Travel abroad and intercultural exercises place students in challenging cross-cultural situations where it is necessary to demonstrate skills in managing different customs, norms and expectations produced by inter-cultural encounter. Students exercise global leadership by enhancing understanding among people of vastly different cultural backgrounds and by adding value to the lives of the people they meet.
There will be a service-learning dimension to the course, where students will engage in activities beneficial to the society visited and report on what they learned from their service.
Special attention will be given to developing effective strategies for enhancing understanding among people of vastly different cultural backgrounds. This class relates intimately to the DBU mission of integrating faith and learning, since missiology in its essence analyzes from a broad interdisciplinary perspective how to improve our efforts as believing Christians to proclaim Christ to all peoples. This level course is cross-listed with a level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
In this course students learn skills in personal evangelism by sharing testimony of a personal experience with Jesus Christ as Savior and by communicating the essentials of the Christian gospel. Strategies for how to engage people in gospel conversation and how to promote dialogue about faith issues are considered. Programs for teaching others how to share faith, and principles for interacting with persons with a different cultural background or worldview are reviewed.
The class also analyzes and compares methods for evangelism in small groups, church-based evangelism, and mass evangelism. This course examines the social and spiritual needs of marginalized urban dwellers. Students consider successful ministry models to address those needs, and to provide support in developing communities that seek transformation into a more healthy and wholesome environment for its constituents.
Special attention is given to positive strategies to communicate the good news of salvation in Jesus Christ while assisting people to address the special needs that inhibit efforts to achieve a better personal lifestyle.
Postmodern Models of Youth Ministry
An introductory study of the theory and practice of Christian missions, analyzing how the gospel is best communicated in specific cross-cultural situations. The course challenges students to consider how they can share Christian faith with those who have no prior access to the gospel. The course content includes biblical foundations for missions, theology of missions, history of missions, dynamics of cross-cultural adaptation and communication, encountering world religions, discovering more effective missions strategies and contemporary issues in missions practice. The course provides orientation to people who will work in international or ethnically diverse settings where personal adaptation to a different language and culture is required.
The course focuses on acquiring insights and skills for cultural adaptation, language acquisition, and contextualization of lifestyle, communication practices, and gospel witness. Students are involved in cross-cultural exercise to learn how to relate positively to those of other cultures and worldviews. An in depth study of strategies and tactics for missionary work; reviews the history of strategic approaches in missions, culminating with current strategies for reaching unreached people groups UPGs ; includes overview of the development and nature of the UPG paradigm.
Students use current case studies, existing strategy plans, and contacts with field-based missions teams to develop a thorough understanding of the UPG approach to missions.
The class will provide practical steps in developing a missional church devoted to sharing the gospel in positive terms within its own community, in its region, nation, and world. Leadership tools will be provided for church workers to lead their church to have a local and a global agenda.
The course will examine best practices of churches who are engaging the unbelieving world. The course helps students learn to communicate more effectively to non-literate oral learners by using stories and narratives to communicate an essential Christian message. Students will understand that most of the world's population does not learn by literate, but by oral methods, so that our communication style must reflect their preferred manner of learning.
Worldview issues determine the precise choices of key Bible stories so that the Christian message can engage their cultural understandings at deep levels. The course consists of reading biographies of inspiring examples of Christian living and ministry from the history of missions. Students will read biographies from the early church, from medieval missions, from the modern missionary movement, and from recent missionary leaders. These personal models for kingdom work are instructive in learning personal habits that can achieve greatness in servant leadership and provide case studies by which missiological principles and strategies may be deduced.
This class relates intimately to teh DBU mission of integrating faith and learning, since the class considers how good examples of lives lived ot honor God have contributed significantly to human good and have achieved significance in very different settings all around the world. The course considers important contemporary developments in global Christian missions.
A review of approaches, strategies, methods, and problems will lead to suggestions about best practice and relevant applications in concrete settings. Since this is a special topics course covering trends in missions that change with new issues of globalization, mission movements, and current events, the special topics may vary and the course may be repeated for credit when content changes.
Grade replacement for special topics courses may only be accomplished under special topics courses with the same topic and content. Biblical, missiological, and cross-cultural principles are applied to provide perspectives, guidelines, and methods for ministry in the global marketplace. The course seeks to combine global professional expertise with strategies for inter-cultural communication of the Christian message. The course reviews recent and best thinking on the advance of world evangelization by reviewing the biblical basis for missions, the history of worldwide expansion of Christianity, cultural adaptation and competencies required for work among remote peoples, and missionary strategies.
Students read from an anthology of top missiological thinking by evangelicals prepared by the US Center for World Mission. Students learn where missions has taken Christianity today and where global evangelization efforts should be going. The course introduces students to applied ethnography, where they will learn the essentials of how to conduct interviews with persons from a different cultural identity to ascertain customs, values, and worldview understandings.
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Books I have read: Models, Mentors, and Messages: Blueprints of Urban Ministry – Chris Kidd
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IAS officers to 'mentor' 10 Maharashtra cities for 'Smart City' plan
Individually demonstrate their Christianity in the entirety of their physical, mental, academic and spiritual well being by putting forth high moral and ethical standards. Floyd, D. Impact evaluation of a rites of passage mentoring program Doctoral dissertation. Olivet Nazarene University Digital Commons. Utsey, S. Therapeutic group mentoring with African-American male adolescents.
Journal of Mental Health Counseling, 25, — Hurd, N. Natural mentors, mental health, and risk behaviors: A longitudinal analysis of African-American adolescents transitioning to adulthood. American Journal of Community Psychology, 46, 36— Clark, L. Adult identity mentoring: Reducing sexual risk for African-American seventh-grade students. Journal of Adolescent Health, 37, Huey Jr, S. Evidence-based psychosocial treatments for ethnic minority youth. Resnicow, K. Cultural sensitivity in substance use prevention. Journal Community Psychology, 28, — Johnson, V. The Nguzo Saba as a foundation for African-American college student development theory.
Journal of Black Studies, 31, — Watson, J. Umoja: A culturally specific approach to mentoring young African-American males. Child and Adolescent Social Work Journal, 32, 81— Good, C. Applied Development Psychology, 24, — Yeager, D. Cohen, G. Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, , — Hall, H.
Food for thought: Using critical pedagogy in mentoring African-American adolescent males. The Black Scholar, 45 3 , 39— DuBois, D.
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Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30, — Hanlon, T.