The book—written by various chapter contributors—is about the integration of biblical principles and contemporary method in Christian education. The purpose of the book is “to elevate Christian education among Christian leaders by reexamining the biblical purpose and nature of the teaching ministry”(ix) within the context that the church’s spiritual growth and vitality in faith is dependent upon the effective Christian education ministry (viii).
Part I: Biblical Foundations for the Teaching Ministry
God as Teacher
Accordingly, Christian education is founded upon the very character of God as teacher (Job 36:22). Since time immemorial, God has been in the habit of teaching his creation about himself through revelation, so that he can establish relationship with his creation. Jack D. Terry traced the biblical history and characteristics of God as educator from the age of the Patriarchs, emphasizing that Abrahams sagacious teaching tool was “natural, informal, and accomplished through example”(4). God is also seen as a teacher in the Pentateuch through the life and legacy of Moses where God educates his people through the Law; here the Shema (Deut. 6:4-9) is pivotal. Teaching God’s people was also accomplished through the redemptive process of tabernacle worship and the celebrative activities of the people of Israel, i.e. Sabbath, Passover, Feast of the Pentecost, Feast of the Trumpets, Year of Jubilee, Day of Atonement, etc. God as teacher is also seen in the monarchial period of Israel with special attention given to Solomon and the Wise men (or sages). The prophets are also instructors concerning the way of God and God continued to teach his people through the exilic period where the Torah is no longer passed through an oral tradition but in written form. God used people to teach the nation of Israel about himself to have a personal relationship with Israel (3-18).
Jesus, the Master Teacher
Rick Yount emphasized that God’s self revelation is consummated in Christ Jesus. Hence, the church education ministry ought to be Christ-centered. Among the many ministries of Jesus, teaching is vindicated as his prime ministry because he is called “the Teacher” or Rabbi. People respected Jesus because of his teaching. He is considered “the Master Teacher” and he commanded his disciples to teach other also. Despite that Christ’s disciples have shortcomings—e.g. behavioral imperfections, slow learning comprehension, self-centeredness, academically uneducated, and unprofessional working habits—they were taken by Jesus as apprentice, not just learners. They were just normal people with problems but with great potentials (21-25). Jesus taught them nothing else but about himself, his life and purpose. Jesus taught all kinds of people and his teachings were marked with compassion to people, especially the outcast, the poor, the oppressed, and “sinners” in the society. Although Jesus was comfortable with all types of people, he also had strong self-concept. He was a man of mission with a dynamic humility. A solid self-concept was shown by Jesus through his patience upon his disciples. Through prayer, he identified himself with God the Father’s will. The vicious attack of others did not shatter his calmness even in the midst of his sufferings. His effectivity is seen also in his knowledge about his learners. He mastered the Old Testament and used various teaching methods by establishing relationship with his learners, stimulating and maintaining interests, teaching by example, people-oriented teachings, and character emphasis, in small group. Jesus valued the worth of his learners as well as emphasized quality of effort over quantity of learners. There is more action than knowledge, structure than detail, long term results than immediate outcomes (26-40). Jesus’ command to educate people is stipulated in the Great Commission (Matt 28:18-20) whereby teaching peoples to obey everything Jesus has commanded is emphasized.
The Role of the Holy Spirit in Teaching
Daryl Eldridge described the role of God’s Spirit in Christian education. With Christ’s command concerning Christian education, Jasus also gave an agent of teaching who will teach spiritual things of God. He is the Holy Spirit as teacher. Every aspect of Christian teaching finds its influence and effectivity in the empowering ministry of the Holy Spirit. It is because the Holy Spirit is the spirit of truth (John 16:13). His role as a counselor has something to do with teaching also (14:26). Paul also taught about the Spirit as source of wisdom and revelation (Eph 1:17). God’s Spirit is also the Spirit of knowledge and godly fear (Isa 11:2-3), the Spirit of counsel and might ((2:2). Accordingly, the Holy Spirit work through God’s Word in the process of teaching. The Holy Spirit also works through the teacher as well as the content of the teaching, the life of the learners, the various methods of teaching to produce a Christlike life. When the Holy Spirit works in the learner’s life, he works through developmental processes dealing with the mental, spiritual, emotional, social, and emotional aspects of life. The Spirit works through personal experiences and through other people. Hence, it is important to the help others discover and use their spiritual gifts of teaching that they might serve God in the church and the community, producing joy upon themselves. Thus, there is divine-human cooperation in the learning process. One cannot do away with the other; each is important (43-57).
The Bible as Curriculum
Norma Hedin emphasized the place of the Bible in the “racecourse” of Christian education. The Bible has been considered an indispensable foundation in the Hebrew teaching process in synagogues. Along with the Misnah (Hebrew Commentaries on the Torah) children, young people, and adults were taught with the Scriptures as a central foundation of learning. Even during the time of Christ, the consummation of early Christian education, the Scripture is the basic necessity. In the Middle Ages, the church became an authority figure but with direct or indirect connections to the Bible as foundational in the teaching process. But in the early Modern Age, the Scripture was made available in the hands of the Layman. The rise of Sunday school aroused during the Modern Era and became a teaching arm of most Baptist churches. Contemporary perspectives show that the centrality of the Bible in most Christian education programs cannot be denied. The Scripture serves as an antidote to biblical ignorance and spiritual immaturity. Thus, there is a concern to address the need of trained teachers in teaching the Bible because there are various levels of learners and thus require sufficient training, resources, and methodology—as well a well presented message—in teaching (59-72).
The Disciple: Called to Learn
Daryl Eldridge described the call of Christ’s disciple to learn. The learning process, according to him, involves commitment manifested through self-denial, taking up the cross of sacrifice, and following the example of Christ. Such learning process is also goal oriented. It requires training through the process of observation, practice, teaching others and conditioning, with the later which is a lifetime process. The price that Eldridge wanted to describe is the prize of God’s applause (75-88).
The Church’s Role in Teaching
William Smith identified the role of the local church in teaching process. He provided a workable context for teaching and learning by recognizing the relevance of the individual and societal concern of the learner. Context is significant. To make the content more meaningful, the context must be considered. Smith emphasized the church as an organism working through a developmental process; the church as a community of believers must be in sight in the process of education. The church must be aware of the models they use in teaching. When a shift of teaching paradigm is needed, the model must be recaptured. Here, Smith proposed the family model where various aspects like nucleus and extended family types were considered. Yesterdays’ family functions and structure may not be the same today. The church must adopt a model that is feasible to the family context of the contemporary learners. The affective aspect must be dealt with especially that trans-generational elements are recurring in many church families. More often than not, the church serves as an extended family to most family people. The health of the family is the health of the church; and such health can be cultivated through the teaching ministry of the church (89-103).
The Family’s Role in Teaching
William Smith offered descriptions on the family’s role in Christian education. He analyzed the present American family with some alarming findings and indicators that the American families are living on the edge. Hence, Smith recaptured the biblical perspective of the family’s centrality in the process of teaching. The Bible emphasized the role of the parents in teaching their children through godly examples and biblical perspectives. The uniqueness of the home as a setting for Christian education cannot be historically denied. It is still central to the propagation of godly knowledge and wisdom. The children’s life is spent mostly at home and values are shaped inside the home. It is where children become human. Home deduction can be formal but most of the time it is situational. Children learn through real life actualities. Parents too must learn from their family experiences to effectively teach their children about God (105-17).
The Pastor as Teacher
Rick Yount expounds the role of the Pastor as teacher in view of Paul’s perspective of teaching (Eph 4:11-16). Paul is a teacher trained in the Rabbinic Law under Gamaliel. After Paul’s conversion to Christianity, he continued his teaching orientation upon living in Christ. In his various ministries, teaching is central, even in his letters. For Paul, the pastorate and teaching is inseparable. He gave the qualifications of a pastor-teacher as a calling with dual functions and as a member of a team with a specific goal towards spiritual maturity of the learners. In the exposition of the results of pastor-teacher ministry, Christlikeness is the manifested consequence of such ministry, enabling the members become ministers themselves. They can give contribution to the health and growth of the church as a whole. Such ability to carry out the Great Commission through instruction to others is a clear indicator of the maturity of the members. Thus, the pastor-teacher is considered one calling with dual functions on which every pastor ought to reconsider in their particular ministry (121-38).
The Goal of Christian teaching: Christlikeness
Rick Yount amplified his previous proposition on the goal of Christian teaching which is Christlikeness or becoming person similar to Christ in maturity and obedience. According to Yount, there are some approaches that hinder the growth of the learners towards Christ. Lesson-centered teaching hinders because it is misleading the learners who are more concerned with real life issues. The teacher-centered approach hinders growth also because the student is often neglected; teaching is for the learners, not the agenda of the teachers. The same hindrance is seen among opinion centered teaching approach. Thus, Young proposed the importance of the triad of human life which are thinking, feeling, and doing. Each important element must be addressed. When one of them is overemphasized, the distortion of imbalance occurs. Too much focus is directed to thinking, dry intellectualism is a result; emotionalism is the effect of too much emphasis on feelings, and burnout is the consequence of too much action on doing. In the example of Jesus’ teaching ministry, such balance is maintained. Distinct to his personality triad is the role of a priest, prophet, and king—meeting all the three elements of human triad. Thus, Yount argued that learners must be helped to feel, respond, and value Christian instruction. They must be trained to become leaders by touching the will, the center of the triad of humanity. For Yount, the center of Christian teachers and teaching approach must be Christ. the same is true with the three elements of human triad making the thinking, the feeling, and the doing processes focused upon Christ. hence, the balanced perspective in all three aspects of teaching process is maintained to ensure growth into Christlikeness (141-68).
Part II: Preparations for Teaching
How to Study the Bible
The assumption that the Bible is to be systematically studied is taken here. Terrel Peace upholds the significance of studying the Bible in a personal and yet dynamic manner. He identified twelve proven methods in Bible study. These are 1) devotional, 2) Chapter Summary, 3) Character Quality, 4) Thematic, 5) Biographical, 6) Topical, 7) Word Study, 8) Book Background, 9) The Book Survey Method, 10) Chapter Analysis, 11) Book Synthesis, and 12) Verse by Verse Analysis. Peace proposed also the “synthetic bible study” to gain insight into the purpose of the writing of a certain book and its overview. Analytic is also highly recommended because observation, interpretation, and application are covered in the process of the study. Knowledge on literary devices utilized in the Bible was highlighted in the process of observation, i.e. comparison, continuity, centrality, contrast, climax, interrogation, interchange, and hyperbole. The principles of clearest meaning, Scripture interpreting the Scripture, accommodation of revelation, and historical propriety are stressed in the process of interpretation. The application process considered the understanding of the principles covered in the text. Confidence and continuous biblical understanding, however, are important elements in the teaching ministry of any Christian educator (173-82).
Planning to Teach
Rick Yount prescribed several elements in planning to teach. Within the instructional objective, setting up a target includes the importance of the learner as the most significant factor in Christian education. Four major emphases are mentioned in teaching: Knowledge, Understanding, Personal Response, and Purposeful Action. Yount proposed that the teacher ought to remember his measurable objective in the teaching process and must prepare beforehand the learning tools needed. He says that a teacher must avoid gimmicks and build a bridge (transition) to Bible study. In the actual study of the Bible, organization is practiced by observing key verses and concepts, preferably in a small group setting. Personal response must be solicited. The students are expected to remember their lessons through advance organization, structure, sequence, and active review. Teaching process must be geared towards the developed understanding of simple to complex concepts, concrete to abstract and examples to non-examples by asking questions and problem solving. Openness must be improved to solicit personal response from the students; handling wrong answers must be carefully executed; avoid harsh and negative attitudes by showing a desirable model in attitude and behaviors. As much as possible the teacher should keep the group small for a feasible and effective learning. Another plan to be considered is the relational aspect of instruction. Group size affects the learning process in various age levels, marital status, gender groups, or random groupings. But working out the teaching process must not be left out. Doing the Word is developed through individual, groups, or class assignments. Yount concluded; total closure must be avoided; review of major points must be brief; involve the learners, and lead them to commitment (187-206).
Part III: Lesson Planning
Teaching Preschoolers
Norma Hedin explored the biblical foundations of teaching in relation to the role of parents as teachers. She also explored the example of Jesus’ attitude towards the children. It is clear in the Gospel that Jesus loved children and valued them as much the same as adults. In fact, he used children’s virtues in teaching adults. The section author described the characteristics, special features, and recent discoveries on the wonders of preschoolers psychologically, cognitively, and psychosocially. Hence, out of the scientific and psychological data provided, Hedin made implications for teaching preschoolers. According to her, the child is always learning things about God but usually in literal sense and concrete terms. Much more so, preschoolers wanted security, freedom, and encouragement in the learning process. In the church setting, preschoolers learn through their senses. They are basically curious and relationship oriented. They learn through repetition, games, imitation, and handy-work activities. They are active learners but they need their teacher’s creativity to make learning understandable to them. Thus, the content and the curriculum must be carefully considered. The contents may cover the areas about God, Jesus, natural world, Bible, self, others, family, and church; but they must be adapted in line with the preschooler’s compression. In the lesson planning, appropriate design of instruction must be observed utilizing activities and tools that will promote understanding. Every Christian teacher must understand that preschoolers cannot be kept in spiritual neutrality because they have innate interest in God. Therefore, their training must continue in their childhood until they will know and understand Christ (212-24).
Teaching Children
Norma Hedin continued her exposition on teaching children. She is now considering the characteristics of children through grade levels with the understanding that general behavioral patterns, mental capacities, social inclinations, spiritual developments, and interests can be classified in two-grade level, but not strictly exclusive. The implications she formulated for teaching children are the recognition of their developmental needs and appropriate curriculum. Sensitivity t the abilities and inabilities of the children must be observed by the teacher. They biblical understanding can be developed through chronology of Bible events, Scripture memorization, and growing skills. In the psychological foundations of the children, the cognitive development must be addressed. At this stage, they can think of God in minimal abstraction. The psychosocial development of children considered the ability of production or performing. Hence, Bible stories with one clear concept can be grasped already. Why questions can be a stimulating interest to children to develop their mental capacity. Several ways of learning are identifiable.
1) They learn by experience and doing.
2) They wanted more hands on work than talking.
3) They learn by example.
4) They are aware of what the teachers are doing or modeling.
5) They learn by repetition with variation.
6) They need familiar books and repeated concepts.
7) They learn through concrete language and experiences associating literalness and concreteness.
Because of these, the content and curriculum must create specific and measurable objectives dealing with Christian conversion, church membership, Christian worship, Christian knowledge and understanding, Christian attitudes and convictions, Christian living, and Christian service. Variety of teaching methods must be applied like storytelling, dramatics, questions, discussion, projects, and creative activities (227-38).
Teaching Youth
Daryl Eldridge described the characteristics of the youth. Teachers must know the needs and abilities of their young students. Using the grade level in the west, the earlier youth belongs to the 7-9. Physically, rapid changes occur in the body as girls reach puberty earlier than boys. Such physical changes cause emotional concerns and sometimes awkward action. They have high level of physical strength and need of sufficient rest. Mentally, they are creative and innovative. They can handle simple abstraction and learn difficult concepts, as well as understand cause and effect law of nature or actions. Their independent thinking is directly related to their rebellion against authority. Conceptualization of time and space, application of reading skills, adventure and discovery are among their mental capacities. Socially, they seek adult standing but they always wanted to belong to their peer group. They are wanting for adult and parental understanding; and they have innate nature of wanting to dress like their admired persons and friends. Youth usually enjoyed competition and are self-conscious. Emotionally, they are like roller-coasters, but they have the capacity to feel misunderstood despite the fact that they have a hard time expressing their feelings. They may tend to rebel against authority but they are willing to commit themselves for a worthy cause or persons. They developed interpersonal emotional dependence though there are times they have difficulty handling and controlling their emotions. Spiritually, youth are idealistic in their expectations of Christian faith and on the practices of others. They also have doubts about Christianity but they are ready for personal encounters with God. They are conscious about death and recognize honesty from peers and adults. In relation to Bible study, they want it practical. They want to serve others’ needs and do missions activities (242-43).
Older youths (grades 10-12) have different characteristics. Physically, they look like adults. Included in their capacity is to do adult physical activities, sexual and reproductive activities, but usually not ready for economic and emotional responsibilities. Clumsiness is already overcome but not their increased appetite for large amount of food. Mentally, their decision making skills are improving and are able to work out their plans. They are creative and like to solve problems; hence, they are capable already of critical thinking. They can work hard to fulfill their short and long term plans and goals. Socially, youth seeks adult status and social approval. They are socially oriented and wanted to be in group who shared their interests and needs; they can develop interpersonal skills and are concerned with their opposite sex. Emotionally, they are now able to control their emotions despite of some swing moodiness and intense emotional feelings. Women are les aggressive sexually but men are opposite in assuming sexual roles. Both genders, however, reacts to arts, films, and media sensitively. Hence, they need emotional security and readiness to accept their sexuality. Spiritually, older youths have the capacity to question adult value systems. Emotional and personal faith is coupled with developing philosophy in life, expressing their faith in their own terms and experiencing spiritual truths in their personal daily life. Thus, older youth are capable already of experiencing meaningful worship and making lifetime commitments of Christian faith (244-45).
Most of the older youth learn by caring example; they learn fast when their environment is full of trust, love, and acceptance from the teachers, adults, and parents. They like to discover themselves, hence active involvement in the learning process is a must for them. Learning with their peers makes the exploration of the biblical truth more exciting. When the lessons are need-oriented and interesting, they learn fast. This learning is within the framework of their capacity; anything outside it is unnecessary. Thus they need to learn with identifiable goals and variety of learning methods, taken in a positive atmosphere (246-48).
Teaching Adults
William Smith deals with teaching adults based upon three basic modes of learning, namely, the objective, subjective, and relational modes. The objective mode is the dynamic process of the learner in accumulating raw data; whereas the subjective modes involve the internalization and the personalization of the meaning and experience of the gathered information. Finally, the relational mode is the integration and organization of the objective data taken to produce a workable formulation of act towards the community or the society. It is closer to the state of wisdom impacting the community. The key, therefore, in teaching adults is to identify the represented mode predominant among the adults of which adults are more relational, while the youth are subjective. The continuity of instruction must remember the lifetime continuity with different stages until the twilight years of the learners. Smith cited andragogy (“the art and science of helping adults learn” originated by Malcolm Knowles) with emphasis on the effectivity of the method. Accordingly, adult learning involves self-direction (a self initiated process stressing upon the ability of the learner to learn) and respective transformation (becoming critically aware of the meaning of propositions). Placed in curriculum, the six major classes (or levels of learning) may be observed: 1) Knowledge, 2) Comprehension, 3) Application, 4) Analysis, 5) Synthesis, and 6) Evaluation. With due consideration to the affective domain of the adult learner, five level of attitude are identifiable. 1) Receiving or awareness, 2) Responding or partial commitment, 3) Valuing or attachment, 4) Organization or situational prioritization, and 5) Characterization or making a lifestyle of reflection and valuation of self. Smith outlined the effective adult learning when:
1. new learning builds upon the learner’s background of experience.
2. learning activities are in keeping with the maturity level of the learner.
3. learning activities involve more than one of the sense.
4. the learner takers part in a variety of activities.
5. learning is reinforced shortly after the initial learning experience.
6. learning is accompanied by a satisfying state of affairs.
7. the learner responds in an active way.
8. the learner helps determine the purpose.
9. the learner repeats in some way what is learned.
10. the learner relates to life situations what has been learned.
11. the learner is allowed to progress at a personal rate.
12. the begins with the simple aspect of a problem and progresses gradually toward aspects or problems that are more complex.
13. the learner receives immediate knowledge of results.
14. the learner shares in the leadership of the group.
15. the learner feels accepted and free to take part in an atmosphere of security and belonging.
16. the issue at hand is urgent.
17. the learner’s readiness to learn is met by the teacher’s readiness to teach.
18. both teacher and learner recognize the need for divine assistance in learning.
19. the learning materials are characterized by good arrangement.
20. the learners feel that what is learned is worthwhile.
21. the learning task and activities fall within the learner’s “range of challenge.”
22. concepts are presented in numerous and varied specific situations.
23. tests and goals and objectives are compatible.
24. the group is of the right size.
25. the group members work toward a common goal.
26. the learner sees an advance organizer.
27. the learner has pleasant emotional experiences in the learning experience.
28. the learner participates in group experiences.
29. the learner gains an information about a subject.
30. the learner uses his or her own approach in solving the problem.
31. the teacher uses novel approaches. (by Richard Dodge, 1993)
How to Select and Evaluate Curriculum Materials
Norma Hedin showed some case studies on curriculum evaluation where some well-meaning Christians wanted to change the curriculum of the church education program. Hence the author answered the question: Who is making the decision about the curriculum of the church education program. She said that depending upon the need of the denominational identity of the church; each congregation has varied responsibility to share. But most of the time, the committee on Christian education or the staff member in charge or involved in the instruction program are the ones who decide about the curriculum of the church’s Christian education curriculum. And it is noticed the today’s instruction program of the church are having specialization depending upon the local church’s needs and goals. On the question: Who should decide on choosing the curriculum, Hedin suggests that:
The process of evaluation and choosing curriculum should be approved and supervised by the church and should be part of the overall planning process in a church. Effective churches determine the best direction for their members and make plans to move into that direction. Curriculum decisions should grow out of the church’s direction, which is driven by its purpose or vision (80).
In order to determine the church’s educational needs, several steps and recommendations are needed to solicit response.
1. Personally ask church members about their needs, concerns, and interest that the church should leaders address.
2. Do a survey in the church about the need of the church according to ranking priority. Printed questionnaires help the leaders know and determine which curriculum is best needed.
3. Visit families to know and determine the need. Deacons, elders, and Christian education staff can help a lot in gathering information from families to families in the church.
4. Surveying the church can be a good way to elicit response in finding the best curriculum for they know the needs of their students. In this way, the teachers can also work according to their own methodology and effectivity.
From the gathered data about the church’s needs in Christian education, writing a church description is a logical step next to it. Hence, making a description of the church members is a good start to determine and evaluate the present condition of the church. After describing the church members, the next step is to describe the church program. The growth or decline must be noted as well as the weaknesses and potentials of the program. Resources, facilities, and prospects are included also in the program description. That where the writing of the local church’s context takes place. Location, visibility, accessibility, proximity, potentiality, and strategic mapping must be included. After all these steps were made, then the educational goals are ready to be written. It should be in accordance to the purpose and vision of the church. These goals must be measurable and long-term. Costs, content, methods, etc. are to be considered that is in accordance to the capacity and conviction of the church. The methodology and needs of the church, the teachers, and students must be viewed clearly in the curriculum (279-90).
Part IV: Training Others to Teach
Teacher Training
Terrell Peace addressed the need of teacher training to develop natural ability or gift in teaching. Hence, Peace provided points on what the Christian teacher ought to be. According to him:
1. A teacher should be a “pressing” example (Phil 3:12).
2. A teacher should be faithful (1 Cor 4:2).
3. A teacher should be loving (1 Cor 13:2; John 13: 34-35)).
4. A teacher should be trained.
Peace outlined also the need of what a teacher should know.
1. A teacher should know how to study the Bible.
2. A teacher should know how to teach effectively.
3. A teacher should know how to minister in Christ’s name.
In whatever the teacher should do in relation to his or her teaching ministry, the key steps are: prepare, prepare, prepare.
- A teacher should prepare his or her heart in prayer.
- A teacher should prepare the lesson.
- A teacher should prepare to let the Holy Spirit work.
On the teacher’s approach to training, the following approaches are recommended: 1) The pre-service teacher training course is needed to prepare the teacher to develop basic skills in teaching; 2) Apprenticeship is the process of actual observation, question, experiment, and supervision under a mentor; 3) On the job training is a continues supervision to meet the demands of the teaching load and working situations; 4) Weekly teachers’ meeting provide specific assistance and preparation for the upcoming lesson; 5) Quarterly planning meetings; 6) Individual study; and 7) Church media library.
There should be periodic teacher enrichment for the members of the church education team to deepen biblical understanding and teaching or learning process. It can be through age-specific conference, skill development training, independent and denominational conferences, curriculum preview and curriculum resource clinics, and advanced training (297-304).
Evaluating the Teaching Ministry of a Church
Daryl Eldridge’s concern is on educational evaluation which is a “thorough process, involving the entire membership of the church”(314). The educational evaluation is focused upon principles, processes, and procedures, not personalities. It seeks to answer the five vital questions:
- What are the facts about the situation? It may deal with the location of the church, the membership of the church, and the church program.
- What are our objectives? It may concern on Christian conversion, membership, worship, knowledge and understanding, attitudes and convictions, Christian living, or Christian service.
- What are we accomplishing? In terms of administration, teachers, facilities, program, and students.
- What, then, do we need? The specific areas that needs improvements.
- What next step shall we take? Strategies set of actions, procedures, recommendations, formulations, timetables, and goals are included here.
All of these principles are to minimize waste and maximize quality in Christian education. Mediocrity is fought against for God deserves excellence and the best. Therefore, the teaching ministry of the church must seek to value the members and the Word of God by providing “the best possible learning experience” in churches, leaving “a legacy of commitment of teaching the Word of God with excellence and power” (323-24).
