I just finished reviewing three curriculums: Where you live matters; Advancing the common good; and Being countercultural from Q and hosted by Gabe Lyons. The three curriculums engage a variety of ideas and people as discussion starters. The topics are not surprise and the standard boogie people of evangelicalism are once again harpooned. 

Though the curricula provide helpful leaping off places for discussion, there were two elements missing. These missing elements undermine the overall intent of the curricula and leave one feeling that the issues are merely "hot" topics within "pop" Christianity (i.e. evangelicalism). The first missing element is a lack of historical grounding. The church has a long history and it has at times contributed constructively to culture, and even led the way. A clear example is the work of Arthur Guinness described in Stephen Mansfield's, The Search for God and Guinness: A Biography of the Beer that Changed the World. This lack of historical grounding is addressed quite nicely in Jamie Smith's Letters to a young calvinist.

The second missing element is a clear biblical theology that is missional in character. How do the issues addressed fit into the larger scope of God's intentions for creation. Tim Keller perhaps get the closest to addressing the larger narrative in his biblical theology of the city. The issues addressed must be understood and explained with the context of the biblical Story, not drawn from the story and then validated through proof texting. Michael Goheen's A Light to the Nations: The Missional Church and Biblical Story  could serve as a clear biblical theology for approaching the identified issues in a more robust manner.

Montreat Chapel Talk 1 of 2

Okay, two chapel talks ahead on Eph 2.10 and spiritual formation. Here is a draft of talk #1:

“A child's success can't be measured in IQ scores, standardized tests or vocabulary quizzes, says author Paul Tough. Success, he argues, is about how young people build character. Tough explores this idea in his new book, How Children Succeed: Grit, Curiosity and the Hidden Power of Character.

"For some people, [the] path to college is so easy that they can get out into life and they've never really been challenged," he [Tough] tells NPR's David Greene. "I think they get into their 20s and 30s and they really feel lost — they feel like they never had those character-building experiences as adolescents, as kids, that really make a difference when they get to adulthood."[1]

Paul Tough goes on to explain why character is more important than IQ scores, academic achievement and athletic prowess. His observations are unfortunately confirmed everyday in the stories of “successful” people whose character is marred through bad decisions.

In Ephesians 2:1-10 the Paul addresses the “character” of the church in Ephesus believing that it is essential for the church to understand who it is before exploring its purpose. In many ways this has also been the purpose of college in American Higher Education – the formation of character. Academic achievement and athletic performance were evaluated in light of a person’s character. A person’s character reflected on the character of his or her fellow students as well as the institution. Character has always matter; unfortunately in the church and society character is often devalued.

In Ephesians 2:1-10, Paul writes:

2:1         As for you, you were dead in your transgressions and sins, 2     in which you used to live when you followed the ways of this world and of the ruler of the kingdom of the air, the spirit who is now at work in those who are disobedient. 3     All of us also lived among them at one time, gratifying the cravings of our sinful nature and following its desires and thoughts. Like the rest, we were by nature objects of wrath. 4             But because of his great love for us, God, who is rich in mercy, 5           made us alive with Christ even when we were dead in transgressions—it is by grace you have been saved. 6       And God raised us up with Christ and seated us with him in the heavenly realms in Christ Jesus, 7          in order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8          For it is by grace you have been saved, through faith—and this not from yourselves, it is the gift of God— 9        not by works, so that no one can boast. 10          For we are God’s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do. ^[2]

This passage explains how God and the out workings of God’s work form our character. Ephesians 2;10 is in essence a summary of the previous nine (9) verses. This passage is not about individuals; it is about the people of God. It is here that one of the key counter-cultural truths of Scripture slaps us aside the head, reminding us [plural] that spiritual formation or how the Holy Spirit is shaping our character is a corporate experience. Paul is addressing the church in Ephesus as a whole; the individual believer is understood through the lens of the community. A loose paraphrase of this passage for our setting might be as follows:

As for the Montreat College academic community, you were dead in your transgressions and sins, 2          in which you used to live when you followed the ways of this world and of the ruler of the kingdom of the air, the spirit who is now at work in those who are disobedient. 3          All of us [the faculty, staff and administration] also lived among them at one time, gratifying the cravings of our sinful nature and following its desires and thoughts. Like the rest, we were by nature objects of wrath. 4        But because of his great love for us, God, who is rich in mercy, 5         made us alive with Christ even when we were dead in transgressions—it is by grace the entire Montreat Academic Community [Faculty, staff, administration and students] have been saved. 6 And God raised us up [spiritually] with Christ and seated us with him in the heavenly realms in Christ Jesus, 7           in order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8 For it is by grace you [Faculty, staff administration and students] have been saved, through faith—and this not from yourselves, it is the gift of God— 9    not by works, so that no one can boast. 10            For we [the Montreat College Academic Community] are God’s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do.

No one is spiritually formed apart from other believers; just as no one becomes an “honor” student or “MVP” by him or her self. We are spiritually formed as God through his Holy Spirit works through the scriptures and the faith communities in which we live. Spiritual formation is about the formation of character; the formation of a person’s being in light of God’s original intent: dependence, interdependence and intentionality.

            Dependence. Paul reminds that it is God that saved us. The gift of faith is the gift from God. This resonates deeply with the scriptural story. Early in Genesis we learn that God is the creator and we are not. We are creatures and not the Creator. The scriptures continually remind us of this fundamental truth. God works continually in the lives of us people to remind them of this reality.

            Interdependence. Pauls’ use of the plural “you” and “we” were already noted. In Genesis 2 when the woman was fashioned from the man we learn that a she was formed around a “rib” from the man. “Rib” refers to an aspect of personality; in essence man is only “whole” with the woman. In addition, the term “helper” whom God is creating is one that brings something necessary to the relationship. This particular term for “helper” only describes God in its other usages. From the very beginning the man and woman were dependent on each other to fulfill their intended purposes. Paul echoes this, noting that God is at work through the church in Ephesus. This stands counter to one of the great lies of our age, the individual is more important than the community; and in the church that individual spiritual formation is more important than the formation of the community of faith. God is primarily concerned with the formation of his people.

            Intentionality. We, the Montreat College Academic community are a specific type of community of Christians brought together to be spiritually formed by the grace of God. Whether one professes to be a follower of Christ or not; you are here through the work of God. The man and woman in the Garden of Eden were created to care for God’s creation and worship him. Caring for creation was an expression of worship. Why? The tree of the knowledge of good and evil provides a needed clue. The man and the woman were to develop a God-like knowledge of good and evil. God’s knowledge of good and evil is that the good is loved so much that anything contrary to it is repulsive. The man and the woman were to learn to love the things that God loves in word and deed in the way that God loves. To be spiritually formed as a community is to learn to love the things that God loves in word and deed in the way that God loves. It involves more than action or service; it is a living out of our core identity in Christ. God has brought this community together for a specific purpose – spiritual formation or the formation of your core identity using curricular and co-curricular elements – for God’s purposes. He is the work person; we are the one’s in which he is at work. 

---

[1] http://www.npr.org/2012/09/04/160258240/children-succeed-with-character-not-test-scores

^[2] The Holy Bible: New International Version. 1996 (electronic ed.) (Eph 2:1–10). Grand Rapids, MI: Zondervan.

MindList from Beliot College

 Each August since 1998, Beloit College has released the Beloit College  Mindset List, providing a look at the cultural touchstones that shape > the lives of students entering college this fall. The creation of
Beloit’s former Public Affairs Director Ron Nief and Keefer Professor  of the Humanities Tom McBride, authors of /The Mindset Lists of  American History: From Typewriters to Text Messages, What Ten
Generations of Americans Think Is Normal/ (John Wiley and Sons), it  was originally created as a reminder to faculty to be aware of dated  references. It quickly became an internationally monitored catalog of  the changing worldview of each new college generation. Mindset List  websites at /themindsetlist.com <http://themindsetlist.com/   and   /Beloit.edu/, as well as the Mediasite webcast and their Facebook page  receive more than a million visits annually.

For those who cannot comprehend that it has been 18 years since this > year’s entering college students were born, they should recognize that > the next four years will go even faster, confirming the authors’ > belief that “generation gaps have always needed glue.”

The Mindset List for the Class of 2016
For this generation of entering college students, born in 1994, Kurt Cobain, Jacqueline Kennedy Onassis, Richard Nixon and John Wayne Gacy have always been dead.
1. They should keep their eyes open for Justin Bieber or Dakota Fanning at freshman orientation.
2. They have always lived in cyberspace, addicted to a new generation of “electronic narcotics.”
3. The Biblical sources of terms such as “Forbidden Fruit,” “The writing on the wall,” “Good Samaritan,” and “The Promised Land” are unknown to most of them.
4. Michael Jackson’s family, not the Kennedys, constitutes “American Royalty.”
5. If they miss The Daily Show, they can always get their news on YouTube.
6. Their lives have been measured in the fundamental particles of life: bits, bytes, and bauds.
7. Robert De Niro is thought of as Greg Focker's long-suffering father-in-law, not as Vito Corleone or Jimmy Conway.
8. Bill Clinton is a senior statesman of whose presidency they have little knowledge.
9. They have never seen an airplane “ticket.”
10. On TV and in films, the ditzy dumb blonde female generally has been replaced by a couple of Dumb and Dumber males.
11. The paradox "too big to fail" has been, for their generation, what "we had to destroy the village in order to save it" was for their grandparents'.
12. For most of their lives, maintaining relations between the U.S. and the rest of the world has been a woman’s job in the State Department.
13. They can’t picture people actually carrying luggage through airports rather than rolling it.
14. There has always been football in Jacksonville but never in Los Angeles.
15. Having grown up with MP3s and iPods, they never listen to music on the car radio and really have no use for radio at all.
16. Since they've been born, the United States has measured progress by a 2 percent jump in unemployment and a 16 cent rise in the price of a first class postage stamp.
17. Benjamin Braddock, having given up both a career in plastics and a relationship with Mrs. Robinson, could be their grandfather.
18. Their folks have never gazed with pride on a new set of bound encyclopedias on the bookshelf.
19. The Green Bay Packers have always celebrated with the Lambeau Leap.
20. Exposed bra straps have always been a fashion statement, not a wardrobe malfunction to be corrected quietly by well-meaning friends.
21. A significant percentage of them will enter college already displaying some hearing loss.
22. The Real World has always stopped being polite and started getting real on MTV.
23. Women have always piloted war planes and space shuttles.
24. White House security has never felt it necessary to wear rubber gloves when gay groups have visited.
25. They have lived in an era of instant stardom and self-proclaimed celebrities, famous for being famous.
26. Having made the acquaintance of Furby at an early age, they have expected their toy friends to do ever more unpredictable things.
27. Outdated icons with images of floppy discs for “save,” a telephone for “phone,” and a snail mail envelope for “mail” have oddly decorated their tablets and smart phone screens.
28. Star Wars has always been just a film, not a defense strategy.
29. They have had to incessantly remind their parents not to refer to their CDs and DVDs as “tapes.”
30. There have always been blue M&Ms, but no tan ones.’
31. Along with online viewbooks, parents have always been able to check the crime stats for the colleges their kids have selected.
32. Newt Gingrich has always been a key figure in politics, trying to change the way America thinks about everything.
33. They have come to political consciousness during a time of increasing doubts about America’s future.
34. Billy Graham is as familiar to them as Otto Graham was to their parents.
35. Probably the most tribal generation in history, they despise being separated from contact with their similar-aged friends.
36. Stephen Breyer has always been an Associate Justice on the U.S. Supreme Court.
37. Martin Lawrence has always been banned from hosting Saturday Night Live.
38. Slavery has always been unconstitutional in Mississippi, and Southern Baptists have always been apologizing for supporting it in the first place.
39. The Metropolitan Opera House in New York has always translated operas on seatback screens.
40. A bit of the late Gene Roddenberry, creator of Star Trek, has always existed in space.
41. Good music programmers are rock stars to the women of this generation, just as guitar players were for their mothers.
42. Gene therapy has always been an available treatment.
43. They were too young to enjoy the 1994 World Series, but then no one else got to enjoy it either.
44. The folks have always been able to grab an Aleve when the kids started giving them a migraine.
45. While the iconic TV series for their older siblings was the sci-fi show Lost, for them it’s Breaking Bad, a gritty crime story motivated by desperate economic circumstances.
46. Simba has always had trouble waiting to be King.
47. Before they purchase an assigned textbook, they will investigate whether it is available for rent or purchase as an e-book.
48. They grew up, somehow, without the benefits of Romper Room.
49. There has always been a World Trade Organization.
50. L.L. Bean hunting shoes have always been known as just plain Bean Boots.
51. They have always been able to see Starz on Direct TV.
52. Ice skating competitions have always been jumping matches.
53. There has always been a Santa Clause.
54. NBC has never shown A Wonderful Life more than twice during the holidays.
55. Mr. Burns has replaced J.R.Ewing as the most shot-at man on American television.
56. They have always enjoyed school and summer camp memories with a digital yearbook.
57. Herr Schindler has always had a List; Mr. Spielberg has always had an Oscar.
58. Selena's fans have always been in mourning.
59. They know many established film stars by their voices on computer-animated blockbusters.
60. History has always had its own channel.
61. Thousands have always been gathering for “million-man” demonstrations in Washington, D.C.
62. Television and film dramas have always risked being pulled because the story line was too close to the headlines from which they were ”ripped.”
63. TheTwilight Zone involves vampires, not Rod Serling.
64. Robert Osborne has always been introducing Hollywood history on TCM.
65. Little Caesar has always been proclaiming “Pizza Pizza.”
66. They have no recollection of when Arianna Huffington was a conservative.
67. Chronic Fatigue Syndrome has always been officially recognized with clinical guidelines.
68. They watch television everywhere but on a television.
69. Pulp Fiction’s meal of a "Royale with Cheese" and an “Amos and Andy milkshake” has little or no resonance with them.
70. Point-and-shoot cameras are soooooo last millennium.
71. Despite being preferred urban gathering places, two-thirds of the independent bookstores in the United States have closed for good during their lifetimes.
72. Astronauts have always spent well over a year in a single space flight.
73. Lou Gehrig's record for most consecutive baseball games played has never stood in their lifetimes.
74. Genomes of living things have always been sequenced.
75. The Sistine Chapel ceiling has always been brighter and cleaner.
Copyright© 2012 Beloit College
Mindset List is a registered trademark

"What's Next": Reflections on Travis' little book

Dave Travis’ What’s Next? A look over the next hill for innovative churches and their leaders published by Leadership Network is an intriguing look at how current sociological dynamics may possibly impact the church, especially large churches, in the future. Rather than giving you a summary of his main points, I want to consider this statement, “What about theological foundations? Some readers will look for doctrinal justification for each observation. These are always valid questions, of course, but this report is designed to be concise and factual. Other organizations actively pursue those debates, which fall outside our purposes” (pp.11-12).
I find it interesting that he equates theological foundations with doctrinal justification. How one sees, interprets and makes sense of the facts is informed by the theological foundations (commitments) with which one is working. In fact, Travis is socialized into a way of seeing the world that is primarily Western and leads him to value some types of information more than others. His theological foundations are implicitly present and inform his understanding and interpretation of the data. To equate theological foundations with doctrinal justification is sophomoric and allows him to avoid the hard work of theological reflection.
His lack of attention to theological foundations leads to a glaring omission; the centrality of the gospel in his projections is absent. At times his descriptions seem to view the church as another social service agency (I am overstating my point). In reality, the church has nothing to offer the world apart from the gospel; the gospel is the thing which distinguishes it from all other social service agencies or NGOs.
Travis’ ideas were interesting though there is nothing distinctive about them. He merely applied futurist ideas and sociological principles to the church without serious theological reflection.

Baptism, Infant Communion and Community

I often wonder what Karlie, my 15 month old grand daughter is learning. A few Sundays ago she drop her offering into the plate without any prompting. How did she learn to do that? It wasn’t explained to her; even if it was she couldn’t have understood what was said.  The neurosciences remind us that the brain creates neuro-pathways by repeating an action or activity. Each Sunday since she was born I’ve carried her forward and helped her place her offering in the plate. Neuro-pathways are being created that connect attending worship with the bringing of an offering. Bringing an offering, I trust, is becoming part of her identity in Christ.

That same Sunday as we gathered for the Lord’s Supper a troubling thought raced through my mind. I was holding Karlie and as the elements went by she eagerly and expectantly reached for a piece of bread.  She seemed to intuit its significance. As Karlie, a baptized member of the covenant community, reached out for the bread I wondered “why not?” What is she learning about the community of faith when everyone else partakes but she is not permitted too?

I’m still wondering what she is learning when she experiences everyone else partaking of the Lord’s Supper. She cannot tell me; she only looks at me with disappointment her eyes, pointing to the bread and saying “That”. This saddens my heart because I suspect she is learning something different than what is intended about her place and value within the body of Christ. 

Four Characteristics of Small Groups

Small groups in the church are scary, fun, dangerous and essential to a church’s spiritual well being through edification and accountability.


Small groups are scary. They are scary for first timers as well as regulars. Why? Often, people do not know what to expect. Where should I sit? What do the others expect from me? How will others receive me? What if I don’t understand the topic or say something stupid? The reasons why small groups are scary are endless. It is important that this reality is appreciated and attempts are made to reduce the level of tension participants might experience.


For example, you enter the meeting place for a small group that discusses the morning sermon. Everyone is chatting enthusiastically about it. Yet, you had significant concerns about the how scripture was used, the message and its application. Do you speak up? If so, will the group hear your concerns or dismiss them? Yet, if you remain quiet there may be others who share your concerns but are unwilling to share them as well. Also, by not sharing your concerns you rob others of the possibility of learning something from you.


Small groups are fun. They seek to provide a safe and respectful environment for learning and developing new relationships. They provide a context for socializing, and exploring questions of faith and its implications for life. Learning from others and developing/strengthening relationships are fun. They provide a basis for sharing our lives in healthy ways with others. Small groups that play, eat and do activities together often create stronger bonds than those that just meet.


Shared experiences create a stronger foundation for learning and accountability. Some of the best small group experiences I remember involved group camping trips. In Miami were I served in a large charge, we created a small group composed of moms and their junior high daughters designed to facilitate spiritual conversations between them. The six-week group began with a shared learning experience; they learned to scuba dive. It was a shared learning experience; both the moms and daughters were learning something new, though the daughters generally taught their moms the dive tables. After the scuba lesson we would explore what we learned and how that could assist moms and daughters in talking about their spiritual lives with each other. New relationships were forged between families and those shared experiences led to the development of some lifelong friendships. Small groups and learning ought to be fun.


Small groups are dangerous. They challenge participants to be open, honest and vulnerable. In the beginning groups are like a dating relationship, with each person sharing a little of themselves, discerning whether they can trust all those present, and overtime revealing more and more about oneself. Each person realizing that if someone leaves the group or when the group concludes that everyone retains their knowledge of others. Small groups are rooted in trust; trust is difficult to cultivate and protect.


My wife and I were in a small group with others from our church. The group was made up of five couples and appeared to be going well – people were sharing, there was openness to insights from others, we went camping and the food was good. About six-months into meeting regularly, we received a call from one of the men that he and his wife would no longer be attending anymore because she had left him. Everyone was shocked; no one saw it coming. The group thought the level of trust was high, but at least one couple was too scared to share what was happening in their lives. Where they afraid because it was a couples group and they thought everyone else’s marriage seemed ideal? Why didn’t the couples share their struggles? This couple felt isolated; it was too dangerous to be honest. When their marriage dissolved, the group felt violated and dissolved a short time later.


Small groups are essential. They are essential to the spiritual health of individuals and the congregation. We live in a cultural that values privacy and individualism. This desire for privacy and individualism is in the air we breathe; it isolates people from each other. We were created to live in a relationship with God and others. It is essential that the group be a safe and respectful place that seeks to build up and encourage. A setting where people covenant together, commit themselves to one another to grow in their love for God and others through studying together, praying together, challenging each other, and holding each other spiritually accountable for their lifestyle.
The early church’s approach to learning was labeled catechesis; it involved oral instruction in a question and answer format. Catechesis developed because the church was persecuted and it was a way to identify if someone was a “true” believer. One someone was catechized it meant that they knew the essentials of the faith, the Ten Commandments, the Lord’s prayer, and the Apostles Creed at a minimum, had examined their lifestyle in light of their learning, and were held accountable by the person who would sponsor them for membership/baptism in the church. Small groups are essential in that they function in a similar manner. The study topics, themes and passages that groups explore contribute to our understanding of the faith and the working out of our salvation. Small groups provide a context for wrestling with issues in a safe place and accountability for who we are and who we are becoming in Christ. Small groups informally provide mentors/sponsors to challenge, support and encourage others to live as faithful Christ followers and to challenge others to live as faithful Christ followers as well.
Conclusion
Small groups are scary, fun, dangerous and essential. Janet, my wife, and I were invited to form a household group with some other couples from church. We decided to give it a try. The group was composed of four other couples and a single person. We met and ate together. Everyone shared a “safe” version of their life and what had brought them to the church. The program coordinator described the purpose of household groups. The purpose was vague and non-descript. As a group we met four more times, trying to set an agenda but there was little ownership. Scheduling the meetings became increasingly difficult; eventually the group dissipated. It was scary, we didn’t know each other and what to expect. Our meals together were fun and seasoned with good casual conversation. The setting was dangerous; this was due to the abstract purpose of the group. People were unsure about the level of honesty and vulnerability expected. The difficulty in finding times to meet contributed to a lack of trust. The lack of trust indicated an unsafe setting and a low level of commitment.


Small groups are scary, fun, dangerous and essential. Small groups mirror in many ways our relationship with Christ and each other. Following Christ is often scary in that we are never sure where he might lead. Following Christ is fun; it is fascinating to discern how God is at work in and around us. It is dangerous, following Christ is life transforming; we are being transformed into the image of Christ and learning to live as adopted sons and daughters of God. Following Christ is essential for we were created to be dependent on God, to love him and others in word and deed.

Using Blogger to enhance classroom learning

Using Blogger to enhance classroom learning
darwin k glassford
4-Feb-2011
Distance education by necessity is pedagogically innovative because of its commitment to enhancing accessibility to educational programs. During the last thirty years the pace of pedagogical innovation has increased dramatically due, in part, to two unrelated events.

The first event occurred in 1975 with the publication Malcom Knowle’s booklet Self-Directed Learning: a guide for learners and teachers was published. In a clear and practical manner, Knowles articulated his understanding of Andragogy – adult learning theory. Knowles believed that the focus should be on learning rather than teaching. In short “Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value” (http://tip.psychology.org/knowles.html). Knowles identified adults as self-directed beings and emphasized the need to cultivate life-long learning skills.

The second event impacting pedagogical innovation was the transition from Web 1.0 to Web 2.0 in c. 2005. The transition involved a shift in how the Internet was viewed. Web 1.0 used the Internet as a medium for content delivery; Web 2.0 shifted the focus to collaboration.

It is important to remember that the use of technology andragogically , whether it is a chalk board, white board, sympodium or smart board, is a tool, and that tools can be used correctly and incorrectly. As I explain how I’ve used two tools available to us in Google Apps, it is important to note they were adopted as a means to give students more control over their learning and as a resource for promoting learning in the classroom context.

The two tools I will demonstrate are blogging and Google Wave. Moving student reflections to the electronic context has made it easier to access and interact with the student writings in a timely manner.
The first tool I will explain is Blogger. I currently use this tool in two classes.

In one class I ask students to Blog on their learning experience as it relates to Scripture, Theology, Church History and Specialization at CTS. The guiding questions are, “The high points of your learning in regards to Scripture were?” and “What do you wish you would have learned?” The student grants me access to her blog, and I read them and comment. My comments are generally affirmative and seasoned with questions to help them reflect more on their learning experiences.

The second tool is Google Wave which I use in lieu of a discussion board. (Unfortunately, Google Wave is no longer available or supported.) Google Wave is more dynamic and allows students to share resources and collaborate much easier. (It also has a better notification system.) I use Wave for group projects and reading reflections (CTS has recently adopted CANVAS from Instructure and its discussion board is robust.). For the course reading(s) each week I ask students to post their assessment of the reading, noting why they agreed or disagreed with the ideas presented. I then ask them to respond to two other posts. Prior to class I read through the posts; write a brief response that affirms the key ideas in the posts and includes questions designed to propel the discussion forward. (I try to ask questions that connect the current readings with the next ones.) Google Wave keeps the entire discussion before the students. After reading the posts I frame the class discussions, focusing on misunderstandings, areas of controversy, and implications for ministry as well as incorporating key points into my presentation and other learning activities.

The online environment provides a venue for students who need to process information; who are more comfortable processing information by writing; and who are discovering and learning how to engage in public discourse to organize their thoughts. In addition, it allows me to provide timely feedback to students and encourage them to critically engage ideas in a constructive manner. When used appropriately, tools such as Blogger and Wave can be employed to enhance learning outside and inside the classroom context.

This material was originally presented to the CTS faculty during the Spring 2010.