The Equipping Ministry, Module 15 (The Capstone Curriculum)

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Free download. Book file PDF easily for everyone and every device. You can download and read online The Equipping Ministry, Module 15 (The Capstone Curriculum) file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with The Equipping Ministry, Module 15 (The Capstone Curriculum) book. Happy reading The Equipping Ministry, Module 15 (The Capstone Curriculum) Bookeveryone. Download file Free Book PDF The Equipping Ministry, Module 15 (The Capstone Curriculum) at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF The Equipping Ministry, Module 15 (The Capstone Curriculum) Pocket Guide. The focus of this track is to facilitate the spiritual formation of the candidates and build skills in deepening the formation of others. A student electing to complete a traditional research thesis or capstone project will be involved in a supervised independent inquiry. The purpose of the Integrative Project is to help the candidate integrate an aspect of the learning outcomes of the Masters into their personal life and ministry. The Candidate is to design a project in which they facilitate the Christian formation of others.

The process should deepen their understanding and skills in specific ways relevant to their life and ministry. In some cases, the project will include a product that is created, used in a formation process and evaluated e. The project is then written up according to guidelines provided. Candidates will present their capstone, thesis or integrative project to our group. We will also have a few retreat like days to reflect back over the three years and pray for one another.

We finish with a graduation ceremony. Candidates can anticipate assignments will take approximately 15 to 20 hours a week. Some of that time will include practices that are woven into your daily routines, such as a quiet time. Please Note: The dates will remain the same, however, the order of the modules may change. Final Integrative Project, Thesis or Capstone: Time line with due dates will be established with each candidate. Everything must be completed by October Final Intensive and Graduation: December 2 arrival to December 10, departure.

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Once approved, this schedule serves as the projected course of study. Modifications must have prior approval of the student's advisor. The student completes the candidacy exam before engaging work on the dissertation. In order to be admitted to candidacy, the student must have successfully passed the candidacy exam. Dissertation After passing the candidacy exam, the student will enroll in TTDE Dissertation 3 credits for up to three semesters. A student must enroll for a minimum of two terms of TTDE and must be enrolled in or Dissertation Extension the semester of graduation.

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Does anything like that exist? Along the same lines above, is there a brief video presentation that a church can show it's members that might be candidates for TUMI - sort of like the brief spots that come with workshops, etc. Is there anything like that? Answer I've linked you to his presentation on our site that we created to handle both of these questions -- this gives the overall picture of what we are doing and why, and the principles apply to both pastors and students.

I was at lunch every time they attempted delivery and no one else was around to receive the package. Can you get Fed Ex to reattempt delivery and change the time that they deliver to my office to a morning delivery? Please track your packages and make sure someone is available at your office the day your packaged is scheduled to be delivered.

If no one is available to receive the package they deliver at businesses any time between , often during the lunch hour they will attempt delivery 3 times. If they are not able to deliver, they will hold at their terminal for up to 7 days. Often these are at out of the way places. Its best to follow the tracking info sent to you and be available on the day you are supposed to receive your shipment. TUMI National has no control over when Fed ex delivers the package nor are we able to get them to reattempt delivery once they've made three attempts.

Please track your packages! I don't recall if there was a one page description of a site coordinators duties and if so, I can't seem to find it on tumi. Any help you can provide would be appreciated. Answer Great question! Please remember, when you go to our store www. We have created an account for you in our new store, but you will need to set your own password. Question Several of the students at our site are very busy with ministry and family and job with little time to spare.

Would it be okay for us to alter some of their assignments say 2 page paper instead of 5 to help ease the pressure they are feeling trying to work out their schedules? Answer Unfortunately, all students everywhere, especially those serving Christ in the city, will have time oriented challenges. We strongly urge all our satellites to follow the syllabus requirements and to keep assignement protocols and regimens of discipline and preparation.

While real emergencies will demand flexibility in how assignments are handled, for the most part, ongoing work should retain its pace and demand. TUMI simulates and is seminary training; pressure and challenge are built in to this kind of study preparation. Of course, students do have options if they are under time pressure. They may elect not to take a class if their schedule is too busy, or they may choose to simply audit it, where desire and time clash! But, all things being equal, we advise you neither to amend nor change your basic syllabic standards of student preparation in any of your satellite courses.

Students should be trained to handle adversity and manage time better; or, mentors may elect under legitimate circumstances to give an incomplete, and let the students finish the work later. But, we ought not change our standards on the basis of such a common challenge: student time pressure.

By definition, no student has ever had enough time to do his or her work they way they wanted to! TUMI has made the switch! We are no longer using Quattro Pro for Transcripts. We have found a great alternative that is affordable, excellent, and easy to use! You can install OpenOffice on as many computers as you wish.

If you oversee international satellite locations, OpenOffice can be installed at these sites in their native language. Click on the link below to install Open Office on your computer. Our approved software for transcripts is both OpenOffice and Microsoft Excel.

We have created templates in both English and Spanish in Excel format that you may use to record and print out grades for your students. When you save the document, it will save it as an OpenOffice file.

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You may continue to edit and save as you add classes and grades to your students transcripts. We have revised this template so sites will only need to enter new course numbers one time to a "courses" file that is linked to all of the transcripts. For example, with the new template, if you host a site developed course called, "Ministering Effectively to Gangs" which is numbered C, you will only need to enter the course number, course title, department area and credit amount in the currrent course file.

Then when you type in the course number in any transcript, the information will automatically fill in. You can still use older versions of the transcript template; the only issue is that you will need to enter the course number, title, department area and credit amount for every site developped course you teach in to every transcript of every student that takes that course. The new template allows you to enter the new course number only one time for all of your students that take the course.

Download the template files and courses file to the same folder location where you plan to put all of your student transcripts. In order for the transcript template to work, the "Courses" file must be in the same folder as any transcript you create the files are linked. You may rename your transcript files Save the template as the name of a student "save as" and then fill in the student's information and save the file. After you save the appropriate template s to your computer, in order to edit the transcript template, please note the following:.

Lost files are difficult to recreate. We offer as a free service to our satellites, the opportunity for you to save a backup of your students transcripts to our server. Your transcript files must be zipped and placed into a folder. Question I have been talking with a prospective student who asked if we would accept any of his theological studies toward completion of a certificate with us. He said he could get me a transcript if we needed it. Do we have a policy on accepting credits from other institutions? Answer Under certain circumstances, TUMI National does allow students to transfer credits for previous work done from other training institutions, up to and no more than eight 8 credits for the Certificate program, and up to an additional 6 for the Diploma program, totaling fourteen Click here to follow the steps to process student requests for transfer of credit.

Transfer credits may apply to the CLS Certificate, but not completing Capstone in its entirety will effect qualification for the AA program. Question There is an out-of-state college student that is here during the summer. They would like to take TUMI classes and transfer them to their college as a substitute for her required Bible classes. Are there ready materials she can give to her advisor to facillitate that taking place? Answer We have given Capstone Info e. The introductions to each module will help the professor reviewing the request make an informed decision. It may also be helpful for the school to see our other accredited partners and what they are offering students for taking courses we host.

Question I thought I read something about some type of financial break for spouses taking class together. I looked on the web site but could not find it. Can you please help a brother out? They do not need to purchase the required textbooks as their spouse will have a copy of those they can share.

We ask that you do NOT use that logo. Please remember that the use of our logo indicates that a satellite is an authorized user of our educational programming and materials. Use of the logo, however, in no way endorses other activities, policies, or communication unique to any TUMI satellite. Uses of this satellite logo for any purpose other than that listed above is prohibited.

Download our logo in the format you prefer:. Question As I read Capstone, their are three main theological motifs as emphasized in appendixes :. Do you have any comments on this? Am I missing anything major here. Answer Your analyses of Capstone is clear and accurate, although I think that we have tended to argue for this in different ways, and would not be so inclined to group things as you did below. Your three motifs, for our purpose and history, can be better understood, too, in a more narratival, historical way.

He is the central core and theme in the single, cosmic, and unfolding drama which the Bible bears witness. The Church, God's ordained agent of the Kingdom promise and witness to Christ in the world, has sought to be faithful to that drama in its worship and theology, summarized in the teachings and practices of the Great Tradition, the ancient expression of Christian thought and practice which outlines the faith that has once for all been delivered to the saints. Informed by that core of faith which has always been believed everywhere and by all, we defend historic Christian faith informed by a Nicene creedal theology which we strive to express in vital Christian community in the city, and our curricula purpose is to create resources which seek to train leaders who are informed and transformed by the truth as expressed in the Great Tradition, underwritten by the Scriptures for the advance of the Kingdom.

In the dry theological language of the schools, this has been our heartbeat from the beginning.

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Capstone and our other resources are shaped by this vision. Davis copyright How could we get the tune to the song? Answer He has not actually recorded the music to that song officially yet, but has written two others for the Creed that can be sung to familiar hymn tunes, which he has listed with the songs. We have linked you to those editions of this song here. The Nicene Creed Common Meter -- look at the right hand column of this sheet to see the hymn tunes you can sing this to The Nicene Creed 8.

Question I noticed that there are two student text book styles - paper back and 3-ring binder. Does there seem to be a more popular style or is it simply a personal preference thing? Answer The student workbook is completely preference -- we have students who prefer the binder so they can put their additional notes into the binder, and some who prefer the softcover its cheaper.

We are phasing out the binders for both English and Spanish but still have quite a few in stock. So, I can see that they both will be available for the next year. Completely up to you in terms of what you want to do. Question I am putting together an academica catalog for our satellite and I realized that our English modules have their own academic codes. Here is an example: Bible Interpretation Module 5 B Now, this is for the English version.

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The Equipping Ministry, Module 15 (The Capstone Curriculum) - Kindle edition by Rev. Dr. Don L. Davis. Download it once and read it on your Kindle device, PC . This is the Mentor's Guide for TUMI's Capstone Module 15 English course, The Equipping Ministry, which is one of 16 modules in the Capstone Curriculum.

Do you have something for the Spanish version? Or Have you created a difference between them? My question is coming because when we offer Spanish modules we need to make a difference between them and I am trying to find out if you have some kind of input or something in place already.

This also will be used for transcripts purposes.

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Suitable Candidates. Who can help? SSI reserves the right to charge the full programme fee if applicants did not meet stipulated conditions. You can find additional resources through the link to the left. The Master of Pastoral Ministry is a program that provides foundational training for your ministry to your faith community. Copyright by the U.

Let me hear your input. I am all ears. Answer We have actually changed the academic codes for our English Capstone to the following:. We have coded our Spanish courses in the 's, and Spanish Capstone is noted as the following:. Is this your recommendation? Answer We leave it completely up to the sites. A couple of sites have said that they should have done Mod 5 first, to help their students know how to better study Scripture, but that being said, the assignments for writing papers are pretty clear in each module.

We encourage each site to go in the order they prefer, as we don't assume to know your students or what might be important for you to start with. Here in Wichita, we started with Module 1 and have cycled through all 16 modules in order this is what we decided to do and are on our 2nd time through here. Students come and go based on their own schedules of life and ministry, so the students we have now, are not what we had two modules ago. We just keep offering courses, and eventually the ones who missed previous modules will get a chance to take those on the next go around. This truly is a preference thing.

Question I just completed my manual work and listened to the video of Lesson 1. I found 3 errors in the verses Dr. Davis quoted. I guess this would be more important to know if they were going to redo the manuals. Answer Thank you so much for your careful listing and reading to the video lesson. The context of the text tends to be my modus operandi in presenting modules where 1,s of texts, passages, and scripture verses are referenced. While in the presentation of the modules we sought to be as accurate as possible, our quotation and allusion to units of thoughts biblical paragraphs or pericopes is to provide the general sense of the text in its contexts.

The general rule, as you go further into Capstone, is to see the sheer volume and breadth of scriptural quotation and allusion that occurs in a given segment. I appreciate your critical eye and Berean spirit of double-checking, and think that the students will appreciate this kind of careful reading. As a norm, I think you will find fairly direct connection between quotes, allusions, and references, albeit dealing with so many is a daunting task in presentations like this.

I have been personally comforted from, for instance, the writer of the Hebrews use of the OT, where he weaves Scripture within the argument and theme of his preaching, and does so without altering or butchering the text. This has been the gold standard used throughout Capstone. You should, however, know that hermeneutically speaking, we tend to refer to passages, units, or spreads of verses in making theological claims and arguments, and the actual presentation of a text may include a portion of the unit.

In some modules there is an exact quotation from the text, in other portions you will find an allusion to a particular line of argument in a paragraph, section, or passage. As long as you follow the flow of the argument and the general tenor of the claims being made in a given module, this kind of exactness will be not only helpful but clarifying. However, is you ignore what is said above, you may miss the forest for the trees so to speak. Continue this kind of specific, clear, exacting oversight; it will benefit the students and make sure that the arguments are tight.

However, make sure that you actually hear the argument being made, and see the ways in which the scriptures so quoted are alluded to and used. Both will be needed to 1 actually understand the argument being presented, and 2 see how the scripture is being referred to in the context of the argument being made on the video. Question In Module 2 of the Capstone material I believe you have an incorrect answer on the answer sheet for Quiz 2, question 5 you have "A", I believe it should be "C".

Answer The question is: God's covenant promise to Abraham to bring a Seed which would become a blessing to all the families of the earth: a. Was fulfilled in the person of Jesus of Nazareth b. Was renewed in the Patriarchs, in the nation of Israel, in the tribe of Benjamin, and in the family of David c. Both a and b d. None of the above. The answer is A not C. The answer b -- "was renewed in the Patriarchs, in the nation of Israel, in the tribe of Benjamin, and in the family of David" is incorrect as it was not the "tribe of Benjamin" but "the tribe of Judah".

Answer The answer listed is incorrect. We apologize for the typo. The correct answer is True. A Helpful Resource We are completing our Fall Session with Module 5, Bible Interpretation, and have thoroughly been stretched, enlightened and encouraged with insights and tools for enhancing our handling of Scripture as well as deepening our appreciation for God's Word.

One of the topics that did raise some questions recently related to the variety and distinctives of the translations available today. I located on the International Bible Society website www. These included an overview of translation philosphies and also a brief description of several current translations. Obviously this is from an NIV perspective but still helpful. A couple of other fascinating papers included on their website are "Bible, Babel and the Babble" which is a history of the development of the Bible and "It's all Greek to Me" which goes into detail about the translation process with some very helpful examples.

Question Can you please answer the questions below? These questions are regarding the quizzes from module 5, Bible Interpretation. Checking in the manual page 36 described all these theories. There are three points that explain each theory. This question focused on only the first point under Intuition or Natural Theory and the question quotes this point exactly. However, if you read down to read only the first point under Illumination Theory it says, "The Holy Spirit heightened the normal capacities of human authors. Davis added that "the Holy Spirit gave them extraordinary abilities".

This may not be exactly the same but it is very close. We did not feel right about grading the answer Illumination Theory wrong. Of these three words, only 'humility' seems to be an attitude. Thoroughness' is really a procedure; ' Liberty in Christ' is really a concept.

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It would seem that the attitude of humility is one that should be applied to each part of performing the Three Step Method. To carry the thought a little further, it might be safe to say that the procedure of 'thoroughness' and the concept of ' Liberty in Christ' could also be applied to each part of the Three Step Method. Here again, we did not feel right about grading the answer 'humility' wrong. But that is not how to take tests. The students must first is to replicate answers from material, this is their first duty. As long as they understand that they are fine.

Tests are designed to force students to remember particular statements, ideas, words, and associations that were covered in previous material. These questions are deliberately deceptive. They are not designed for students to roam around until they guess a correct answer. The first response of the student is to prove that they understand the material by citing the correct answer as covered in the material. It might help you to know that we are not teaching words, we are teaching concepts.

Teachers should emphasize the concepts. The students and teachers can differentiate between what the material says and what they believe is true. But, they should be able to write down on the test what the material says is true. It is important for instructors to distinguish between what the student thinks is right and what is covered in the material.

The student should focus on answering the question, according to the materials first. They can then discuss the merit of that answer. When Don teaches he ensures that the students absolutely understand the difference between the answer being sought and the validity of that answer. The student can call into question the material which can lead to great discussion , but the answer is what they should know and articulate on the test. Stories produce theology b. Stories are more important than facts.

Stories produce ritual and sacrament. All of the above are true. If the question is read correctly, the correct answer is not even given as a choice. Checking page in the manual, a list of the key propositions of Story Theology is given. Choices 'a', 'b' and 'c' above are all true. It doesn't make sense!

It's difficult to grade a question that is logically inconsistent. It was certainly confusing to the students. Answer These are called detractors for a reason. Logic is not at issue here. The students need to understand the concept. They should ask, "Are all of the statements true," and, "is d a correct answer. Is "d" correct or not. A key part of the mentor's role is helping the students think about the concepts that are taught in each course. Question My students had a question of the valadity of Q 1 on Mod 6 Quiz 1.

An atribute is an intrinsic quality of who God IS. Can you coment please. Answer Thanks so much for facilitating the module on God the Father, and your insightful comment about Quiz 1. I take your question and comment to be rooted in the semantics multiple word usages of the term "reflects. The promise of language is that it is the only tool we have to describe the ineffable and unexplainable; the problem of language is that that it is the only tool we have to describe the ineffable and unexplainable repetition intended.

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In other words, the worst habit of thinking we can get into is thinking that there is a one-to-one relationship between our abstracted descriptions of God's infinite nature and our in this case English linguistic expressions about the Lord. Is the Lord loving, holy, just, great? Yes, and no, should be the correct answer. These attributes or qualities are abstractions inferred from Scripture and the our reason, and, to some extent, we can in fact comprehend him through them.

Yet, in another sense, are these abstractions weighty enough to serve as a final "listing' of the immeasurable, infinite, and invisible glory that is the triune God? Language is a marker, an indicator, a map of the territory to mix metaphors.

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Abstracted language is not sufficient to describe a steak, an orange, or a sunset, and absolutely cannot be equated with the very person and being of God. We cannot adequately describe a pencil with our language; how can we assert that our English "tools' are final and unequivocal descriptions of infinite glory? We cannot. The limitations of language is a major part of this module, and of the Scripture. Why else would the Lord provide dozens of metaphors and similes to give us increasing facets anthropomorphic as they are into his glory.

The history of theology is clear that God is known through the analogy of faith; there is no direct language that can sufficiently or finally "describe" the Lord e. While you may technically correct, your assertion misses the force of the module's central teaching; language, as helpful as it is, is limited in describing the ineffable, and must be, even at its best and clearest use, always we seen as an abstraction in the literal sense, i. This is why the answer is correct as listed.

Thanks for your insightful comment and question. This was carried into the first century Judaism, as seen in the Sanhedrin. Answer Thanks so much for your inquiry into the reference of the New Israel, or as it is referred to in Paul's letter to the Galatians, the "Israel of God," see Galatians But far be it from me to boast except in the cross of our Lord Jesus Christ, by which the world has been crucified to me, and I to the world. By the way, all references below are taken from the ESV.

In the context of Galatians and Romans , Paul's argument is to persuade those who are dependent on mere physical lineage and identification with Abraham that true faith, rebirth by the Holy Spirit, and a new creation in Christ are the real fulfillment of Abrahamic lineage.

As you know, this is the heart of the NT struggle between Jew and Gentile, and whether or not Gentiles could actually have a place in the people of God. While this may be a "no-brain-er" to us, this was a genuine issue: can Gentiles actually belong to the household of faith, seeing that they are not of the physical lineage of Israel.

This idea of Gentile inclusion by the blood of Christ lies at the core of apostolic teaching about the universality of the Gospel, and transforms our understanding of circumcision and the children of Abraham. Look at the texts below: Galatians Know then that it is those of faith who are the sons of Abraham. Galatians So then, those who are of faith are blessed along with Abraham, the man of faith.

Galatians And if you are Christ's, then you are Abraham's offspring, heirs according to promise. Galatians But far be it from me to boast except in the cross of our Lord Jesus Christ, by which the world has been crucified to me, and I to the world. Romans But a Jew is one inwardly, and circumcision is a matter of the heart, by the Spirit, not by the letter. His praise is not from man but from God. Romans and to make him the father of the circumcised who are not merely circumcised but who also walk in the footsteps of the faith that our father Abraham had before he was circumcised.

Romans But it is not as though the word of God has failed. Philippians For we are the circumcision, who worship by the Spirit of God1 and glory in Christ Jesus and put no confidence in the flesh— These texts are merely representative of the general tenor of Paul's claim that now those who cling to faith in Christ are the true circumcision. This understanding of the Christ is not a replacement of physical Israel what you refer to as replacement theology, which is no where claimed in Capstone as valid interpretation of the physical Israel.

Now, the true people of God are the believing children of Abraham Gal. For those who would claim that the Church "replaces" Israel, they simply should read carefully Romans where Paul is clear that the full promise of God to Jacob and Israel, despite their untimely ignorance and disbelief, shall be fulfilled to the physical descendants of Abraham. Again, do not think I teach or have ever taught the Church as the replacement of Israel.

This doctrine, which is usually incorporated into British-Israeli or manifest destiny kinds of theological views, has nothing to do with the Nicene-grounded theology of Capstone. By the way, your point is well taken about the reference to the "New Israel" being developed in correlation to the elder-ship of the Church, which is clearly informed by and built upon the role of the elders in the people of Israel in the OT.

Peter makes the connection directly in 1 Peter "But you are a chosen race, a royal priesthood, a holy nation, a people for his own possession, that you may proclaim the excellencies of him who called you out of darkness into his marvelous light. It suggests that we can, in our leadership of the Church, learn much from the continuity between Israel and the Church, and glean into what faithful under-shepherding truly is by observing the Lord's standards and exemplars in the OT people of God.

Prior to this, there is no mention of women as elders and pastors we know that there were women deacons in the NT. Our concern is to be able to account for TUMI's "official" position on this issue, and where that position is coming from biblically according to TUMI's understanding. This is a controversial issue, we are a group made up of individuals coming from different backgrounds trying to biblically nail down what is essential generally and in whatever controversial issues tend to be common in interdenominational dialogue , and we want to be able to account for our instructors mind in this particular topic.

Our goal is to understand all serious biblical attempts to explain issues of this sort and reflect on the totality of scripture to identify what is essential to formulate a responsible and balanced view on the issue Questions: 1 What is TUMI's official position on this issue? Answer As an interdenominational Christian ministry, The Urban Ministry Institute recognizes that women's role in ministry has been greatly contested through church history. Various traditions have taken staunch and varied stances, including everything from the exclusion of women any formal role in leadership to women exercising full right as bishops and leaders within the church.

As an interdenominational ministry, we are made up of members with these different positions, and have not on these as other related controversial issues offered an "official" interdenominational stance. Such a position would not be possible; traditions emphasize differing Scriptures and interepret the same scriptures differently. Our focus on this and all other controversial and "essential" issues has been to make clear the various positions recognized within the Christian church, and clearly and directly expose our students to the different views traditions have taken.

A very similar issue, for instance, would be the government of the church: should the church be congregational, monarchical, or episcopal in organizational style. What is important here is the need to help our students understand that godly, committed Christian theologians and intellectuals have sincerely disagreed on "essential" issues such as baptism, women's role in leadership, the gifts of the Holy Spirit, the manifestation of sign gifts, church government, etc. Ultimately, the conscience of the individual Christian, informed as a member of a particular communion or tradition, will take precedence in these matters of interpretation.

To date, no one has been able to finally settle these issues among believing traditions on the basis of exegesis alone. As far as the issue of women in leadership, we have focused on the obstensible principles related to the gifts of the Spirit and the calling of the Lord. What is clear in regard to the calling of individual Christians is that the gifts are neither self-chosen or democratically dispensed.

The Holy Spirit gives gifts to whomever he will to be used in the body of Christ 1 Cor. The role of leadership in the Church is not so much an issue of human thought and decision as it is the moving, equipping, and empowering of the Holy Spirit. Of the four places in the NT which mention the gifts of the Holy Spirit, i. That is, there appears to be no gender specific listing of the gifts i. The leadership texts in the Pastoral Epistles and other places in the NT, however, do not mention women as elders, pastors, and bishops, although some texts as in Romans 16 and Philippians 4 attribute apostolic language to female Christians.

In light of these two poles of biblical interpretation, therefore, our official position is to teach the Bible texts as they have been given to us, informed by the differences understood in light of Christian tradition. We attempt to view the biblical texts through the the broad range of interpretation that is reflected in Church history, showing our students the ways in which various schools have wrestled with the meaning of this issue.

Above all, however, our singular desire for leadership in the church, whether women or men, is to emphasize the freedom of the Holy Spirit to grant to any believer any gift he sees fit, as is plainly stated in 1 Cor. The force of this kind of interpretation is to allow for variance in Christian interpretation on the meaning of the biblical texts, while, at the same time, to ensure that no tradition, communion, congregation, or Christian limit the empowering endowment of the Holy Spirit to grant whatever gift or unction to anyone for any particular purpose as he, the true leader of the Church in this age, sees fit.

For us, we have emphasized the empowering unction of the Holy Spirit to fill and endow submitted Christians, whether women or men, do carry out their purpose in their lives in conversion, sanctification, discipleship, and mission. Also, Dr. Davis wrote appendix 17 "The Role of Women in Ministry" in this module that you might want to have the class look at. Question Question 7 of the Final for Module 8 gives a wrong answer. One portion of the answer should be "to consummate his kingdom", which is in the video and text book, the answer page says "to establish his kingdom".

The word consummate means to complete and establish means to set up or start so they are not interchangeable.

Just thought you'd like to know. Answer The reader of this question is assuming too much in his own definitions of these terms. It is important to not adopt what academics call a nominalist approach to theology, meaning, each word can have one and only one meaning attached to it. His reading is correct, these may not necessarily mean the same thing, but, in the context of the class, they certainly do. It is not prudent to parse these terms too closely, or we could only use a term univocally, that is, in one and only one sense.

Capstone would be a modest , pages, not its lean 10, now. Question : My question is within the context of Atonement theology. What do you know about 2 Cor. What does "to be sin on our behalf" mean? I've done some digging, but I will save my thoughts - because I want your response to be a part of everything swirling around in my head. Do you not know that a little leaven leavens the whole lump? For Christ, our Passover lamb, has been sacrificed. If you recall, the sacrificed lamb was the only means by which the people of God could escape the angel of death's slaying of the firstborn in Egypt, whether Hebrew or Egyptian.

In the same way, on the Day of Atonement, the High Priest entered into the Holy of holies to sprinkle the blood of the covenant on the ark as an atonement for the sins of the people.

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The entire book of Hebrews details the way in which both the priesthood and sacrifice of Jesus Christ is superior to that of the Temple sacrificial system, the Levitical priesthood, the Aaronic High Priestly office, and the animal sacrifice. Actually, the author of Hebrews says that these practices and offices where emblems, tokens, signs of the a truer, more definitive and effective heavenly pattern, with our Lord Jesus being both Victum and Victor as High Priest and Offering combined.