitaker House, 2004). Comfort, R., and K. Cameron, The Way of the Master: How to Share Your Faith Simply,

Effectively, Biblically—The Way Jesus Did. DVD series. Orlando, FL: Bridge-Logos, 2006.

Cowan, S. B. & W. L. Craig, Five Views on Apologetics (Grand Rapids: Zondervan, 2000). Dawson, S, (ed.), The Complete Evangelism Guidebook: Expert Advice on Reaching Others for

Christ, 2d ed. (Grand Rapids, MI: Baker Books, 2008). Dickson, J., The Best Kept Secret of Christian Mission: Promoting the Gospel with More Than

Our Lips (Grand Rapids, Mich: Zondervan, 2010). Dickson, J. Simply Christianity: Beyond Religion. Kingsford, Australia: Matthias Media, 1999. Drummond, L., Reaching GenerationNext: Effective Evangelism in Today’s Culture (Grand

Rapids: Baker, 2002). Van Engen, C. God's Missionary People: Rethinking the Purpose of the Local Church (Grand

Rapids: Baker Book House, 1991). Finney, J., Emerging Evangelism (London: Darton, Longman & Todd, 2004).

EM324: Principles of Evangelism Page 17

Foster, T., The Suburban Captivity of the Church: Contextualising the Gospel for Post-Christian Australia (Moreland, Vic. Acorn Press, 2014).

Green, M., Evangelism in the Early Church (Grand Rapids: W.B. Eerdmans Pub, 2004). Guder, D., and L. Barrett. Missional Church: A Vision for the Sending of the Church in North

America. The Gospel and Our Culture series (Grand Rapids: W.B. Eerdmans Pub, 1998).

Guinness, O., Fool's Talk: Recovering the Art of Christian Persuasion (Downers Grove, IL: IVP, 2015).

Hammond, K., and D. Cronshaw, Sentness: Six Postures of Missional Christians. (Downers Grove, IL: InterVarsity Press, 2014).

Hastings, R., Missional God, Missional Church: Hope for Re-Evangelizing the West. Downers Grove, IL: IVP Academic, 2012.

Hauerwas, S., After Christendom? How the Church Is to Behave If Freedom, Justice, and a Christian Nation Are Bad Ideas (Nashville: Abingdon Press, 1991).

Hillman, O., The 9 to 5 Window (Ventura: Regal, 2005). Hudson, N., Imagine Church (Nottingham: IVP, 2012). Hughes, B. & J. Bellamy, A Passion for Evangelism: Turning Vision into Action (Adelaide:

OpenBook, 2004). Hunter, G., How to Reach Secular People (Nashville: Abingdon Press, 1992). Hybels, B., Just Walk Across the Room: Simple Steps Pointing People to Faith (Grand Rapids:

Zondervan, 2006). Jones, E., The Unshakable Kingdom and the Unchanging Person (Nashville: Abingdon Press,

1972). Kallenberg, B. J., Live to Tell: Evangelism for a Postmodern Age (Grand Rapids: Brazos, 2002). Keller, T., Center Church: Doing Balanced, Gospel-Centered Ministry in Your City (Grand

Rapids, MI: Zondervan, 2012). Keller, T., Counterfeit Gods: When the Empty Promises of Love, Money, and Power Let You

Down (London: Hodder & Stoughton, 2009). Keller, T., The Reason for God: Conversations on Faith and Life (Zondervan, 2010). Lewis, C. S. Mere Christianity: A Revised and Amplified Edition, with a New Introduction, of

the Three Books, Broadcast Talks, Christian Behaviour, and Beyond Personality (San Francisco: HarperSanFrancisco, 2001).

Little, P. & M. Little, Know Why You Believe, 5th ed. (Wheaton, IL: Victor, 2003). Long, J., Emerging Hope: A Strategy for Reaching Postmodern Generations, 2d ed. (Downers

Grove, IL: IVP, 2004). Marshall, C., and T. Payne, The Trellis and the Vine: The Ministry Mind-Shift That Changes

Everything (Kingsford, N.S.W.: Matthias Media, 2009). McLaren, B., A New Kind of Christian A Tale of Two Friends on a Spiritual Journey (Hovel

Audio Inc, 2006). McQuoid, S., Sharing the Good News in C21: Evangelism in a Local Church Context (Carlisle:

Paternoster, 2002). Mittelberg, M., B. Hybels, L. Strobel, and B. Boshers, Becoming a Contagious Christian:

Communicating Your Faith in a Style That Fits You (Grand Rapids: Zondervan Pub. House, 2001).

Mittelberg, M., Building a Contagious Church: Revolutionizing the Way We View and Do Evangelism (Grand Rapids: Zondervan, 2000).

EM324: Principles of Evangelism Page 18

Moffitt, B., and K. Tesch, If Jesus Were Mayor: How Your Local Church Can Transform Your Community (Oxford, UK: Monarch Books, 2006).

Newbigin, L., Foolishness to the Greeks: The Gospel and Western Culture (Grand Rapids: W.B. Eerdmans Pub. Co, 1986).

Newbigin, L., The Gospel in a Pluralist Society (London: SPCK, 2004). Newbigin, L., The Open Secret: An Introduction to the Theology of Mission (Grand Rapids:

W.B. Eerdmans, 1995). Newman, R., Questioning Evangelism: Engaging People's Hearts the Way Jesus Did (Grand

Rapids, MI: Kregel Publications, 2004). Pippert, R. M., Saltshaker Resources: An Evangelism Toolkit (Downers Grove, IL: IVP, 2003). Richardson, R., Evangelism Outside the Box: New Ways to Help People Experience the Good

News (Downers Grove, IL: IVP, 2000). Richardson, R., Reimagining Evangelism: Inviting Friends on a Spiritual Journey (Downers

Grove, IL: InterVarsity Press, 2006). Sider, R., P. Olson, and H. Rolland Unruh, Churches That Make a Difference: Reaching Your

Community with Good News and Good Works (Grand Rapids: Baker Books, 2002). Silvoso, E., Prayer Evangelism (Ventura: Regal, 2000). Smith, G., Beginning Well: Christian Conversion & Authentic Transformation (Downers

Grove, Ill: InterVarsity Press, 2001). Stone, B., Evangelism After Christendom: The Theology and Practice of Christian Witness.

Grand Rapids, Mich: Brazos Press, 2007. Tan, M., Hearts Aflame: Living the Passion for Evangelism (Singapore: Genesis Books and

Eagles Communications, 2008). Thiessen, E., The Ethics of Evangelism: A Philosophical Defense of Proselytizing and

Persuasion (Downers Grove, Ill: IVP Academic, 2011). Webber, R., Ancient-Future Evangelism: Making Your Church a Faith-Forming Community

(Grand Rapids: Baker Books, 2003.) Webber, R., Ancient-Future Faith: Rethinking Evangelicalism for a Postmodern World (Grand

Rapids: Baker Books, 1999). Willard, D., The Great Omission: Rediscovering Jesus' Essential Teachings on Discipleship

(San Francisco, Calif.: HarperSanFrancisco, 2006). Wimber, J., and K Springer, Power Evangelism: Revised and Expanded with Study Questions

([San Francisco, CA: HarperSan Francisco, 1992). Wright, N. T., Simply Christian: Why Christianity Makes Sense (San Francisco, CA:

HarperSanFrancisco, 2006).

EM324: Principles of Evangelism Page 19

ACT POLICIES AND PROCEDURES

Key Policies

Students should take note of the following ACT policies: 1. Unit Moderation Policy. 2. Academic Misconduct Policy. 3. Academic Appeals Policy.

Accessing Documents

These and other policy documents are publicly available in the following handbooks, through links on ACT’s home page (www.actheology.edu.au): 1. Undergraduate Handbook. 2. Postgraduate Handbook. 3. Student Policy Handbook. 4. International Student Handbook. 5. Distance Education Handbook. These should be read in conjunction with the ‘Recent Updates’ link found on the ACT website.