Aim of the Assessment Students will have the opportunity to develop their creativity and written skills as they create a mental health educational poster that can be used by consumers their carers / family and significant others. The poster will provide educational information that is easy to understand by non- professionals. With the use of non-jargonistic language and some visual information, you will be able to communicate your knowledge and provide education to help promote mental health and recovery of consumers and their carers/family/significant others. You will need the scenario called Mike’s story for both Assessments 2 and 3. Task You are to create and submit a 400-word A4 poster via Turnitin with a reference list in a separate Word document. • Using the scenario Mike’s story, you will choose a topic to create a poster that will help Mike and his carers/family and significant others to have a better understanding of Mike’s mental ill-health or illness and help the consumer move closer to their recovery. • This poster should be educational, help promote good mental health and easily understood by non-health professionals. • HINT: To help you, think of some topics that you would like to provide Mike and his carers/family/significant others from the scenario (Mike’s story), that would help promote positive mental health and recovery. Think of information that could help with early intervention to prevent mental ill-health or mental illness for Mike. The poster should effectively communicate the key message in an engaging and succinct manner. • Use evidence-based information with a minimum of 5 relevant, current, peer-reviewed academic resources. Here are some ideas and topics that you many find helpful and would like to use: • What is anxiety? • Antidepressants – information for consumers’ carers/family/significant others • Mental Health Recovery • Preventing Stigma in mental health • Importance/role of carer/family / significant other in mental health recovery. What to include in my poster? At a minimum students should include: 1. Student name and student ID 2. A title that clearly indicates your topic (you can make it catchy) 3. Significance of topic – You can start by explaining why your topic is important. 4. Statement about the incidences of the mental health issue/s in Australia. 5. Explain how your topic can facilitate recovery and promote wellbeing. 6. Future directions (consider what needs to be done to sustainably support recovery and wellbeing of mental health consumers).Tips • A poster is a visual representation of your chosen topic. • Use graphs, tables, diagrams, and images where appropriate. Use colour to attract attention and give your work some impact. • Ensure that all graphics and visual images are relevant to your topic. • Keep it simple, clear, and concise. Use language that is academic, professional and recovery orientated. Avoid jargon, acronyms, and stigmatising. • The poster needs to be eye-catching, attractive, and engaging but avoids overcrowding of information. • The poster needs to be an A4 page. • What software to use: You may use PowerPoint, Word, Adobe Illustrator, Photoshop, Canva to name a few. Mike’s story Mike is a 21-year-old male who presented in Emergency Department (ED) with thoughts of self-harm, agitation and insomnia. He was brought in by his flatmate who is a student nurse, who had noticed the changes in his mental health. He has not been sleeping well and gained weight over the last two years. Mike has moved from Melbourne to Sydney to study engineering at university. After two years of working part time in a construction firm, he was given the opportunity to supervise some of his co-workers. This is a new role and Mike found this to be very challenging, particularly as he is required to supervise a crew. He wants to show his supervisors that he can do the job. When he arrived in ED, he was agitated, had minimal eye contact, difficult to engage and would only engage with a handful of the nurses. Lately, he has been having trouble sleeping. A GP from a medical centre prescribed Temazepam 20mg nocte. He also started taking Phenergan 10mg to help him sleep. He has previously taken Phenergan for his allergies which he can buy from the chemist without a prescription. He thought this might help with his sleepless nights. He has been watching shows in his iPad in bed at night, in the hope that it would help him go to sleep. The medications did not help and instead, he stated that it kept him more awake at night. He started smoking marijuana to help manage his insomnia with very little effect. He stated that he has intermittent sleep and has not slept properly for 6 days. He has been supported by his GP and a private psychologist since he was 19 years old, when he was first diagnosed with anxiety. However, since he moved to Sydney, he has not found a GP in Sydney that he can trust. He continues to be on Fluoxetine 20mg daily but feels that he needs it reviewed because of his low mood. He voiced that his long-term goal is to cease the medication and ‘this would what make me feel like I have recovered’. He expressed that he is not ready to stop his medications. Mike admitted that he previously had thoughts of harming himself by crashing his car. This was the reason his GP commenced him on Fluoxetine and Mike started seeing a psychologist who helped him with his self-harm thoughts which helped him. However, these self-harm thoughts and feelings are starting to return, and he does not want these thoughts to consume his life again.He does not have any family in Sydney. He is reluctant to tell his family in Melbourne about the changes in his mental health. They do not know that he is on medications for his anxiety. He stated that although his family are very supportive, he did not want to burden them with his problems. He knows that his mother would want him to go back home to Melbourne. He said that going back home would make him feel like he failed. ‘I am an adult and not a child anymore’. Mike started to feel inadequate, constantly second guessing himself and was irritable at work. He also started to gain weight since he started on Fluoxetine two years ago. He does not have the time nor the energy to exercise due to work and study. He really wants to lose weight and go back to his ideal weight to play football again. But he feels unmotivated at the moment due to his mood. He is too scared to go to Employee Assistance Program (EAP) at work and does not want to let his supervisors know. He does not want to be seen as incompetent at his new role as supervisor
ALL 250 WORDS Describe how you identified the need. How did you approach this creatively? Was this part of a group effort? If so, what individual role did you play?
Describe how you exercised initiative and took the lead to address a solution. Did you accept a leadership position because it was offered to you or did you seek out a leadership role to participate in this project? Were you part of a leadership team or did you take on the sole leadership role and supervise others?
* How did you apply academic/intellectual skills to complete the project? How difficult was this project? Who did you involve in the solution?
What was the outcome? Did your endeavor fail or succeed? Did you help others succeed? Did you fail? What did you learn from the endeavor? Illustrate your impact on others with data and numbers that quantify your outcome.
What was the most academically challenging endeavor you’ve ever engaged in? Please articulate and describe your process/project, challenges faced, lessons learned, and any tangible outcomes (e.g. publications produced, research or data that spurred action, etc.).
Examples may include:
Describe a research project you participated in.
Speak to a project you worked on that was published.
Share what you learned as part of an academic internship.
Discuss how an extra-curricular project ties in to your major and the work you hope to accomplish in your career.
How would receiving a scholarship impact your educational goals?
How much money do you spend each month on school (tuition payments, fees, books, etc. – do not include transportation costs)?
Provide an overview of your two most promising articles.
· Restate the Goal of your Proposed Program for the readers, then
· Using APA style manual, provide a correct citation for each article.
· In your own words (I will be watching and checking), provide an overview or summary of the major points and conclusions as demonstrated in the article.
· Specifically, why was this article helpful to you? What strategies do you plan to use from it in the design of your own program? What makes you think your program will show similar success to the article you read about?
· If there are differences in the two situations (problem, people, location, etc.) in your program to the ones addressed in the article, either what will you do to overcome those differences or why do you believe the strategy should still work?
Anide
Christian Education Journal: Research on Educational Ministry
®SAGE William F. Cox Jr Regent University, VA, USA
Robert A. Peck The Samuel School, Harrisburg, PA, USA
Abstract To be true to its name-sake, the academic focus of Christian education should be in service to discipleship, not vice versa. Only discipleship formation equips for the eternal transcendent issue of life. Christian discipleship expectations for home, church, and school settings are elaborated under seven biblical mandates: Dominion Mandate, populate the earth, self-governance, the First Greatest Commandment, the two parts of the Second Greatest Commandment (love self and love others), and the Great Commission.
Introduction Christian discipleship is a major, all-encompassing theme of the Bible – Old and New Testaments alike. Pivotally articulated in the Great Commission (Matt. 28:18- 20 ), it addresses all dimensions of life, is deeply grounded in teaching and mentor- ing, and applies to practically all age levels. Its content includes but is not limited to expectations such as comprehensive Bible knowledge, witnessing strategies, inter- personal relationships, apologetic skills, logical reasoning, world/life-view integra- tion, parenting, teaching, personal integrity, spiritual warfare, faith-learning integration, stewardship of creation, sustained allegiance, miracles, and so on. In effect, the formation of Christian disciples is essentially about equipping for the
Corresponding author: William F. Cox Jr., Regent University, 1000 Regent University Dr, Virginia Beach, VA 23464, USA. Email: wallcox@regent.edu
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highest order citizenship both on earth and in heaven, namely the kingdom of God (Matt. 13:11; Eph. 2:19; 1 Pet. 2:9). To compartmentalize discipleship as a subset of academics and/or minimize it is to short-change preparation for and thus participa- tion in this singular citizenship of inestimable value.
Equipping for discipleship’s 360 degree, 24/7 biblically-based lifestyle fully applies across the generations within the major formative institutions of home, church, and school (Graustein & Schultz, 1995). Regarding the home, the Bible calls parents to raise their children as unto the Lord (e.g., Deut. 6; Eph. 6:4; Ps. 78) and to disciple one another (Eph. 5:22-32). The church, whether in group venues (cf. Jn 7:15; Lk. 2:46) or individual mentoring (1 Tim. 1:18), carries its share of discipleship responsibilities. Christian education institutions, the third of what has been called the three-legged stool of Christian education, carry their responsibilities as part of the Church even if in non-ecclesiastical settings. Christian teacher and lexicographer Noah Webster captured the weightiness of discipleship equipping with his analogous observation that “The Education of youth, an employment of more consequence than making laws and preaching the gospel, because it lays the foundation on which both law and gospel rest for success” (Webster, 1828, cited in Slater, 1967, p. 12). Undoubtedly, Webster was claiming that education which lays such a foundation is more about forming the person than about teaching for only temporal competence.
Discipleship Minimized Comprehensive discipleship expectations notwithstanding, Christians in the United States are apparently rather deficient exemplars of discipleship fidelity. For exam- pie, a high percentage of youth leave the church once away from home (Ham & Beemer, 2009), sharing the Gospel is typically an intimidating effort for most Christians (Reid, 2017), two-thirds of the U.S. Christians surveyed by the Pew Research Center say many religions can lead to eternal life, and most of them say some non-Christian religions can lead to life everlasting (2015), pornography has a significant grip on pastors (CBN News, 2016), and biblical literacy among Chris- tians is low (Mohler, 2016).
Discipleship scholar Dallas Willard (1998) pointedly addressed this plight with the observation that few Christians have intentionally made the decision to live like Jesus (p. 297). Most, he claims, think no further about their Christianity than that it is “fire insurance” against going to hell (p. 37). And of the contemporary Christian, he says, “he or she has no compelling sense that understanding of and conformity with the clear teachings of Christ is of any vital importance to [their] life and certainly not in any way essential… Such obedience is regarded as out of the question or impossible” (1998, front cover). Similarly, Willard (2006) claims, “I know of no current denomination or local congregation that has a concrete plan and practice for teaching people to do ‘all things whatsoever I have commanded you’” (pp. 72-73).
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The prevalence of this orientation by Christians is referenced by Hull’s (2006) synonymous terms “two-tier Christianity” and “non-discipleship Christianity” (p. 41).
Quite possibly, a causative factor for the low discipleship status of Christians relates to the fact that approximately 80 percent of children from U.S. Christian homes attend public schools (Newman, 2017) where biblically based discipleship equipping is forbidden yet where discipleship in the oppositional life-view of humanism reigns (Cox, 2013; Cox, 2014a). Even when Christian schools are con- sidered as potentially valuable, administrators report that the predominant question of parents is whether their children will be equipped by that school to enter a reputable college. In other words, Christian discipleship is apparently low on the list of parental aspirations for their children (which doesn’t speak well of parents’ own discipleship maturity!). In turn, out of financial necessity, academically related priorities in Christian schools tend to prevail over discipleship related priorities.
Encouragement regarding the contribution of Christian schools toward disciple- ship comes from Simmons (2012/2013), former president of the Association of Christian Schools International. He believes that “everything that the school does should be within the context of discipleship to Jesus Christ” (p. 1). Even so, there is a lack of published research on the practice of and outcomes from discipleship in Christian schools (Alarid, 2015; Allotta, 2013) and likewise regarding the interest of school leadership in that activity (Frye, 2017).
This matter of discipleship is especially crucial for children for at least the following three reasons (cf. Matt. 18:3, 19:14). (1) Bible text and the educational receptivity of humans reveal that learners are most impressionable and teachable in the early years of life (cf. Lk. 1:41-44; Moll, 2014; Tough, 2012; Vemy, 1981; 2 Tim. 3:15). (2) From a biblical and Jewish historical perspective, children were prepared beforehand for the teen years’ onset of adulthood (cf. Barclay, 1959; Lk. 2:42-44; Isa. 7:15). (3) The likelihood of becoming a Christian is highest during the school age years, diminishing significantly thereafter (Bama, 2017; Culbertson, 2015).
Discipleship and/or Education At creation, God’s first expectation of Adam and Eve to produce others in their, and thus in His image (Genesis 28b), marked the beginning of Christian discipleship. Subsequently, because of the sin-contamination of human nature and environmental orderliness, intentional academic equipping necessarily became an integral part of discipleship. In New Testament times, the Great Commission (Matt. 28:18-20) in effect links discipleship activities to Dominion Mandate, related competencies (e.g., literacy). For instance, how to teach, read and understand God’s Word are among the methods for and outcomes of discipleship formation.
Historically, a predominant rationale for Christian schools has been that bibli- cally infused academics will lead to developing the qualities of Christ in students. A reasonable assumption: biblical accounts of discipleship equipping essentially occur
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within academically related content such as enumeration (e.g., Matt. 15:32-38, 16:9- 10), logical reasoning (e.g., Mk 3:25), construction of buildings (e.g., Jn 6:48), and reading and writing (e.g., Jn 10:26). Exemplifying that perspective, great scientists (e.g., Einstein, Faraday, Galileo, Newton) professed the desire to study creation for the very purpose of understanding the mind of Christ (Dao, 2009). Accordingly, it is rather typical for Christian schools to advertise that they are “Christ-centered”. Paradoxically, the exponential increase in contemporary understandings of the mys- teries of the universe through research, inventions, science, and technology has generally not been accompanied by a connected, public acknowledgment of com- mensúrate understandings of God’s mind. Instead, the contemporary culture is increasingly departing from even believing in the God of creation (Ham & Beemer, 2009; Hetland, 2011 ; McDowell, 2006), at the same time that the scientific potential for “understanding” God’s mind is increasing and thus where his reputation should be spreading. Over time, however, this interdependence of discipleship and equip- ping for temporal dominion-taking has significantly blurred their relative impor- tance. Clarifying this interdependency is what this article is about.
Elaborating further, an Internet search on the phrase “discipleship education” reflects a bifurcation of discipleship and education even though from a biblical perspective they are not separate entities. It is not as if discipleship programs don’t exist. As the search revealed, there are a number of discipleship programs at the university (e.g., Biola University, Liberty University, Regent University) and insti- tute (e.g., C.S. Lewis Institute, Navigators, Youth with a Mission) levels. But it is relatively rare that Christian education for adults organically incorporates disciple- ship within academic and professional programs much less makes discipleship the guiding conceptual framework.
Throughout this article, the case is made that discipleship formation should be the foundational focus of Christian education. In support of that perspective, the article closes with a detailed description of the educational implications of biblically based discipleship expectations, categorized within seven high-order “mandates” from God.
Rationale for Discipleship Education Arguably, intellectually focused activities regarding knowing and understanding the Scriptures (Jn 5:39-40) are not the prime biblically recommended way toward knowing God and being His disciple. Indeed, knowledge about God that results from academic/intellectual attainments is qualitatively different from personally and experientially knowing Him. Biographical accounts such as of the wisest human who ever lived – Solomon (1 Kings 4:13); the person likely first to be filled with the Holy Spirit – Bezalel (Exod. 31:3); more recently the humble slave turned great scientist – George Washington Carver (Federer, 2002); and most recently the famed neurosur- geon – Ben Carson (Carson & Murphy, 1990) suggest that relationship with God may even precede rather than follow intellectual attainments resulting from the
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search for God. Augustine’s quote – “believe so that you may understand” (Nash, 1994, p. 88) – nicely captures this orientation.
Relationship with Academics
True, the Dominion Mandate established at creation (Gen. 1:26, 28) “legitimizes” the academic aspects of education for understanding and thus governing creation (i.e., the non-human environment). But that is not the same thing as saying that academics for temporal dominion-taking axiomatically results in a better under- standing of and a personal relationship with God. In fact, there is little evidence from Christian schools, homes or churches to support the belief that intellectually motivated understandings about God’s creation enable, intentionally and eviden- tially, a closer relationship with Him. The general lack of evidence regarding the union of competencies derived from earth-focused schooling (i.e., Dominion Man- date related academics) and student Christ-likeness (i.e., disciple formation) opens the question of what is being done in existing Christian education institutions (i.e., home, school, and church) to develop that fully-orbed interconnectivity.
Obviously, the frequently expressed claim of Christian education institutions that they are “Christ-centered” needs clarification. It might mean, for instance, that Christ taught the same kind of subjects typically taught in such academically oriented institutions. Evidently not the case, perhaps the phrase about being Christ-centered is instead saying that the discipleship teachings Jesus was regularly promoting is exactly what these contemporary educational institutions are likewise doing. This is not likely the case either since there is very little evidence that Christian educational institutions that fly the banner of being Christ-centered even conceptualize their endeavors in a superordinate discipleship paradigm. In either case, the expression “Christ-centered education” is strained since Jesus did not come primarily for, nor promote, nor die for academics, labor saving inventions, scientific/ technological advances, and other similar naturalistic endeavors. The beneficial aspects of Christian education notwithstanding, academics are not promoted in the Bible as the recommended route to discipleship formation as expected by Jesus.
Clarifying further, Christian education institutions err when they biblically justify their academics on words in the New Testament such as mind, understanding, knowledge, and wisdom. In context (context being a prime biblical hermeneutic), these words relate more to moral, relational, and life-style matters rather than to intellectual equipping. For example, interpreting the renewing of the mind passage in Rom. 12:2 as biblical support for the academic aspect of Christian education, as some Christian educators do, is problematic. In context, examples of the renewed mind in subsequent verses 3 through 8 focus on Christian living rather than on essentially intellectual endeavors. Additionally, in this same context, the emphasis on “mind” in the New Testament (NKJV) often refers to intrapersonal matters such as a sound mind (Mk 5:15), inclination and purpose (Rom. 8:17), and deep thought (Matt. 22:37). Similarly, the word “know” often refers to interpersonal matters such
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as knowing Jesus (e.g., Eph. 1:17, 18, NKJV), and experiencing His attributes of power and the fellowship of His sufferings (Phil. 3:10). Quite possibly the mis- construal of the meaning of these words is related to the argued misconstrual about discipleship in Christian education. That is, learning about and knowing how to manage the natural, temporal creation of God apparently is rarely if ever taught in the Bible as the essence of Christian discipleship.
Discipleship Priority in Christian Education
The word Christian in the New Testament (Acts 11:26, 26:28; 1 Pet. 4:16) means follower of Christ, i.e. “little Christs.” In effect, these expressions signify that Christians are to demonstrate the nature of their elder brother Jesus who himself demonstrates the nature of Father God (Jn 10:30, 14:9). Accordingly, Christian education is about far more than just academics; it is ultimately about discipleship!
The inherent connection between education and discipleship is made very clear by Jesus’ command to His disciples (Matt. 28:18-20, NKJV): “Go therefore and make disciples, teaching them…” (emphasis added). They were to do what He did (Jn 14:12, 15:16, 17:18). Reiterating the main point of this article, important as academics are in Christian education, the more important focus, both temporally and eternally, has to be discipleship formation. And this age-unlimited expectation is incumbent upon all three formative institutions of home, church, and school.
The following seven biblical orientations address the relative priority valuing of discipleship formation rather than academics as the foundational basis of Christian education. First and foremost, as expressed in the Great Commission (Matt. 28:18), Jesus commanded discipleship. Second, an obvious ultimate source in the Old Tes- tament for understanding the natural and human environment was not primarily humans but God Himself (cf. 2 Chron. 1:12). Third, when Jesus met temporal needs it was, at least in the recorded accounts, most often not by way of the natural but by the supernatural (e.g., catching fish – Jn 21:6, making bread – Mk 6:41-44, produc- ing wine – Jn 2:9, healing physical afflictions – Lk. 17:19, and freeing from demonic torment – Mk 4:16). Fourth, important and as necessary as they are, temporally oriented academic accomplishments are in fact transitory since they will be destroyed, this final time by fire (Gen. 7:21-23; 2 Pet. 3:7, 10-13). Fifth, since the full liberation of creation from the bondage of decay will happen only when the sons of God are revealed (Rom. 8:19-23), the Dominion Mandate, even with all the benefits of academic success, takes a lower place than identity focused discipleship. Sixth, by virtue of carrying His name, Christian education should have His own pre- eminent high order focus regarding “making” disciples for Kingdom living (cf. Matt. 6:10). Seventh, Christian education is misguided without a focus on Christian dis- cipleship qualities such as cooperating with the Holy Spirit, intimacy with Jesus, and unconditionally loving others. In fact, without evidence of these qualities, excellence of academics, since attainable also by non-Christians, does not qualify as the high water mark of Christian discipleship.
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One more issue needs to be discussed, however, prior to directly addressing the content of discipleship education. This issue helps contextualize the crucial nature of inter- and intra-relationships. In fact, this issue undergirds the very essence of dis- cipleship formation.
Relationship Basis
The strong emphasis on teaching and educating in the Bible would seemingly be accompanied by some clear how-to-educate type prescriptions. However, while the Bible gives numerous admonitions about the necessity of biblically infused educa- tion (e.g., Deut. 4:9, 6:7; Eph. 6:4; Ps. 78:1-7), it gives no explicit educational methodology regarding how to carry out those highly consequential admonitions. For instance, there are few if any guidelines in the Bible regarding how to differ- entiate the teaching of various kinds of content, age levels of learners, learning and teaching styles, or environmental settings – all of which are posited by educators as necessary elements in educational prescriptions (Murray, 1989). This biblical absence of prescriptive methodology seems to be a serious omission in light of the fact that the nature of education people receive will likely affect their entire lives, if not also their eternal destiny.
Not a God who leaves His people without essential guidance, the reality is that He has very amply provided the understandings for quality educational methods. Point- ing us in that direction are various accounts (e.g., Collins & Tamarkin, 1982; Comer, 2004; Cox, 2014b; Omish, 1998) documenting that the most important understand- ing about education is that it is a relationship-embedded endeavor. As Yale univer- sity professor Comer (2004) repeatedly declared, the reason for his huge success as an educator is captured in three words – “relationship, relationship, relationship” (p. xiii). And as celebrated inner-city educator Collins (Collins & Tamarkin, 1982) similarly explained regarding her success in teaching disadvantaged children: “The one thing all children finally wanted was the chance to be accepted for themselves, to feel some self-worth. Once they felt it, children became addicted to learning, and they had the desire to leam forever” (p. 92). Relationally based authentication is key!
Specifically, relational love is highly efficacious regarding the impact and mean- ingfulness of educational activities (Cox, 2014b). Conversely, the absence or oppo- site of loving relationships is invariably deleterious to all human endeavors including education (cf. Prov. 15:1, 18:21, 25:11, 25:15). Commensurately, the Bible gives very clear directives regarding human relationships. For instance, by virtue of being created in the image and likeness of Him who is love, a highly significant quality of human nature is that humans are created to love, to desire love ( 1 Jn 4:8,16), and to be nurtured by love both administered and received. As a case in point, it wasn’t until the disciples were healed by Jesus of their relationally based hard-heartedness that they could then leam what He was teaching them (cf. Mk 6:52, 7:18, 8:17). Plainly stated, relationship is the central aspect of education. Paraphras- ing Bible text, the gaining of temporal wisdom and learning the secrets of creation
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(both obviously connected to education), as well as operating in the power of biblically based faith and speaking in the tongue of angels (connecting uniquely to Christian education) all amount to very little – in fact “nothing” in God’s economy without relational love (1 Cor. 13:1-13).
So far, three major issues have been discussed. One, even though directly com- manded by Jesus, discipleship development (in the United States) seems to be minimally valued. Next, the two formal Christian institutions of Church and Chris- tian education, separately or jointly, give little evidence of intentional discipleship formation. Three, love-based, interpersonal relationship seems to be the unacknow- ledged but powerful key element for discipleship integrity. Mindful of the discipleship-relevant principle (cf. Prov. 18:21) regarding the power of the tongue (and quill and keyboard), the remainder of this article is devoted to speaking posi- tivity into the matter of Christian discipleship.
Focus Points for Re-conceptualizing Discipleship Education
Context and Task
Before the fall of mankind, Adam and Eve lived within the context of right relation- ships (i.e., with God, self, others, and nature – Gen. 1:31). Within that context, a major task given to them by God was to steward the non-human environment – often called the Dominion Mandate (Gen. 1:26, 28). The word “task” is appropriate since work (“till” – Strong’s OT 5647, i.e. to work or dress – Gen. 2:5 KJV) needed to be done to the ground (and metaphorically to all of life) and needed the assistance of a helper (“help meet” – Strong’s OT 5828, i.e. help – Gen. 2:18 KJV). It can be argued that doing the Dominion Mandate task of naming the animals was effectually in service to the larger relationship issue of aloneness (Gen. 2:18-24). Important as it was to manage the earth for God, being created in His image by Him suggests a higher-dimensioned, interpersonal relationship purpose for humanity. Specifically, the first command (Gen. 1:28) given to Adam and Eve was supremely relational. (The hermeneutical principle of “first mention” tells us this first ordering is very important – Hartill, 1960.) Regarding the importance of relationship, this first man- date originated out of relationship, promoted conjugal/familial relationship, and multiplied relationship via population expansion. Far more important than managing the non-human environment, God wanted that all the earth would increasingly be populated by humans who live in a “very good” (cf. Gen 1:31, NKJV; 2 Pet. 3:9) relationship with Him and secondarily with all image bearers.
However, after the Fall, the context and the task were severely altered – in a sense reversed. Adam and Eve’s (and humanity’s) primary task was no longer dominion- taking but instead restoration of the various dimensions of relationship that were lost at the Fall, particularly with God but also with self and others (cf. the three parts of the Two Greatest Commandments). And the context was no longer the enjoyment of intra- and interpersonal relationships but instead engagement in Dominion Mandate
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activities over a deteriorating natural environment. Given the first-order purpose of effecting the still relevant pre-Fail priority of a family-of-God populous, adminis- tration of the Dominion Mandate thus became the medium or occupying activity within which God-family enhancements occur (cf. Lk. 19:13). This “reversal” per- spective is signaled by the fact that Jesus came for relationship restoration – not primarily for easing the sometimes extremely arduous task (both practically and metaphorically) of “tilling” the cursed soil. Figuratively expressed, Dominion Man- date related activities are akin to being the occupying activity or “transportation” that carries individuals to the larger valued purpose or “destination” of family of God restoration. This re-ordered context and task continues until Jesus returns.
Doing and Being
No matter how excellently accomplished, doing the Dominion Mandate of softening the hard ground of earth does not guarantee a softening of the hard heart of sin- riddled mankind. Likewise, doing the far more important interpersonal relationship focused expectations in the Bible (e.g., Ten Commandments, Beatitudes) misses the point if they are not addressed as a function of being in relationship with God. Humanity’s ongoing inherent inability to be in right relationship with God indicates that, as Job lamented (Job 9:33,16:20-21, 19:25-26), a divine Redeemer-Mediator is needed.
Moreover, Jesus came primarily to reveal the nature of the Father (Jn 14:9). Being singularly self-validating (“I AM WHO I AM” – Exod. 3:14, NKJV), all others created in His image are absolutely needful of having their veritable beings valí- dated/authenticated by Him. Christian living is therefore more about being with Jesus than about doing for Jesus. Yes, Jesus came to do the will of the Father (Matt. 6:10, 26:39) but that doing was centered in the more important matter of being interconnected with the Father through the Holy Spirit. In fact, the destruction of the works of Satan (1 Jn 3:8) was not God’s primary “assignment” for Jesus; it was instead that all humanity have the opportunity of being in right relationship with the Holy Trinity (Jn 3:16).
The doing that pleases God is being intimate with Him – that is after all the heart of the Father. Doing then is embedded within being in that right relationship. Jesus, in fact, enabled the possibility of that relationship status for all people – no exception! The ultimate purpose of God for all people is that they be like His Son (Rom. 13), in whose image humanity was originally created. Life is ultimately all about son-ship development – both personally and relationally. This is to say that interpersonal relationships that authenticate the fullness of one’s divinely intended identity and destiny (Cooke, 2016) are the context, the means, and the essence of life. The phrase, “I am becoming who I am” succinctly captures this perspective. Thus, Christian/discipleship education should be about the business of reinforcing the God-created, Jesus-validated identity of each student and equipping them for their temporal and eternal destiny.
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Doing from being. Consider Paul. Initially living from a works oriented religiousness, Paul was the most fervent Pharisee of his time (Phil. 3:4-6). At that point in time, his doing was not motivated from being in relationship with Jesus but from a legalistic, rule-keeping, obligatory duty-to-God belief system. Thus, his perfectionistic attainments within that rigid system counted as nothing regarding his relationship with God.
The implication for Christian discipleship education is that it should focus the student’s affections on God (as enraptured lovers reciprocally do) rather than pri- marily on lifeless academics. The ongoing temptation, however, is to direct the minds of students (and parents, pastors, and teachers) into doing supposed God- validated, intellectual accomplishments. Paul, after conversion, sets the example for Christian education by aligning his zealousness with the Holy Spirit. From his changed “being”, his doing likewise positively changed regarding how he lived his life (Phil. 3:7-9).
All of this is to say that doing, as often interpreted in Christian education as accomplishing the Dominion Mandate and living by biblical rules, does not neces- sarily equate to discipleship formation. This is crucial since intimacy with God is His prime desire for all humans (Jn 15:4). And by virtue of being in an intimate rela- tionship with God, the Holy Spirit can align the heart of a person to desire to accomplish (i.e., do) based on a sincere love for God. As seen initially with Peter’s initial, legalistically based resistance to God (Acts 10:9-16), external assistance may be necessary to motivate Christians to release strongholds and to be free of bon- dages. As also with Peter, being a Christian does not always mean that what one does results from a loving heart for God but can be the result of a legalistic duty-bound motivation even after being Spirit-filled (cf. Gal. 2:11-14).
Whereas “being” fully in God authenticates the very nature of a person, both concepts of being and doing are necessary for understanding Christian/discipleship education. Doing as unto the Lord can feasibly become internalized thereby result- ing in being progressively transformed into God’s image (cf. Phil. 2:12). Ultimately, all that is done for God should flow out of love for Him as opposed to legalistic duty, compulsion, or obligation. To love someone means wanting to accompany or always be with that person. And accompaniment with God naturally happens when doing His will His way because His expectations literally reflect His own character and nature. This is especially important in the equipping process in Christian education for becoming more and more like Jesus.
Being requires doing. There is a cautionary caveat in all of this. That is, while doing does not guarantee righteousness, being – even in relationship with God – is incom- píete without doing. As James noted, faith without works is dead (Jas 2:14-26). This is to say that while doing academics for God-ordained, Dominion Mandate excel- lence does not guarantee God’s favor, being in right relationship with Him inher- ently results in doing. For instance, Abraham, Moses, and Peter were called to do something because of being in personal relationship with God. But even further,
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doing even in right relationship with God that does not come from the power of His presence (i.e., incamational being) is likely a religious activity rather than relation- ship based activity. Paraphrasing Johnson (2006), lovers of God are more fruitful and fulfilled than workers for God (p. 26).
Son-ship
There is yet another aspect of Christian discipleship formation worthy of discussion. Generally speaking, God had only one Son – He wanted many, many more (cf. Heb. 12:5-9; Rom. 8:15)! Elaborating, the Genesis pre-Fail creation and post-flood accounts (Gen. 1:28a and 9:1) speak about a world populated with sons and daugh- ters of God who naturally and intimately communed with Him. Clearly an impos- sible task in the natural order of life, Jesus restores the broken Father-son/daughter relationship, calling again for all people to come into that relationship. In fact, the Great Commission (Matt. 28:18-20) and Jesus’ last words to His disciples (e.g., Jn 17:21) reiterate the son-ship expectations of the pre-Fail Genesis account. Just as young earthly children want to imitate their parents, Jesus modeled that orientation by saying (Jn 12:49) and doing (Jn 5:19) only what the Father respectively said and did. That is, the son-ship expectation that God has on all humans and as Jesus personalized with His words of invitation is “follow me” (Matt. 19:21, NKJV).
This concept of son-ship is laden with implications for discipleship. In fact, discipleship thinking means understanding the term “son-ship” as a generic identity for all children of God (cf. Rom. 8:15-18). As His offspring, they carry qualities of highest order nobility. They are, for instance, saints (Eph. 1:18), accepted in the Beloved (Eph. 1:6), blameless before God (Eph. 1:4), chosen (Jn 15:19), heirs to the throne (Rev. 3:21), royalty (1 Pet. 2:9), citizens of a holy nation (1 Pet. 2:9), and official representatives of Him (2 Cor. 5:20). All this likely being unfamiliar terri- tory, students need to be taught and infused with this identity. At the same time they also need to be prepared for suffering (Phil. 3:10), to accept persecution joyfully (Jas 1:2; Jn21:18-19; Matt. 5:10-12; 1 Pet. 4:12; 1 Thess. 5:16-18) and to be ready to die ungrudgingly for their King (Rev. 12:11c).
Biblical Mandates for Discipleship Education In answer to the logical question “What kind of education would warrant calling it by Christ’s name,” this section of the article develops a conceptual structure of biblical mandates for fully identifying the biblical expectations and thus educational implications of Christian discipleship.
The best way to determine what education should be like to warrant calling it by Christ’s name is to ask “What did Jesus teach and do?” The essential answer: He brought God’s Kingdom to earth by, for instance: healing (Matt. 4:23-24), delivering from the demonic (Matt. 17:14-18), practicing justice (Lk. 4:18-19), teaching about the Kingdom (Matt. 5-7; Acts 1:3), inviting membership into God’s Kingdom
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family (Jn 3:3-7), mentoring disciples (Jn 5:19-20), accessing the spiritual realm (Jn 13:21), demonstrating love (Jn 11:5, 36, 44), feeding the poor (Matt.l4:19), and promoting the Beatitudes, the Two Greatest Commandments and the Great Com- mission (Matt. 5:3-12, 22:37-40, 28:18-20). Perhaps most important, He came to reveal the Father (Jn 14:9)! It seems reasonable then that education named after Him (i.e., Christian education) should substantially replicate what He did and what He equipped His disciples to know and to do while on earth. This then would reasonably constitute education for discipleship; i.e. equipping His disciples for what He expressly modeled and then commissioned them to likewise do (Acts 1:8). The documented lack of emphasis on Christian discipleship formation indicates re- conceptualization is needed across the three venues of home, church, and school.
Re<onceptualizing
A recommended initial step toward re-conceptualizing the nature of discipleship equipping involves identifying the major biblically-based expectations incumbent upon all believers. Overall, it seems reasonable that all such mandates invariably fit under the epitome expectation “Be Holy.” This mandate, found in both the Old (Lev. 19:2) and New Testament (1 Pet. 1:15), relates to being in close relationship with God and demonstrating the “fruit” of that relationship. More specifically, in both the Old and New Testaments, to “Be Holy” meant to be set apart, unique, and distinct from the non-believers’ lifestyle. To “Be Holy” connotes imitating and being in service to God. In the Old Testament, “Holiness is to effect every area of Israelite life” (ESV footnote to Lev. 18:1-22:33). The New Testament reflects the heart orientation of Jesus by enriching that term “holy” to include righteous, not just ritual, significance. “Its fundamental ideas are separation, consecration, devotion to God and sharing in God’s purity and abstaining from earth’s defilement” (Zodhi- ates, 1992; 1 Pet. 1:15, Strong’s NT #40). Clearly, holiness addresses both inner qualities and outward behaviors. Equally clear, the concept of holiness is the highest label for comprehensively incorporating all other discipleship qualities. The wonder of it all, Christ died to present us holy to the Father (Col. 1:22).
Subsumed under that “Be Holy” superordinate category are the following seven prescriptive mandates: Dominion Mandate (Gen. 1:28b), populate the earth (Gen. 1:28a), self-governance (Gen. 2:17), love God (Matt. 22:37), love self (Matt. 22:39), love your neighbor (Matt. 22:39), and the Great Commission (Matt. 28:18-20). Each of these mandates carry discipleship expectations that are deeply foundational and highly amenable to the education of Christian disciples. In effect, these biblical charges are discipleship fulfillment pathways. They are presented in a somewhat biblical chronological order – not necessarily by priority order. Each mandate is then subdivided into subsections of discipleship that can be specifically and intentionally customized for home, church, and school settings. Given the wide range of venues wherein discipleship can occur, the products of customization are likely to vary widely even within the following touchstone expectations.
255Cox and Peck
Aspects of Holiness (Being and Doing) Seven major charges or mandates follow from being in righteous relationship with God.
Rule over God’s Creation (Dominion Mandate – Genesis 1:22, 28)
This mandate (initially and subsequently) focuses on stewardship over the material, that is, the non-human environment. Thus, Christian education should emphasize these essential discipleship qualities:
1. Gaining competence in temporal dominion-taking (Gen. 1:27-28; 3:17-19) 2. Providing opportunities to continue His work (Jn 14:12) of supematurally
governing the material world as, for instance, in meeting material needs through earning a livelihood (Lk. 5:4-6 – through divine revelation), multi- plying food to feed the hungry (Mk 6:37 – other than agriculturally), and calming storms to prevent loss of life (Mk 4:39-40 – other than meteorolo- gically) (cf. Otis, 1999 & 2001).
Be Fruitful, Multiply and Fill the Earth (Genesis 1:26, 28; 9:1, 7)
God intends that the human procreative act embedded within His divinely inspired marriage covenant will lead to filling the earth with His image bearing children. That this was the very first mandate to humanity suggests that all else is affected by it (e.g., children flourish in a healthy marital atmosphere; humanity thrives on popu- lation growth – cf. Girgis, Anderson, & George, 2012). Thus, Christian education should emphasize these essential discipleship qualities:
1. Equipping men as future husbands to start a new line of authority separate from their respective parents (Gen. 2:24).
2. Equipping women for switching from being under parental to being under husband headship (Gen. 2:24).
3. Encouraging future husbands and wives (and their existing parents) in their responsibility for birthing and raising their children according to God’s ways and standards (Deut. 6:4-7).
4. Teaching children to be fully obedient to their parents (Eph. 6:1-3). 5. Training humans in certain social and cultural responsibilities in the post-Fail
era which typically is addressed by the term cultural mandate (cf. 2 Chron. 1:10).
6. Intentionally developing spiritual sons and daughters as part of populating the earth in the post-Fail era (i.e., disciple or personhood development as addressed in the Great Commission – Matt. 28:18-20).
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Exercise Self-Governance under God (Genesis 2:17)
This dual-focused mandate relates both to moral/relational governance (Gen. 2:17), and environmental stewardship (Gen. 2:20). Self-governance under Godly submis- sion is the center point of biblical obedience.
1. Cultivating desire and action toward inner healing to be rid of all self- originating hindrances (e.g., un-forgiveness) to self-governance (1 Thess. 5:23).
2. Promoting awareness of the possibility of having acquired/received hin- drances to self-governance (Matt. 23:32).
3. Fostering self-governance under the Holy Spirit rather than exclusive self- directedness – the meekness Beatitude (Matt. 5:5; Gal. 5:25).
4. Having a knowledge of and commitment to the Word of God (Matt. 28:20). 5. Developing the belief that supernatural dominion over the spiritual realm is
possible and expected of Christians (Mk 6:13, 9:19-23). 6. Acquiring awareness of sin-related weaknesses (Heb. 12:1). 7. Growing resistance to temptations (1 Pet. 2:11). 8. Modeling a servanthood attitude and lifestyle (Matt. 5:41). 9. Equipping for obedience to authority (1 Pet. 2:13).
10. Training for submission to authority (Rom. 13:1) even if disobedience is biblically appropriate (Acts 4:19, 20; 5:29).
11. Providing an experiential understanding of liberty of choice with conse- quences (Deut. 28; Gal. 5:1).
12. Encouraging humility so that it replaces pride (Jas 4:6). 13. Developing thinking like Jesus morally & relationally (Rom. 12:2).
Essential Discipleship Qualities (Material Focus)
Thus Christian education should emphasize:
1. Encouraging perseverance at learning and discovering (Prov. 4:5). 2. Intentionally aligning students’ aptitudes with their calling trajectories (Isa.
11:2; Jer. 29:11). 3. Cultivating thinking that addresses environmental issues (1 Kgs 4:29). 4. Developing and practicing skills of environmental mastery (Prov. 14:23). 5. Nurturing faith in God regarding personal calling to specific environmental
masteries (cf. 1 Sam. 17:39). 6. Teaching belief that supernatural dominion over the natural realm is pos-
sible and expected of Christians (Mk 6:52, 8:17-21).
Love God (First Great Commandment – Matthew 22:31)
This biblical mandate regarding loving God is His highest priority for all human activity. It places loving obedience to God higher than all personally initiated motives and actions. Even higher, it places relational love – being in fellowship with Him – higher than duty-driven, religious perfectionism. Thus, Christian edu- cation should emphasize these essential discipleship qualities:
1. Teaching adoration of God (Song of Sol. 1:4). 2. Modeling gratefulness to God (Col. 3:17). 3. Fostering absolute trust in God (Prov. 3:5). 4. Nurturing personal intimacy with God (Phil. 3:10). 5. Demonstrating rejoicing, praying and giving thanks in all things (1 Thess.
5:16-18). 6. Training to live, move, and be in Him (Acts 17:28). 7. Providing opportunities for worship (Jn 4:24). 8. Cultivating openness to the Holy Spirit (Acts 8:15-17). 9. Equipping to know Him, the fellowship of His sufferings, and to become
like Him in His death (Phil. 3:10; Rev. 12:11). 10. Interpreting every dilemma as an opportunity to get closer to God (Rom. 18:28).
Love Self (First Part of Second Greatest Commandment – Matthew 22:39)
While this may seem to some an inappropriate attitude for Christians to possess, the Bible supports it. For instance, the message in Rom. 12:3 is that when envisioned in the correct biblical perspective, love of self – if not too high – is good and which by implication also means not too low. The same balanced perspective on love of self is conveyed in the admonition to the husband to love his wife as he loves himself (Eph. 5:28). Thus, Christian education should emphasize these essential discipleship qualities:
1. Envisioning self and others as made in God’s image and as highly cherished by Him (Jn 3:16).
2. Training how to relate to self as God instructs us to relate to others (Matt. 7:12). 3. Guiding toward living true to the various names the Bible gives believers
(e.g., temple of the Holy Spirit, bride of Christ, saint, holy nation citizen).
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Love Neighbor (second part of Second Greatest Commandment – John 13:34; Matthew 22:39)
The Second Greatest Commandment actually goes beyond the imperfect standard of loving neighbor as self to the perfect standard of loving neighbor honorably and sacrificially just as God did and does (Jn 13:34, 15:12). Thus, Christian education should emphasize these essential discipleship qualities:
1. Practicing service (Gal. 5:13). 2. Displaying honor (1 Pet. 2:17). 3. Preferring others over self (Rom. 12:10). 4. Cultivating community (Jn 17:21). 5. Exercising forgiveness (Matt. 18:22).
Make Disciples (The Great Commission – Matthew 28:18-20)
This mandate gives highest meaning to the Two Greatest Commandments and the Dominion Mandate. It promotes the highest purpose of life since it most directly impacts eternity. Its focus is on son-ship development in God’s eternal family. Thus, Christian education should emphasize these essential discipleship qualities:
1. Equipping skillfulness in apologetics, logical thinking, hermeneutics, and biblical integration (1 Pet. 3:15).
2. Teaching Biblical literacy (2 Tim. 2:15). 3. Operating in Kingdom power (1 Cor. 4:20). 4. Developing a Biblical world view (1 Chron. 12:32). 5. Developing a renewed mind (Rom. 12:2). 6. Honoring Jewish roots (Rom. 11). 7. Embracing the Christian heritage (Heb. 12:1). 8. Developing a Christian legacy (Gal. 3:29; Heb. 12:1). 9. Living true to Holy Nation citizenship (1 Pet. 2:9).
10. Acknowledging unconditional acceptance in the Beloved (Eph. 1:6). 11. Submitted to authority (1 Pet. 2:13). 12. Banishing generational sins/curses (Matt. 23:32; Lk. 11:50). 13. Engaging in spiritual warfare (Eph. 6:11-18; Rev. 12:11). 14. Interceding (1 Tim. 2:1). 15. Accepting suffering (1 Thess. 5:18). 16. Employing spiritual gifts (1 Cor. 12-14). 17. Preparing for cosmic battle (2 Cor. 10:3-5). 18. Living in correct identity (Gal. 3:26-29). 19. Aligning with personal destiny (Eph. 1:4-2:10). 20. Exhibiting grace (Col. 4:6). 21. Living as royal son-ship (Heb. 12:6-9; 1 Pet. 2:9). 22. Teaching children to “make” disciples (Matt. 28:18-20).
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Conclusion An ultimate expectation Jesus had of His disciples was to “… deny himself, and take up his cross, and follow Me” (Mk 8:34, NKJV). Since “follow me” translates to doing what He did and wants to do through each and every Christian, the above discipleship qualities help equip for just that. Academics are a necessary aspect of Christian/discipleship education but from a biblical perspective they constitute the occupying context (or transportation vehicle) within which the more important dis- cipleship mandate (destination) occurs. Relational son-ship via intra- and inter- personal development is both the outcome and the method of equipping for Christian discipleship. Given that relationships which authenticate one’s God-given identity and destiny are key to discipleship, it is no accident that the chronologically first (Gen. 1:28) and the last (Jn 17:21; Matt. 28:18-20) biblical charge is that Christians mentor others in His image.
Helpful resources for accomplishing these charges for Christian discipleship in the K-12 educational setting include Discipleship in Education (Allotta, 2018), Kingdom Tools for Teaching (Mason et al., 2015) and Kingdom Education (Woods, 2014). Resources of a more general nature include The Love Languages of God (Chapman, 2002), The Nature of Freedom (Cooke, 2016), Teaching with Love & Logic (Fay & Funk, 1995), Absolute Surrender (Murray, 1982), and Keep Your Love On (Silk, 2013).
Two personal questions for the reader: Since we cannot give what we do not possess – How is your personal discipleship/son-ship development progressing and are you generously discipling others?
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Cooke, G. (2016). The nature of freedom. Vancouver, WA: Brilliant Book House. Cox, Wm F., Jr. (2013). Tyranny through public education. Maitland, FL: Xulon Press. Cox, Wm F., Jr. (2014a, Summer). Public or not – Education is functionally religious.
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What skills and personal qualities do educational psychologists need in order to be effective in their work? Your should include a research-based response for both discussion of the skills AND the personal qualities.
Here is a link to a detailed description of the work of a school psychologist: https://www.onetonline.org/link/summary/19-3034.00 (Links to an external site.) (this cannot be used as your research for the response, but it can be used to help you search for research articles based on the qualities, tasks, and abilities for success in this career).
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An effective educator reflects upon his/her teaching and identifies ways it can be improved. The purpose of this assignment is to improve your reflective practice.
Social media is rapidly becoming a tool for personal and educational use. What do you anticipate the role of social media technology to be as tools for learning and motivation? Consider the following innovative techniques: Facebook®, Twitter®, mp3 players, podcasts, Jing® videos, blogs, tablets, mobile devices, etc. How could you use such innovative tools in your own teaching? Provide at least one example.
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Please note, however, that evidence of plagiarism in the form of copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action being taken in accordance with The IIE’s Intellectual Integrity Policy (0023). Required Subtract 1 Subtract 2 Subtract 3 Subtract 4 Subtract 5 • Consistent in-text referencing style • Quotation marks, page numbers, years, etc. applied correctly • Only one or two minor mistakes in style made • All sources are accurately reflected and included in a reference list • Consistent in-text referencing style • Quotation marks, page numbers, years, etc. applied correctly • Fewer than five minor mistakes made • More than 90% of the sources are correctly reflected and included in a reference list • Consistent in-text referencing style • Quotation marks, page numbers, years, etc. not always applied correctly • Not all paraphrased content referenced • At least 80% of the sources are correctly reflected and included in a reference list • Consistent in-text referencing style • Quotation marks used for direct quotes but page numbers missing • At least 70% of the sources are correctly reflected and included in a reference list • In-text referencing used but inconsistent • Paraphrased material cited but not referenced accurately or consistently in text • Quotation marks and/or page numbers for direct quotes missing • At least 60% of the sources are correctly reflected and included in reference list • Poor and inconsistent referencing style used • At least 50% of the sources are correctly reflected and included in reference list • Quotation marks and/or page numbers for direct quotes missing • May be referred for action in accordance with IIE 0023 Intellectual Integrity Policy Portfolio of Evidence (PoE) — Background ___ __ The need for organisations and businesses to have a responsive, well-designed website is critical to allow them to showcase their achievements, remain relevant and ensure competitiveness. Alongside this, organisations may also use their website to generate revenue. As you complete this POE, you will develop a website for an NGO, NPO or small/medium business of your choice. As your progress through each task, you will use knowledge gained in the different learning units and add in several features to your website. The outcome is to construct a welldesigned website which will provide the NGO, NPO or organisation with a web presence. The simplified process is as follows: • In Task 1, you will develop the basic structure of your website (using HTML5). • In Task 2, you will improve upon your work in the previous task and add in styling to your website (using CSS3). You will also finalise the content across all your pages and make your site responsive. • In Task 3, you will add a level of interaction by way of a web-form. This could could be implemented using Google Forms or any other suitable method. Whilst this POE does not prescribe a specific NGO, NPO or organisation for which you must develop the website, you are encouraged to go out and search for a real-world NGO, NPO or organisation that could benefit from your service. Alternatively, you may use a hypothetical, but realistic example. Your lecturer must sign-off an approval for your chosen organisation and a broad statement of the envisaged website. Remember to always be respectful of any copyrights and trademarks. Since each task builds on the previous tasks, it is essential that you work consistently and invest the necessary effort throughout the process. You are required to consult the rubrics at the end of this document to ensure that you submit all work that is required. It is recommended that you double-check that you have included everything. Lastly, the end-product of this POE may also add value to your CV as work experience. Instructions __ In order to successfully complete this POE, you will be required to conduct additional research and consult online resources. Links to some of these online resources have been included in your Module Guide but you will still need to consult other sources on your own. Please ensure that you attribute all code that you re-use from other sources in accordance with the IIE’s Referencing Guide. Task 1 — HTML5_________________ ____ (Marks: 100) In this task, you are required to develop the structure of your site in HTML5. Your site must incorporate the following features: • Your webpage title(s) must be appropriate. • Your website must include appropriate logos and branding. • Your website must have a working navigation menu. • Your website must include appropriate content including headings, text, images, tables and any other multimedia. • Your website must include an appropriate footer. • Whilst you do not need to incorporate CSS in this task, your website should have some basic styling in terms of fonts and colours. The website should incorporate a minimum of 6 webpages that contain several types of content. These are the minimum requirements: • A Homepage which welcomes users to the site and displays relevant information about the NGO, NPO or organisation. • An About Us page which discusses the organisation, its history, mission, and vision. • An Our Work page which outlines the work carried out by the organisation. • A Photo Gallery which showcases the organisation, its staff, its work and projects. For now, this may be a basic gallery which you will improve on in subsequent tasks. • A Get Involved page which contains a form that allows users to submit their details as a sponsor, volunteer or client. This form should collect information such as full name, email address, contact number and the enquiry that a user has. The form should also include submit and reset button. For this task, you need to build the form, but it does not need to be functional. • A Contact Us page which includes contacts details of the organisation (including physical address, telephone numbers, social media links, an embedded Google Map, and any other relevant details). Submission Create a NetBeans project which will contain the all files and folders which you will need for your website. Some of these folders may not include content now, but content will be added in upcoming tasks. You are required to submit the completed task electronically (including folders, subfolders and files). Place all your work in a zip file named WEDE5010_Task 1[Your Student Number]_[Your Name].zip. Task 2 — CSS and Responsive Design ____ (Marks: 100) In this task, you are required to develop the styling of your website and incorporate responsive design. These are the required features: • Improve upon the previous task, based on feedback from your lecturer. • Your website must be developed using HTML5 and styled using CSS3. • Your website must be styled consistently using a suitable combination of inline, internal and external style sheets. • Your styling must make your website responsive (i.e. automatically adjust to different screen and device sizes). You may also add in these optional features: • Embedding of social media feeds and YouTube videos, as necessary. Submission You are required to submit the completed task electronically (including folders, subfolders and files). Place all your work in a zip file named WEDE5010_Task 2 [Your Student Number] [Your Name].zip. POE — Final Submission__ __(Marks: 100) In this task, you are required to transform your website into a fully-functional interactive website which is ready to be hosted. These are the activities to be completed: • Improve upon the previous tasks, based on feedback from your lecturer. • Ensure that photo-gallery is now fully functional. • Extend your website to process form submissions. • Package the completed website ready to be hosted. • Complete a reflection on your learning experience – please see details below. Processing Form Submissions In the previous tasks, you developed an HTML5 form to allow visitors to submit their details to get involved. You need to add validation to this form. You are also required to create a second form which allows a user of the website to provide their email address to subscribe to a newsletter. To achieve this, you are required use Google Forms. Complete the following steps: • Visit Google Forms (https://forms.google.com) and build a simple Google Form which prompts the user to enter their email address to subscribe to a newsletter. • Embed this form into the Homepage of your website. • In Google Forms, include an add-on which sends an email to a webmaster’s email address when a user submits their email address. (Hint: there are several add-ons which can help you fulfil this). • Test your form. • Include screenshots of the submissions saved in Google Sheets and the email notification in your mailbox. Visit this link for guidance on creating and embedding Google Forms: https://support.google.com/docs/topic/9055404?hl=en&ref_topic=1382883 Reflection In your reflection of this module, you are required to reflect on what you have learnt in this course. Aspects which you could reflect on include: • What were the most and least beneficial aspects of this course? • How did each of the learning units contribute to your knowledge of web development? • How did the knowledge gained from each of the learning units assist you in completing the tasks in this POE? • Do you think you will use the skills in this course in your career? If yes, explain how. • If you were to rewind life one semester, what would you do differently in this course and what would you do the same? The length of this reflection should not exceed one page. Submission As part of your submission, you must include all folders, subfolders and files used throughout this POE. You are required to create a folder named WEDE5010_POE [Your Student Number] [Your Name]. The following must be included in this folder: • A folder named Task 1 – this must contain your original Task 1 submission. • A folder named Task 2 – this must contain your original Task 2 submission. • A folder named POE – this must contain: o A document outlining specific corrections that you made based on feedback from Task 1 and Task 2. o Your completed website incorporating all corrections and required features. o A reflection on your learning through this course. o You are required to zip this folder and submit it electronically. Appendix A Assessment Sheet (Marking Rubric) MODULE NAME: MODULE CODE: WEB DEVELOPMENT (INTRODUCTION) WEDE5010/d/p STUDENT NAME: STUDENT NUMBER: TASK 1 RUBRIC Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 1, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Development: NetBeans project created correctly with all required folders and subfolders. 5 3-4 1-2 0 File names: HTML files are appropriately named. 6 4-5 2-3 0-1 Navigation menu: appropriate links included. 6 4-5 2-3 0-1 Navigation menu: works correctly with no broken links. 6 4-5 2-3 0-1 Webpage: Footer included with appropriate content. 5 3-4 1-2 0 Webpage: Homepage included with appropriate content. 10 8-7 4-6 0-3 Webpage: About Us page included with appropriate content. 10 8-7 4-6 0-3 TASK 1 RUBRIC (CONTINUED) Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 1, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Webpage: Our Work page included with appropriate content. 10 8-7 4-6 0-3 Webpage: Photo Gallery page included with appropriate content. 10 8-7 4-6 0-3 Webpage: Get Involved page included with appropriate content. 10 8-7 4-6 0-3 Webpage: Contact Us page included with appropriate content. 10 8-7 4-6 0-3 Design: Organisational branding is evident. 3 2 1 0 Design: Basic styling applied appropriately. 4 2 1-2 0 Acknowledgement of sources. 5 3-4 1-2 0 TASK 1 SUBTOTAL /100 Appendix B Assessment Sheet (Marking Rubric) MODULE NAME: MODULE CODE: WEB DEVELOPMENT (INTRODUCTION) WEDE5010/d/p STUDENT NAME: STUDENT NUMBER: TASK 2 RUBRIC Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 2, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) CSS: Appropriate use of inline, internal and external style sheets. 5 3-4 1-2 0 CSS: Choice of elements, colours and fonts is user-friendly and appropriate for the chosen NGO, NPO or cause. 10 8-7 4-6 0-3 CSS: Style sheets are consistently applied across all pages. 5 3-4 1-2 0 Styling: Homepage content is styled appropriately. 10 8-7 4-6 0-3 Styling: About Us page content is styled appropriately. 10 8-7 4-6 0-3 Styling: Our work page content is styled appropriately. 10 8-7 4-6 0-3 TASK 2 RUBRIC (CONTINUED) Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 2, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Styling: Photo Gallery page content is styled appropriately. 10 8-7 4-6 0-3 Styling: Get Involved page content is styled appropriately. 10 8-7 4-6 0-3 Styling: Contact Us page content is styled appropriately. 10 8-7 4-6 0-3 Responsive Design: Responsive design is implemented correctly. 15 11-14 6-10 0-5 Acknowledgement of sources. 5 3-4 1-2 0 TASK 2 SUBTOTAL /100 Appendix C Assessment Sheet (Marking Rubric) MODULE NAME: MODULE CODE: WEB DEVELOPMENT (INTRODUCTION) WEDE5010/d/p STUDENT NAME: STUDENT NUMBER: POE RUBRIC Levels of Achievement Feedback In order to be awarded full marks for these elements of the POE, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Photo gallery: fully-functional with navigation and captions. 10 8-7 4-6 0-3 Form processing: First form validation incorporated. 10 8-7 4-6 0-3 Google Form: Second Form created on Google Forms. 15 11-14 6-10 0-5 Google Form: Google Form embedded correctly. 15 11-14 6-10 0-5 Google Form: Screenshot of email notification sent on Google Form submission. 15 11-14 6-10 0-5 POE RUBRIC (CONTINUED) Levels of Achievement Feedback In order to be awarded full marks for these elements of the POE, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Google Form: Screenshot of captured responses provided. 10 8-7 4-6 0-3 Improvements: Student has provided evidence of improvements to previous tasks. 10 8-7 4-6 0-3 Reflection: Student has reflected deeply on their learning experience. 10 8-7 4-6 0-3 Acknowledgement of sources. 5 3-4 1-2 0 POE SUBTOTAL /100
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should not provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace
Introduction to the Problem Assignment Instructions
Overview
In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of practice is any identified educational area that focuses on processes or practices that are observable and measurable and that may be improved upon or solved. The Introduction to the Problem should begin with a clear statement of the problem.
Instructions
For this assignment, you will use the information from the textbook reading this week to write an Introduction to the Problem that you are interested in solving or improving for your applied research study. This is a 3-page assignment.
• The first page should be a correctly formatted (current APA style) title page that includes the title of your study.• The second page should include a well-developed, and concisely written, Introduction to the Problem for your study. At least one citation from a scholarly peer-reviewed journal article published within the past 5 years must be included. • The third page should be a correctly formatted Reference page with at least one reference. • See the example provided.
You must apply the information from the textbook reading to be successful on this assignment
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals ntroduction to the Problem section of an educational report, you will introduce the reader to the problem of practice
At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should not provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace
Timely Delivery– primewritersbay.com believes in beating the deadlines that our customers have imposed because we understand how important it is.
Customer satisfaction- Customer satisfaction. We have an outstanding customer care team that is always ready and willing to listen to you, collect your instructions and make sure that your custom writing needs are satisfied
Writing services provided by experts- Looking for expert essay writers, thesis and dissertation writers, personal statement writers, or writers to provide any other kind of custom writing service?
Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities
Throughout this course, you have analyzed data related to the disparity that can be found within criminal justice agencies. In this final week, you will consider juvenile justice and how to work toward a fair and equitable system through educational programs and policies for the public and criminal justice field staff.
Select 1 policy or program that is working to create diversity in the criminal justice system and research the policy or program you selected.
Write a 700- to 1,050-word paper in which you:
Describe the policy or program you have researched, and answer the following questions:
Where is this policy or program in effect?
How long has it been in effect?
Explain which area of the criminal justice system the policy or program designed to address.
Explain how this policy or program impacts juvenile justice.
Could it be more impactful at this level? Why or why not.
Explain how you feel this policy or program will make the criminal justice system processes and procedures more diverse. Provide data to support your points.