Ripe for Harvest

S ESSION 4: N URTURE AND T RANSITION • 387

C. Neal McBride:

1. Approach to the Word: Capture student interest and introduce the lesson theme.

2. Bible Exploration: Help students discover what the Bible says and means, and its implications for today.

3. Conclusion and Decision: Help students answer the question, “What can I do to apply what I have learned?”

V. Terry Cornett and Don Davis: The Key Components of “In Context” Theological Education: Three Key Components

A. The three legs of the stool* represent three of the four key components in our learning model.

* Adapted from Stewart G. Snook, Developing Leaders Through Theological Education by Extension: Case Studies from Africa , Wheaton, IL: Billy Graham Center, Wheaton College, 1992, p. 107.

B. These first key components of “In Context” Theological Education are:

1. Cognitive Input : The learner must be exposed to content (the facts, data, ideas, stories, analysis, and concepts). Biblical and theological truth is presented to the learner at home through books and self-study materials and in class through “live” and/or videotaped teaching. 2. Ministry Practice : The learner must be engaged in lay or pastoral ministry through the local church. The learner generates questions that emerge from these “Field Experiences” and uses the truths learned to form new strategies that are applied and tested in the ministry environment.

Context Values/Vision

Prepare Launch Assemble Nurture Transition Schedule/Charter