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In the summer of 1995,
I called together a task group to formulate Educational Ministry Goals
for our congregation. This process reflected our concern for how
well we were doing in "making disciples of Jesus Christ."
The task group believed that the goal of Educational Ministry was to
fulfill the Great Commission of Jesus as recorded in Matthew 28:19-20,
"Go therefore and make disciples of all nations, baptizing them
in the name of the Father, and of the Son, and of the Holy Spirit, and
teaching them to observe everything that I have commanded you."
It believed that our Educational Ministry also had its roots in Ephesians
4:11-16, in particular, "to equip the saints for the work of
ministry, for building up the body of Christ."
We found ourselves
questioning the effectiveness of our current Educational Ministry for
the following reasons:
-
Many of our children upon reaching
confirmation age seemed to possess little biblical knowledge.
While they knew some Bible stories, they knew little of the connecting
biblical themes, nor were they aware of the differences between the
Old and New Testament;
-
We seemed to
be more concerned in finding a curriculum that made teaching easy
and effective, than with how well this curriculum did in making us
disciples;
-
Adult classes
had little or no direction in selecting courses;
-
We noted a tremendous
drop-out rate following confirmation;
-
We were deeply
concerned with how best to pass along our Lutheran tradition that
has deep roots in biblical knowledge and worship traditions;
-
We felt that
we needed a better balance between learning the facts about the faith
and experiencing the faith and reflecting upon our own personal faith;
-
We wanted a coordinated
approach that would help us live faithfully as disciples of Jesus
Christ in today's world.
The task group began
by defining what we meant by "making disciples" and "equipping
people for ministry." We read through the Search Institute's
booklet, Exploring Christian Education Effectiveness: An Inventory
for Congregational Leaders. We then led a workshop for a group of
Sunday School teachers and congregational leaders. The workshop
was followed by a series of modified workshops for our adult Sunday
School classes. Information from these workshops was collated
and reviewed. We then arrived at consensus regarding the goal
of our Educational Ministry program, what we understood a "mature
faith" or "disciple" might look like. (See p.3)
Then, using The
Age-Group Objectives of Christian Education, a document produced by W. Kent Gilbert in 1958 through The Board
of Parish Education of The Lutheran Church in America, we began the
task of examining age-appropriate learnings that would lead us toward
developing a mature faith. The task group divided into small groups
which reviewed developmental changes and learning goals for pre-school
and elementary-aged children, middle-school and high-school youth, young,
middle age, and older adults. Those goals were formulated in four
areas: worship, learning, caregiving and service. These are the
four areas that we feel are essential for creating a balanced approach
to a mature faith.
Along the way, we
consulted with Dr. Roland Martinson, professor of Pastoral Care at Luther
Seminary, St. Paul, Minnesota. Dr. Martinson also actively works
with the Search Institute as well as the Augsburg Institute. Both
are non-profit organizations dedicated to the improvement of education
in the church's life.
Dr. Martinson made
strategic suggestions for how we might go about formulating our goals
and then was kind enough to review our first draft. He suggested
that our Church's Mission/vision Statement be the main compass in guiding
us; that our Educational Ministry Mission/Vision Statement should be
a mini-compass; that as we develop our goals, we should do so chronologically,
intergenerationally, with inter-discipline (all our program committees);
decide what is the relationship between worship and learning, learning
and caregiving, caregiving and worship. He also suggested that we use
our Wesley Model of Spirituality as the framework for each age level.
The Wesley Model focuses on developing discipleship through worship,
learning, caregiving and service. Through worship and learning
we take God's Word and presence into our lives. Through caregiving
and service we let God work through our lives as we continue the mission
of Christ in the world.
You will also find
that we followed his suggestion for using the four story approach as
the connecting themes from birth through the end of our educational
program. This approach places equal importance upon learning the
facts or content of our faith as well as experiencing the faith in our
lives. (See p.4-6)
Having arrived at
a working document, we present this to the congregation in draft form,
ask for review and input. This document will then move forward
to the council for adoption, and then back to the congregation for adoption
as a major congregational goal and our guide to Educational Ministry
for the foreseeable future.
Our hope is for these
goals to
-
be a working
document for each of our program committees as we seek to work together
in forming disciples and developing a mature faith;
-
guide us as we teach our children,
youth and adults about the faith;
-
balance the content of our faith with
our experience of it;
-
deepen our awareness of God's Word
and will for our lives and world so that we might more fully participate
in serving God as we live;
-
lead us to live more faithfully as
disciples of Jesus Christ.
I wish to thank Penny S., Chris B., Marlene B., Helen
L., Michael S., Pete S., Sherrie H., Director of Children's Ministry,
Rick F., Director of Youth Ministry, Dana M., Director of Music, for
their many hours of hard work and dedicated service in this task.
Without their vision for excellence, their belief in God's shaping our
lives through the work of his Holy Spirit through the educational process,
and their hope for our future, we could have never achieved our goal.
Pastor Charlie
A VISION
FOR OUR EDUCATIONAL MINISTRY [ TOP ]
Our vision
for Educational Ministry is to help people live out faithfully our affirmation
of Baptism (LBW, p. 201):
-
to continue in
the covenant God made with us in Holy baptism;
-
to live among God's faithful people;
-
to hear his Word and share in his supper;
-
to proclaim the good news of God in
Christ through word and deed;
-
to serve all people, following the
example of our Lord Jesus;
-
and to strive for justice and peace
in all the earth.
It is our understanding that the goal of Educational Ministry is to help people develop a
"mature faith"
that will help us "to know Christ and the power of his resurrection
and the sharing of his sufferings by becoming like him in his death."
(Philippians 3:10) By this we mean that knowing Christ is our
only goal in life; that entering into this relationship with Christ
in Baptism begins the shaping and reshaping of our lives so that we
might become more and more like him.
As St. Paul writes in Philippians 2:5-8, "Let the
same mind be in you that was in Christ Jesus, who, though he was in
the form of God, did not regard equality with God as something to be
exploited, but emptied himself, taking the form of a slave, being born
in human likeness. And being found in human form, he humbled himself
and became obedient to the point of death, even death on a cross."
Or again, in Romans 12:1-2: "I appeal to you therefore,
brothers and sisters, by the mercies of God, to present your bodies
as a living sacrifice, holy and acceptable to God, which is your spiritual
worship. Do not be conformed to this world, but be transformed
by the renewing of your minds, so that you may discern what is the will
of God, what is good and acceptable and perfect."
We believe that the following 10 expressions of faith,
when taken together, give a well-rounded portrait of a person with mature
faith. According to this model, a person of mature faith .
. .
1.
trusts in God's saving
grace and believes in the humanity and divinity of Jesus, and in the
presence of Jesus now in the person of the Holy Spirit;
2.
experiences a sense of
security and peace;
3.
integrates faith and life,
seeing all life as God's domain. This means that all of life's
decisions and actions are subject to God's Lordship, including social
relationships and political choices;
4.
seeks spiritual growth
through both personal and communal study, reflection, prayer, worship,
and discussion with others;
5.
seeks to be part of a
community of believers in which people give witness to their faith and
support and nourish one another through worship, learning, caregiving,
and service;
6.
holds life-affirming values,
including commitment to racial and gender equality, living in harmony
with those of different cultural and religious views, and has a personal
sense of responsibility with the welfare of others;
7.
advocates social and global
change to bring about greater social justice;
8.
serves humanity, consistently
and passionately, through acts of love and justice;
9.
is nourished by the sacraments;
10. knows the biblical story.
THE FOUR
STORY APPROACH: RECURRING THEMES THROUGHOUT
OUR LIVES [
TOP ]
We are grateful to Dr. Roland Martinson for his suggestion
to track throughout our lives the following four stories: God's Story,
My Story, the Church's Story, and the Story of God's World. Like
strands in a tapestry, these stories weave their way through our lives
leading us to see how God reveals himself and shapes and transforms
life. These stories from the basis of our teaching approach bringing
together both content and experience. While the factual content
of the faith can be taught, our Christian faith is something that we
experience because of its relational nature. Experience without
knowledge, however, leaves us without a firm foundation upon which to
stand. So we need to find balance and respect for both the factual
content and experiential sides of our faith.
The four stories are outlined below, and then illustrations
follow in how we might use them in our teaching.
God's Story
centers on:
-
discovering the content of what the
Bible teaches us about God; his presence, promise, and power;
-
understanding the message of a present
and active God who enters deep into the life of God's people, who
is active in bringing about new life;
-
knowing Jesus Christ both as a historical
person revealed in the Gospels as well as the Risen Lord who invites
us into a personal relationship with him today.
-
experiencing what it means to be created
in the image of God;
-
attending to the history of our own
lives, including the meaning and message of our life, our hopes and
fears, our successes and failures, and seeing how this is all part
of the unfolding drama of being a child of God. It is the living
out of our baptism;
-
understanding that God lives in and
through our lives just as he lived in and through the persons we find
in the Bible, such as, Esther, Ruth, Joseph, Peter, Thomas and Paul.
The Church's Story centers on:
-
being the body of Christ, the temple
of the Holy Spirit, the way in which God now works in the world;
-
understanding the church's history,
examining how it has been the body of Christ, the mission it has pursued,
the struggle it has had, the truth that it proclaims, the mistakes
that it has made;
-
understanding that "we are the
church," that the church is around and within us. The church
is not so much something "out there" to study as it is something
"we are together;"
-
learning in multiple settings, at home,
in Sunday School, Vacation Bible School, Confirmation, retreats, service
projects, mission teams, intergenerational classes; what it means
"to be the church;"
-
allowing the story that gets into our
heads to transform our hearts, so that it might be exercised in our
hands no matter what our age might be.
The Story of God's World centers on:
-
reframing the data we have learned
"about God's world" through the lenses that "this is
God's world;" to see it as part of God's unfolding mystery; to
know that god is in the process of making a new heaven and new earth;
-
participating in the life of the world,
but doing more than maintaining what God has given us. We are
to re-imagine, re-create, and help bring into reality the new world
that God is creating.
The following are meant to illustrate how these four
stories might be used in our approach:
-
Age 3. Goal: to know that prayer is talking with God
and telling God things. God's Story would look at the biblical references to prayer; share
with children those stories where we find people praying to God; learn
how God heard their prayers and then how God responded. My
Story would help children learn how to pray simple prayers
thanking God for people and things in their world, brining to God
their concerns, learning to trust that God hears their prayers much
as parents hear their needs and take care of them. The Church's
Story might focus on how
the church uses prayer in its life in worship, at meetings, in prayer
groups; how and why we pray for each other; invite the children to
pray for our church. The Story of God's World
might look at how the world is and how God wants it to be and to learn
to pray that human beings would work together to make it that way,
as well as looking for ways that age 3 children could be "living
prayer answers" as they help make it the way God wants it to
be.
-
Age 8. Goal: to develop Christian attitudes of kindness,
fairness, friendliness, helpfulness toward individuals who may not
be included in his circle of friends. God's Story might look at the call to Abraham in Genesis 12 and
understand God's desire to bless "all" the people of the
world; to examine Jesus' Great Commission in Matthew 28 to "make
disciples of all people;" to look at other biblical references
that help us to know that God wishes for all people to come into the
embrace of his love and that God uses us to reach out to others; it
might examine the biblical theme of welcoming the stranger, of what
it means to live in community, examining how God wants us to live
and relate. My Story
would deal with their success and difficulty in reaching out to others,
in treating those who differ from them kindly. It might focus
on identifying barriers and discovering ways that God can help them
overcome them. The Church's Story might examine the barriers we have created to avoid
welcoming those who differ from us; examining from a historical approach
the Church's mission to be inclusive, noting where it has succeeded
and failed; look for ways in which God might call us to overcome those
barriers today; and to develop personal goals for changing.
The Story of God's World
might examine both historically and currently how prejudice and hatred
have led humankind into segregation, ethnic cleansing, and abuse;
identify those barriers in our current society; choose a class or
personal project that would seek to break down that barrier or change
the way we relate.
-
Age 12. Goal: to provide opportunities for youth to create
worship experiences. God's Story might examine the role of worship in the life of the
people of God, noting its evolution from simple, open forms in Genesis
to the elaborate sacrificial system of later Judaism, to the "in
house" worship of the early Christians. My Story
would reflect on the experiences of youth in worship. What is
worship for them? How do they experience God's presence?
What leads them to praise? Help them develop a daily life of
worship. The Church's Story might look at the history of worship in the church;
understanding our Lutheran liturgical tradition, experiencing worship
at different churches, experiencing worship of different styles; coming
to an understanding of what we believe is happening in worship; designing
their own service. The Story of God's World
might examine what false gods people worship in our society; examine
how that might have led to our abuse of the world; how caring for
God's world, especially the environment, is an act of worship.
-
The Middle
Adult. Goal: to grow in Christian giving of time, talent,
and treasure, as well as service within and beyond the congregation.
God's Story might focus
on looking at the biblical understanding of stewardship; to understand
that everything belongs to God and that we are entrusted with its
management; to understand that what we do is in response to God's
grace; that we are called to live gratefully; to understand how the
body of Christ is to function in the world. My Story would look at how we, as individuals, use our time;
examine the issues that confront us in priority setting; share our
stories of where we are involved in the church and community and the
joy that it has brought; invite us to a deeper level of response to
God's grace. The Church's Story would examine the opportunities our church has for service;
examine the involvement of members in the life of the congregation;
formulate a plan to invite others to join us in deepening our participation.
The Story of God's World
would invite us to look at where we give our time and talent in the
wider community; how do we serve God's mission through these activities;
how might we, individually and collectively, better serve God's purpose.
THE FIRST
YEARS OF LIFE - [ TOP ]
DEVELOPMENT
-
a period of very
rapid and significant development of learning
-
first experience with the orderliness
of the world is the regularity of his schedule
-
basic trust in fellow men is developed
through his parents' ministrations; this reliance is also basic to
his later trust in God
GOALS
The following goals are applicable to all areas:
AGE ONE
- [ TOP ]
DEVELOPMENT
-
egocentric
-
emotions begin to develop
-
rapid language development
-
rapid growth
and physical capability
Worship
to identify the church
building as a special place where his parents go and sometimes take
him
Caregiving
-
to lay the foundation
for a conscious trust in God by helping the child experience a relationship
of trust with key adults, through growing in his trust in others,
in self-confidence of trust with key adults, through growing in his
trust in others, in self-confidence, and in willingness to adjust
acceptably to the demands of his environment
-
to understand
that he is a part of a group (his family)
AGE TWO
- [ TOP ]
DEVELOPMENT
-
to pray simple,
familiar prayers
-
to identify the church building as
a special place where people learn about God and Jesus
-
to be aware of
God, the creator
AGE THREE
- [ TOP ]
DEVELOPMENT
-
conformity is the chief characteristic
-
becoming more self-controlled and independent
-
becomes more sociable
-
has a great desire to please
-
to know that prayer is talking with
God and to begin to tell God things in prayer
-
to express praise
to God in song
-
to recognize the Bible as the book
from which we learn about God and Jesus and to begin to understand
a few simple Bible stories
-
to begin to participate in and enjoy
cooperative play and simple group activities
-
to become better acquainted with some
of the wonders in God's world, such as flowers, stars, rainbows, butterflies
-
to develop Christian
attitudes toward individuals which are a reflection of the love he
has experienced in his relationships with those who love him
-
to feel secure
in church because of love and understanding on the part of the teachers
-
to begin to show respect for the rights
of others in what he does
-
to begin to grasp that there are times
when he should say "I'm sorry" to others
-
to carry over
into any society with which he is identified the Christian attitudes
which he is beginning to show toward individuals (kindness, helpfulness,
sympathy)
AGE FOUR
- [ TOP ]
DEVELOPMENT
-
described as "out of bounds"
in almost every direction; motor, emotions, language, imagination
and interpersonal relationships
-
age of speed
-
not too concerned
about the feelings of others
-
has an inquiring
mind
-
popular question is "Is it real?"
-
to grow in her
recognition of the Bible as a special book which tells her how God
wants her to live
-
to develop habits of regular attendance,
participation and proper conduct at church and church school
-
to understand that she can pray to
God at any time and at any place
-
to know about Jesus as the baby who
grew into the youth in the temple, who loved and served God the Father
-
to know about Jesus the man who taught
about God his Father
-
to begin to understand that she is
capable of wrong-doing that she acknowledges and that is sorry for
and that God forgives her
-
to feel sympathy for one who is unhappy
or in trouble and respond with acts of love and kindness
-
to know that
she is not only a part of her own family, but is also part of a larger
family which we know as the "church family"
-
to feel sympathy because God's love
includes both herself and others
AGE FIVE
- [ TOP ]
DEVELOPMENT
-
a comfortable
age
-
would rather stay near home
-
vivid sense of his own identity
-
displays many attractive emotional
traits, such as seriousness, patience, persistence, generosity, friendliness
and pride in accomplishment
-
his fears are concrete, down-to-earth
ones usually relating to bodily harm
-
still factual and literal
-
likes stories
to relate to the here and now to answer his questions about the things
around him
-
is ready for larger group experiences,
such as found in kindergarten
-
wants to be good in order to please
-
cannot always differentiate right from
wrong, but when he does something wrong, he is apt to blame the nearest
person
-
is apt to confuse the names of God
and Jesus
-
to being to develop any special God-given
talents, such as singing or drawing
-
to distinguish Bible stories from stories
of imagination and fantasy
-
to begin to understand God's loving
plan for his people through additional Bible stories which will contribute
to a better understanding of God's goodness
-
to improve his understanding of the
fact that he can control the verbal as well as the physical expressions
of his impulses
-
to try to be
honest with himself regarding wrongs he has done
-
to understand
that God's love includes not only him and his acquaintances, but all
people
-
to participate,
where it is meaningful, with the church family
-
to feel a personal response to God,
the Father, who asks that the child love and serve Him through others
-
to share, according to his understanding
and ability, in the work of the church out of his understanding that
he is God's helper
-
activity is the
keynote of this age
-
unavoidable tensions, both at home
and at school
-
wider relationships outside her home
-
it is the "why" age, indicating
an eagerness to learn
-
little concept of time and space
-
time for broad learning
-
enjoys stories which are read or told
over and over again
-
enjoys acting
out stories
-
because of tremendous power of imagination,
can easily identify with one or more characters in the story
-
social consciousness develops rapidly
-
beginning of the "gang age"
-
likes to play
on a team, but is not capable of teamwork
-
only beginning to acquire a sense of
values
-
wants to be honest, but often finds
it difficult
-
asks questions
which challenge an adult Christian to give her the clear, honest,
straightforward answers which she deserves
-
to begin to understand
that the term "Holy Spirit" is the name applied to God in
His loving guidance of all persons
-
to begin to be acquainted with the
names and significance of various parts of the Worship Room
-
to become acquainted with more of the
Old Testament stories
-
to increase her understanding of the
saving purpose and love of God as revealed in the Bible stories about
Jesus
-
to deepen her understanding that God
speaks to us in the Bible
-
to begin to appreciate the significance
of group goals, strivings, achievements, failures and sacrifices
-
to understand that there are many churches
all over the world where the good news of God's love is taught
-
to think of the church as a group of
adults and children who learn about God, and who work and worship
together
AGE SEVEN
- [ TOP ]
DEVELOPMENT
-
seven is a comfortable
year
-
general need for activity continues
and carries over into all of his behavior
-
more likely to balance physical activity
with relatively quiet play
-
period of withdrawal
-
daydreams and
procrastinates
-
hypersensitive
-
does not like
to be singled out for either praise or reproof before a group
-
picks his heroes:
teacher, some of the persons he meets on television and in books become
models
-
language development
is noticeably rapid from seven to eight
-
storybooks open
up a new and wider world
-
fairy tales and
myths are his favorite stories
-
prefers being read to
-
asks "how" and "why"
questions
-
interest in stories no longer confined
to the short story that must be completed in one sitting; enjoys listening
to a book-length story, chapter by chapter
-
serial-type television programs become
his favorite
-
evidence of reasonableness
-
community of play continues to be an
important factor
-
if he cannot win, is likely to withdraw
from the game
-
ethical sense begins to take in more
abstract relationships
-
interested in the omniscience of God
-
wants to know about heaven
-
interest in stories includes Bible
stories, especially those with "heroes"
-
is acquiring a sense of values, right
and wrong
-
to sense his
need for repentance and forgiveness
-
to have a growing
confidence in the possibilities of prayer
-
to appreciate the Bible as God's message
to us and to enjoy its stories
-
to participate
in church worship as well as other worship experiences
-
to begin to look at the various aspects
of worship; e.g. praise, prayers, confession
AGE EIGHT
- [ TOP ]
DEVELOPMENT
-
has reached the
dividing line between early childhood and middle childhood years
-
an eager year,
a year of reaching out to new experiences
-
her tempo has
increased, wants to get things done
-
wants new experiences
-
year of hazards
-
cannot take much criticism from adults,
but is able to take and give severe criticism with his peer group
-
increasingly centers her interest in
things and people other than herself
-
wants others to be aware of herself
as a person
-
has a tendency
to evaluate what happens to her and what causes it to happen
-
is developing a silent reading skill,
and greater reading differences become evident
-
money becomes
important
-
is a collector
-
changes collections
often and may be collecting several things at one time
-
has a strong interest in dramatic play
-
enjoys creative art
-
develops interest
in activities requiring mental skill
-
time, space and distance take on new
meaning
-
belonging is the important thing
-
in group behavior,
is a stickler for rules; but often improvises them as occasion arises
-
inclined to be bossy, particularly
with younger children
-
the sexes pull
apart in interests and activities
-
begins to understand herself and her
relationship to others of her own age
-
is beginning to be aware of her own
abilities and limitations
-
realizes that
some children can do some things better than she, some not as well
-
can be guided into a feeling of self-respect
and respect for other persons
-
show a readiness to learn that there
are some things we cannot explain or understand, but which we accept
on faith
-
is ready for
more extensive missionary education and greater participation in extra-curricular
activities because of her growing independence
-
ability in silent reading makes it
possible for independent Bible study and the use of a personal copy
of the Bible
-
to expand her
concept of church beyond the local congregation
-
to become familiar with the way material
is arranged in the Bible and see a relationship between the Old and
the New Testament in the working out of God's saving purpose
-
to be aware of
the use of the Bible in solving group or personal problems
-
to accept failures
and limitations with a wholesome attitude
-
to begin to understand, in the light
of her increased comprehension of other parts of the world and other
cultures, that God loves and is concerned about all people in all
places
-
to develop Christian
attitudes of kindness, fairness, friendliness, helpfulness toward
individuals who may not be included in her circle of friends
AGE NINE
- [ TOP ]
DEVELOPMENT
-
looking for real heroes (an ideal person
of action); people more important than ideas; also beginning a sense
of who they want to become
-
likes collecting
facts and looking up information
-
memorization
-
sexual curiosity, ready for factual
information
-
enthusiastic, self-confident and active
-
interested in maps, charts and dictionaries
-
concerned with right and wrong
-
to continue a sense of the Bible as
a whole, including God's plan and saving purpose for his people
-
to learn the chronological story of
Jesus
-
to begin understanding
the characteristics of God, merciful, holy, righteous, just, all powerful,
saving, gracious
-
to learn in a Christian setting factual
sex information in order to begin to answer some questions about the
physical world
-
to begin to understand
the value of money and the implications of proportionate giving (time
and talents also) for the church
-
to begin to understand
serving aspect of Christian life (there are those that need his help/protection)
AGE TEN
- [ TOP ]
DEVELOPMENT
-
likes visual
and oral work, talking, discussion
-
also likes creative work; poetry, music,
drawing and writing
-
wants to be a part of the group; makes
friends easily
-
understands importance
of the family
-
is more aware of what is wrong than
what is right
-
to develop a wholesome attitude toward
other denominations as well as the Lutheran Church
-
to understand the history of the Christian
Church
-
to develop a concept of God as invisible
spirit
-
to understand the place of the sacraments
in the church
-
to begin to develop the ability to
express their faith
-
to grasp significant gender differences
and see reproduction as an integral part of God's plan of creation
-
to begin to feel
kinship with the communion of saints
-
to understand the role and function
of the sacraments in the church
-
to work on expressing their personal
faith
THE
MIDDLE SCHOOL YEARS - [ TOP ]
AGE
ELEVEN
DEVELOPMENT
-
learning to cooperate with others of
opposite sex
-
has mood swings from one extreme to
the other and is sensitive to criticism
-
fears being alone
-
greater independence; motivated from
within to figure things out for himself
-
puzzled by distinction
between right and wrong; tries to do right and is conscious of failures
-
acceptance by peers beginning to become
very important
-
beginning to understand Bible as an
important tool in making life decisions; as a study tool; as a creative
resource in worship, projects, and activities
-
beginning to deepen understanding of
God's plan for self and world
-
study and discuss
important stories and persons in the Bible
-
create and use biblical time lines
when studying historical biblical events
-
help youth discover resources and experience
methods for Bible study
-
provide opportunities for youth to
give personal expression to their faith through individual projects
-
begin opportunities to discuss God
as real, present and personal
-
participate in
creative worship experiences
-
provide leadership opportunities for
youth to create worship experiences
-
use the Bible as a tool for devotional
experiences
-
relate Christian
faith to life decisions
-
provide opportunities for fellowship
at various times and settings
-
begin understanding what it means to
belong to a group and relate to each other in a healthy manner
-
provide opportunities to understand
the consequences of doing wrong (sin)
-
begin to deepen understanding that
God has a plan for self and world
-
provide opportunities for youth to
do servant projects
AGE
TWELVE - [ TOP ]
DEVELOPMENT
-
learning to handle difficult situations;
stands up for friends, when parent becomes ill takes over some responsibilities
-
interest in opposite sex developing
-
moving from cataloguing concrete facts
to thinking in abstracts
-
bored with repetitive activities, enjoys
activities that give a sense of achievement/self-improvement, like
to work on their own to develop basic skills
-
likes to discuss, debate, plan group
projects, may begin to doubt previously accepted norms
-
enthusiasm may lead to fatigue which
adults often see as laziness
-
fluctuates between
"grownup" and "childish" behaviors
-
new image of
self; not always ready to comply with emotional demands of maturing
and tends to revert back to safety of childhood emotions
-
study biblical
account of Jesus' life
-
provide understanding that the Bible
is a tool for making life decisions
-
provide a variety
of styles for learning and study
-
encourage youth to ask probing questions
-
provide creative
worship experiences in which students can participate; the Bible is
used as a tool for creation of worship experiences and understand
that their lives can be changed
-
provide leadership opportunities for
youth to create worship experiences
-
provide leadership opportunities for
youth to participate in Sunday morning worship
-
relate Christian
faith to life decisions; such as acceptance of those younger or different
-
provide opportunities for youth fellowship
at various times and settings
-
learning to care for self as a gift
of God
-
continue to deepen understanding that
God has a plan for self and world and see the consequences of doing
wrong (sin) and how the church reacts to trying to correct injustice
in the world
-
provide opportunities for youth to
do servant projects as a group and understand them as a way to live
out their Christian faith
AGE
THIRTEEN - [ TOP ]
DEVELOPMENT
-
emotional ups and downs; absorption
with "one's own thoughts," and a sensitivity to criticism,
tend to be introspective and reflective
-
often confused as they try to form
a new picture of self; new feelings about their own sexuality can
cause loss of self-confidence which has a significant emotional effect
on them causing shyness and modesty about sex and own sexual feelings
-
frustrated and confused by adult expectations
that they should act more mature; are suspicious of adult world and
adult ideals; feel adults don't understand them (or have it in for
them)
-
learning to control their feelings
and how to act on them appropriately
-
tend to be over-critical of others
-
desire for adventure
can lead them to try things beyond their abilities
-
may feel ashamed of their home or rebel
against the criticism and authority of parents or fight with siblings
near own age
-
relations to
peers are of highest importance; seek security of group as they become
more independent of home and parents, which can cause problems of
getting along with family and friends
-
learn how the
Bible was written and put together; Old Testament chronology and people
showing God's redemptive work in the world
-
begin to imagine themselves in Bible
events and identifying with persons in the Bible
-
encourage youth to begin reading the
Bible on a daily basis and to provide resources to assist them
-
create a safe environment for youth
to ask questions which express doubt about God or God's plan
-
give practical
evidence that God exists and give validation to Christian beliefs
-
continue to provide creative worship
experiences in which youth can participate
-
encourage youth
to use the Bible as a tool for their devotional life as well as to
discover other devotional material
-
help youth to experience the implications
that the Cross of Christ has on their lives
-
to encourage youth to participate in
Sunday worship
-
relate Christian
faith to life decisions; being inclusive and resisting peer pressure
-
provide opportunities for youth fellowship
at various times and settings
-
learn ways to live out their Christian
faith and to develop a sense of community among the group including
adults as well as a sense of belonging to the wider congregations
-
begin working on age-appropriate communication
skills to express opinions and feelings
THE
HIGH SCHOOL YEARS - [ TOP ]
AGE
FOURTEEN
DEVELOPMENT
-
beginning to experience same drives
as adults in areas of emotions, insights, and understandings and ready
to experiment with their sexuality
-
personal boundaries still set by parents
and adults with increased feelings of need for independence from parents,
but will count on parents to bail them out when they step over the
line
-
need to feel loved by parents, strengthened
by willingness of parents to have a give and take attitude when discussing
important personal issues
-
will over-commit to many different
areas of interest
-
able to grasp
abstract thought more easily
-
to develop Christian
understanding of proper use of sexuality
-
to provide opportunities
to develop fuller understanding of dependence on God for well-being
and direction in life
-
to relate Biblical knowledge to events
in history to broaden understanding of New Testament letters, Acts
of Apostles and provide opportunities to learn about agencies of church
-
to gain overview
of Christian Church seeing its continuity with the past and present
and understand history and mission of Lutheran Church
-
to help them experience a relationship
to God that reinforces the use of terms: faith, grace, sin, repentance,
redemption, sanctification, regeneration, revelation, atonement, incarnation,
Trinity, and justification
-
provide opportunities to experience
classical liturgical prayers and use them
-
allow for exploration
of new and personal ways to worship and praise God
-
use creative arts to allow them to
express their understanding of how to respond to God's activity in
their lives
-
encourage participation
in Sunday worship
-
provide opportunities to appraise own
status in light of God's love
-
provide guidance to develop personal
habits and lifestyles according to Christian standards and appreciation
of significance and importance of life given to Christ in relation
to church membership
-
assist in development of acceptable
self-image through good adult role models
-
provide opportunities
to share time, talent, and money to further program of own church
and world-wide church
-
provide missionary/service
opportunities that allow them to express their faith to the world
-
offer opportunities to see their Christian
family as an institution created by God
-
to see exclusiveness
as a violation of Christian love
AGE
FIFTEEN - [ TOP ]
DEVELOPMENT
-
beginning to actively assert their
independence
-
wavers between adult and childish behaviors
-
keenly aware of importance of making
decisions concerning what they will become as a person and what they
will do as their life's work
-
still influenced by parent's ideas
and decisions, but not willing to blindly accept them without first
examining them
-
new self-awareness beginning, wavers
between exhilaration and despondency when looking at self image, resents
prying questions
-
concern with education, dependent upon
community attitude toward importance of it, and concerned with being
popular among their peers
-
prefers to cover up feelings
-
some express a disbelief regarding
heaven and have a dread of death even though they try to accept it
-
concepts of sin,
heaven, hell and prayer often undergoing reorganization
-
help them to
objectively look at the doctrine of this and other faiths to develop
their own understanding of what it means to be a Christian/Lutheran
in relation to other theologies
-
assist them in
discussing and thinking more deeply about social issues
-
allow for questioning
of established doctrines and traditions
-
provide structure
which allows freedom to determine direction of study and activity
that helps them discover who and whose they are
-
give guidance in ways to study and
implement Christian living through a more deliberate prayer life and
personal Bible study
-
provide opportunities
for new ways of experiencing the presence of God in liturgy and prayer
life
-
promote importance of active participation
with a community of faith
-
incorporate them
in various areas of worship leadership
-
give reassurance concerning emotional
and physical responses and guidance in learning to control them
-
need adults who
respect them and do not pressure them to conform to adult ideas of
what they should become
-
instill a sense
that adults are concerned with their development
-
provide a listening ear for questions
and frustrations in moving from childhood to adulthood
-
encourage brainstorming for ways to
serve others and God in their daily life
-
encourage standing up for those who
are unjustly treated by society
-
use servant projects as a way of building
a sense of community among the participants
AGE
SIXTEEN - [ TOP ]
DEVELOPMENT
-
growth toward maturity now slowing
with fewer dramatic changes of moods
-
greater sense
of their emotional perspective
-
more willing to listen to other's points
of views
-
more concerned
with immediate issues rather than long-term
-
fear of being rejected by opposite
sex, as they develop dating relationships
-
levels of thinking and reasoning reaching
new heights; better able to plan and follow-through
-
doesn't want
parental advice when making decisions
-
interested in
developing a personal faith and prayer life
-
concept of God as parent can be negative;
would rather see him as a friend
-
some loss of interest in church activities
because of competing interests and perception that church is not meeting
their needs
-
encourage them
to question and seek answers to questions about the Bible, its authority,
origin, and meaning; assist in dealing with the doubts that arise
-
supply them with
resources to develop a more intensive study of selected books of the
Bible
-
make connections between what the Bible
says and its relevance to their daily lives
-
provide training
events to provide them for fuller service
-
provide a variety
of worship experiences outside the "usual" traditional experience
in which they can share their own talents and creative abilities to
express their understanding of God and thankfulness for what God has
done for them in their lives
-
continue to encourage participation
and leadership in community of faith
-
enable them to see that the safety
and welfare of others are in their hands and to respond to those issues
according to their faith convictions
-
promote a desire to be identified with
positive action groups such as scouting, DARE, Youth Council, Habitat
for Humanity
AGE
SEVENTEEN - [ TOP ]
DEVELOPMENT
-
self-control of emotions becoming evident;
shows sympathy and good will even when it doesn't benefit them
-
self-confidence, poise, tolerance and
self-assurance are greater
-
for some a definite
choice of occupation has been made
-
still very concerned with physical
appearance
-
continues to
go to great lengths to cover up feelings, although has become more
tolerant of criticism
-
fear of being
unpopular still very strong, friendships take on a more personal meaning
-
capable of thinking their way through
complex intellectual problems and generalizing abstract concepts from
concrete
-
falls in and out of love often
-
provide opportunities
to look at the ambiguous nature of some ethical issues
-
encourage intellectual
development and questions about the faith, explore what it means to
"lose oneself for Christ"
-
offer opportunities to deepen their
personal relationship with Christ and understand what it truly means
to be saved by grace
-
underscore the connection between their
choice of occupation and Christian vocation
-
help them to see what a loving relationship
means before considering a long-term commitment or marriage to another
person
-
continue to support
positive self-image and self-confidence as God's child
THE
OLDER YOUTH (18-24) - [ TOP ]
DEVELOPMENT
-
nearly reached
physical maturity
-
shows
a variety of tensions and moral laxity caused by leaving home, frequent
changes of residence, class consciousness, inadequate ministry of
the church, mass media
-
highly exploitable
-
emotional maturity
variable; may be well-adjusted (self-restraint, reliable) or may go
through lapses (college antics, emotional outbursts in the family,
destructively impulsive)
-
initially characterized by eagerness,
idealism and enthusiasm which may be replaced by mature idealism or
insecurity and spiritual defeat
-
rapid intellectual
growth
-
reinterprets and questions beliefs,
standards and authorities
-
needs to develop new insights
-
older youth (early
20's) apparently more concerned with security rather than with "risk"
(pioneering)
-
provide opportunities for the systematic
study of the Bible
-
help them develop skills for building
healthy relationships
-
show the Sunday to Monday connection
of Christian values and morals
-
encourage participation
in worship in a variety of settings
-
provide opportunities that build a
sense of responsibility in worship
-
build and maintain devotional traditions
-
provide new social contexts to replace
those left behind, particularly when they are leaving both the home
and home church
-
develop skills of sharing and cooperation
-
develop habits
of responsible care for their own bodies and the world
THE
YOUNG ADULT (25-35) - [ TOP ]
DEVELOPMENT
-
peak period for
robust physical condition
-
period of stabilizing and settling
down
-
movement from
bold, youthful world-views to more conservative and moderate viewpoints
-
tend to be optimistic
-
period of strong emotional and sexual
desires
-
interpersonal relationships are extremely
important
-
adjustments to jobs, marriage, and
children
-
need to develop a higher level of emotional
maturity to appraise own actions/reactions
-
social life revolves
around informal groups and organized groups as opposed to family
-
need for relationships
as the young adult leaves home and family or returns home to live
with family
-
explore leadership gifts and potential
and understand their limits
-
develop a core
set of beliefs to guide them in decision-making and facing life issues
-
discover how the Bible speaks to their
lives and how to face tensions and frustrations in a spirit of faith
and trust
-
develop stewardship of time, possessions,
talents, creation and self
-
participate creatively
in the various worship opportunities provided through the church
-
develop a living and creative relationship
with God through prayer and spiritual discipline that will sustain
people who are constantly on the go
-
understand how the rhythm of the church
year parallels the rhythm or seasons of life and integrate those movements
into life of faith
-
grow in appreciation
of the liturgical arts of the church as dramatic, musical, and visual
expressions of and witnesses to God's relationship with us
-
create opportunities
for belonging and developing friendships so that the young adult might
sense the church as a "home away from home," a safe place
to be and to associate
-
develop an understanding of the needs
of others within the extended family, church and community
-
cultivate ongoing groups for learning,
caring, serving and fellowship
-
understand the concept of "servanthood"
and how that leads us into serving others where we live and work
-
invite them into
meaningful servant projects where they can be challenged physically
as well as experience community
-
develop a spirit of forgiveness in
the face of injustice and unfairness while working towards justice
THE
MIDDLE ADULT (35-65) - [ TOP ]
DEVELOPMENT
-
period marked by capacity for maximum
vocational achievement, emotional control, social, moral, and economic
responsibility, for handling heavier family obligations, and a deeper
sense of spiritual realities
-
strong resistance
to change may interfere with maturation of values, interest, and concepts
-
first indications
of chronic disease can appear in the period; sense of mortality, vulnerability,
uncertainty about the future
-
decline in active recreation and increase
in sedentary uses of leisure time
-
tend to be realistic and practical
regarding life
-
can find life
to be most satisfying or can become disillusioned
-
concern about quality of work and tasks
in which they're involved
-
persons of this age occupy many positions
of power and responsibility
-
building and maintaining positive family
relationships
-
belonging is very important; civic
clubs, political or social organizations
-
look for volunteer activities that
give life a sense of meaning and purpose, a deep fulfillment that
what has been done has made a difference
-
cultivating a strong sense of Christian
vocation and meaningful work is important
-
continue to learn
how the Bible stories speak to our life situations and learn how to
share those stories and faith with children, spouse, co-workers, and
friends
-
become aware of the cycle of death
and resurrection throughout life's transitions
-
equip people for facing life issues,
i.e., parenting, aging parents, ethics in the workplace, discrimination
-
grow in understanding the mission of
the church in the world
-
continue to nurture meaningful expressions
of corporate worship, including the use of the liturgical arts
-
deepen experiences in prayer which
lead to an awareness of its power and God's closeness and care, and
allow that to guide our daily decisions
-
discover resources that help with family
or personal devotional life
-
understand their mission as that of
"being Christ" to those with whom they live and work, as
well as those who are in need of the community
-
develop a concern
for the unchurched and become involved in an outreach ministry
-
nurture family relationships with spouse,
children, and parents
-
learn ways to care for self: physically,
emotionally, spiritually and relationally
-
grow in Christian giving of time, talent,
and treasure, as well as service within and beyond the congregation
-
be involved in at least one community
outreach program
THE
OLDER ADULT (65+) - [ TOP ]
DEVELOPMENT
-
continue to develop intellectual abilities
-
social relationships
are vital
-
need for group life, being with others,
community
-
develop deeper sense of spirituality
and connectedness with Christ
-
stewardship of
time and talent is perhaps their greatest resource
-
anticipate a period of various losses
including:
physical health
family and friends
prestige and purpose
-
revisit Bible
stories, viewing them from this age perspective and seeing their own
life as part of God's story
-
develop a sense of gratitude for those
people and situations that have shaped their lives
-
learn about the grieving process and
deal openly and honestly with end of life issues such as a will, an
estate and funeral planning
-
examine faith
and life issues at this stage of life including confidence in life
after death
-
continue to accept
God's power and sustaining strength through a deepening prayer life
-
enjoy and find
enrichment through a personal and devotional use of the Bible
-
deepen their
appreciation for the Sacrament of Holy Communion with its promise
of Christ's presence, love and sustaining power
-
affirm the gifts and ministries they
can still provide others
-
help them see
aging as part of God's plan for all people
-
appreciate the importance and value
of their role as parents and grandparents
-
look for and create a variety of ways
of connecting them with others, including opportunities for being
with children and youth
-
help them discover meaningful service
projects appropriate to this stage of life, including that of praying
for the work of the Church, reaching out to other older adults (forming
care communities or teams)
-
discover their role in the church's
mission
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