Intro to

Mission
 Intro to Mission
Institute of Biblical Studies
Course Syllabus and Notes

Course Description

Our God is a missionary God. From Genesis to Revelation, God is working to create a
community of redeemed people from every tribe, tongue and nation for his glory. This class will
help you better understand God’s mission (missio Dei) and the vital role his church is called to
play in advancing his kingdom. We will explore cross-cultural mission from four perspectives.
First, we will look at what Scripture says about the mission of God (biblical/theological
perspective). Second, we will examine culture and how we can more effectively communicate
the gospel cross-culturally (cultural perspective). Third, we will trace the global history of
Christian mission from the first century to the twenty-first century (historical perspective).
Finally, we will explore how Cru fits into the global story of missions and how we, as Cru
missionaries, can participate in God’s mission to gather a redeemed people from every nation
for his glory (strategic perspective).

Course Objectives

1. Biblical (3 modules)
a. Cultivate a God-centered and trinitarian view of Christian mission (missio Dei).
b. Develop a greater passion to see Jesus Christ exalted in every nation and among every
people.
c. Beginning with God’s promise to Abraham (Gen 12:1-3), trace the biblical basis for
mission throughout the story of God from Genesis to Revelation.
d. Better understand the nature and scope of the Great Commission Jesus gave to the
church (Matt. 28:18-20; Mark 16:15-18; Luke 24:44-49; John 20:21; Acts 1:8).
e. Investigate four missiological themes in Acts: the importance of cross-cultural witness,
the need for contextualization, the power of the Holy Spirit and reality of suffering in
Christian mission.
2. Cultural (3 modules)
a. Become a humble learner in the area of culture and ethnicity.
b. Develop greater motivation to cross cultures in bringing the gospel of Jesus Christ to
every people group.
c. Grow in appreciation for the challenge in crossing cultures and effectively
communicating the gospel.
d. Better understand three aspects of culture (worldview, material-economic, social-
relational).
e. Discover tools that enable you to better understand and communicate more effectively
with your ministry audience (ethnography).
f. Become more persuaded of the need to contextualize the gospel in a way that is faithful
to Scripture and meaningful to your ministry audience focusing on three areas:
messengers, message and movements.
3. Historical (4 modules)
a. Beginning with the first century, learn how the gospel has spread around the world
through the witness of the church.
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b. Discover some of the surprising means God, in his providence, has used to spread the
gospel around the world.
c. Better understand barriers to the spread of the gospel in the history of the church.
d. Further awareness about the current reality of the gospel among the people groups of
the world.
e. Explore the life and ministry of a cross-cultural missionary.
4. Strategic (2 modules)
a. Understand how Cru, as a religious missionary order, fits into the global story of
Christian mission.
b. Consider and personalize how you, as a missionary with Cru, can participate in God’s
mission to gather a redeemed people for his glory from every nation.

Required Texts

Ralph Winter and Steven Hawthorne, eds. Perspectives on the World Christian Movement: A
Reader. 4th ed. Pasadena: William Carey Library, 2013. ISBN-13: 978-0878083909.
This will serve as the main course text. It contains hundreds of short essays addressing
key topics in mission. The Kindle e-book version is also available. (ASIN: B00N5CI6HE)
The EBook version includes two books, the Perspectives Reader and the Study Guide.
We will not use the Study Guide in this course.

Timothy Keller. Center Church: Doing Balanced, Gospel-Centered Ministry in Your City. Grand
Rapids: Zondervan, 2012. ISBN-13: 978-0310494188. We will read Keller’s discussion
of contextualization in this class. This book is also a required text for other IBS courses
so you will be reading more of it in the future. The Kindle e-book version is also
available. (ASIN: B005JSGB5Q)

You may also need to purchase a text for your Cross-Cultural Analysis (see page 10.)

Recommended Texts

Timothy C. Tennent. Invitation to World Missions: A Trinitarian Missiology for the Twenty-first
Century. Grand Rapids: Kregel, 2010.

Ruth Tucker. From Jerusalem to Irian Jaya: A Biographical History of Christian Missions, 2nd
edition. Grand Rapids: Zondervan, 2004.

David Livermore. Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World.
Grand Rapids: Baker, 2009.

John Piper. Let the Nations Be Glad: The Supremacy of God in Missions, 3rd edition. Grand
Rapids: Baker Books, 2010.

Arthur F. Glasser. Announcing the Kingdom: The Story of God’s Mission in the Bible. Grand
Rapids: Baker Books, 2003.

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Course Requirements

This course is part of your required development as a Cru missionary. The first and most critical step is
setting aside a regular weekly time in your schedule to work on the class. Find a time when you are
fresh and not likely to be meeting people for appointments (e.g., the morning). Put this class into your
schedule as an “appointment!” Occasionally, circumstances will arise that require you to adjust your
study time, which means you will need to prioritize at some other time during the week. You will also
find it beneficial to work in an undistracted environment. The majority of this course will be completed
online and can be accessed at the IBS virtual website: ibsvirtual.cru.org.

For each module you will partake in the following activities:

o Praying for an unreached people group using Joshua Project
o Watching the corresponding video content
o Reading the required materials
In addition to your weekly activities, you will interact with your coaching group via forum posts at the
end of each major section. There will also be five virtual coaching group meetings and two special
projects during the course.

1. Video Lectures: Each module contains 60-90 minutes of lecture or other video content (broken
into smaller units). The video lectures can be found online via the course site. You may also
download these videos to watch on a device of your preference. The course site will have more
information about downloading the video lectures.

2. Reading: Each module will include roughly 25pp of reading from the Perspectives Reader,
Center Church, or other articles. Through this reading you will be exposed to leading missionary
strategists and practitioners around the world. The reading assignments account for 25% of
your grade. At the end of the course you will submit a report showing how much of the reading
you completed.

3. Missions Journal: You will keep a journal throughout the course in which you will record
reflections about how the course is impacting your understanding of Christian mission and what
it means to be a missionary. Journal entries can be written in the space provided in the lecture
notes or online. At the end of the course you will submit the number of journal entries you
completed. The Missions Journal and the Group Posts combined constitutes 15% of your grade.

4. Group Posts: At the end of each major section (biblical, cultural, historical, strategic) you will
write or record a short post in a forum describing what you’ve been learning and interacting
with what others have shared. (Your coach will determine the type of forum you’ll be using.) The
forums can be found on the course site where you will be provided further instruction.

5. Coaching Group: You will be assigned to a coaching group with eight to ten other students.
Your coaching group will meet on five occasions during the course using a video conferencing
program such as Zoom. You are required to participate in these coaching meetings and need to
adjust your schedule accordingly. Your coach will inform you of the dates and times of these
meetings.
• First meeting (during Introduction): get to know your coaching group

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• Second meeting (following Module 3): process the Biblical section together
• Third meeting (following Module 6): share your Missionary Self-Reflection
• Fourth meeting (following Module 10): discuss your Cross-Cultural Analysis
• Final meeting (following Module 12): reflect on how you’ve grown and what you’ve learned
in the class
Each meeting will be around 90 minutes, and you will be expected to share, discuss and interact
during these times. Coaching Group meetings account for 10% of your grade and will be
assessed on your attendance and participation.

6. Missionary Self-Reflection: As we engage people with the gospel across differences of ethnicity,
age, and more, it is vital that we know whom we are engaging as well as who we are—what we
bring into these cross-cultural interactions. The various aspects of who we are shape the ways
we see, experience, and understand the world.

The conversation between Jesus and the Samaritan woman in John 4 is perhaps one of the
clearest examples of this in the Bible. Their interaction navigated many types of differences, not
only of beliefs, customs, and values, but also of ethnicity, sex, and social standing. Marvin
Newell, senior vice president of Missio Nexus and a former missionary, summarizes this
succinctly:

Gender Barrier: she a female, he a male (Jn 4:7, 9, 27)

Class Barrier: she a lowly outcast among her people, he a respected rabbi among the disciples
(Jn 4:31)

Religious Barrier: she a nominal worshiper at a pagan temple, he an obedient adherent to the
Jewish religion centered in Jerusalem (Jn 4:20)

Ethnic Barrier: she a mixed-raced Samaritan (Jn 4:7), he a pure Jew with an impeccable
pedigree

Cultural Barrier: she immersed in the Samaritan worldview, he of the Jewish worldview (Jn 4:9)

Newell, Marvin J.. Crossing Cultures in Scripture (p. 179). InterVarsity Press.

As we consider how we might navigate these same categories in our own time and place, it is
helpful to remember that understanding these differences between us and our ministry
audience is a good and necessary part of evangelism and discipleship done wisely. Additionally,
when it comes to our relationships with fellow believers of other backgrounds, understanding
these differences (minus the “religious barrier”) is a good and necessary part of pursuing
genuine unity in the diverse body of Christ.

In this assignment, you will reflect on several of these categories, focusing on how they have
shaped who you are and how they impact your relationships with others - particularly those
who differ from you in these areas. The Missionary Self-Reflection worksheet (linked in the
assignment on the course site, Module 6) will guide you through the reflection process.

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Specifically, consider your 1) ethnicity/race,1 2) age, 3) sex/gender,2 4) socio-economic class,

and 5) at least one other category. Here is an incomplete list of other categories to consider:

• Christian tradition
• Other religious background (prior to faith in Christ)
• Culture1
• Education level
• Family wholeness or brokenness
• Language
• Marital status
• Nationality3
• Physical and mental abilities
• Sexual orientation

Often, we perceive some things about ourselves with ease and clarity, while other things remain
cloudy or even hidden from us. Knowing who we are helps us grow in awareness of how they
may potentially help or hinder our work as missionaries in our particular contexts.

Some of you may already think about these things with great regularity. Others of you may not
have ever felt the need to consider how these things shape your views, experiences, and
interpersonal interactions. Wherever you are on your journey of self-understanding, you are
invited to acknowledge the areas where you have greater self-awareness, as well as to deepen
your understanding of areas you typically do not think about.

In addition to submitting your completed worksheet, you will share what you are learning about
yourself with your coaching group at the end of the Cultural section of the course. The
Missionary Self-Reflection constitutes 20% of your grade and is required to pass the course.
Points will be deducted for late submissions.

1
Please consult the definitions in “Our Cultural Journey,” the Culture and Mission team’s cultural competency
training.
2
The focus on ethnicity/race, age, and sex/gender is based on the mission of Oneness and Diversity in Cru.
3
Nationality describes a legal relationship between an individual and a state, involving “allegiance on the part of
an individual and usually protection on the part of the state.” (Merriam-Webster)

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Missionary Self-Reflection Grading Rubric

Category Questions to Consider Total Possible Points

Do your reflections go beyond superficial
Quality of Reflection responses? Are they thoughtful, genuine, 30 points
and thorough?
Do you identify aspects where you have
greater self-awareness as well as aspects
Growth in Self-
where you are growing? Do you 30 points
Awareness
demonstrate a willingness to explore and
wrestle with areas of growth?
Do your reflections incorporate responses
to the questions? At minimum, do you
Answering Questions discuss ethnicity/race, age, sex, 30 points
socioeconomic class, and one other
category?
Are your reflections readable? Do you use
Quality of Writing 10 points
proper grammar and spelling?
Total Grade 100 points

7. Cross-Cultural Analysis: You will select a cross-cultural missionary to study. You can either read
a biography (minimum of 50pp) or interview someone who has served, or is presently serving,
on the mission field in a language and/or culture that is different from his or her own. You will
find a list of recommended missionary biographies at the end of the syllabus, along with
suggested interview questions (see page 10; they are also on the course site in Module 10).
After you finish your reading or interview, you will write 900-1000 words summarizing what you
learned. Structure your paper around the following three themes: (1) an introduction which
describes the historical, cultural and geographic context of the culture in which your missionary
served (additional research beyond your book is welcome, though optional), as well as a brief
overview of the missionary’s life and ministry; (2) positive lessons you learned from this
missionary about crossing cultures effectively, and how they may be applicable to your own
context, and what you might change about yourself (either cognitively or behaviorally) as a
result; and (3) any additional personal or critical insights gleaned from studying the life of this
missionary, including (for example): how you might disagree with them, or how you might
update what they did for the modern world, or how you might revise them to be more biblical,
or anything that surprised you, or any huge takeaway that was a revelation to you. As you
reflect on the context of the missionary's audience and the lessons learned by the missionary,
be sure to look for and consider the ways God was already at work among this people -
individually and collectively - prior to the missionary's arrival. (Theologians call this work of God
the preparatio evangelica.) Be sure to include a bibliography at the end. Further details and
direction can be found on the course site (Module 10). You will also share what you learned
with your coaching group during one of the virtual meetings. The Cross-Cultural Analysis
constitutes 30% of your grade and is required to pass the course. Points will be deducted for late
submissions.

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Cross-Cultural Analysis Grading Rubric

Category Questions to Consider Possible Points

How well does your report describe the
historical, cultural, and geographic context
Missionary Context
in which the missionary serves (or served)? 30 points
and Characteristics
How well does your report describe (briefly)
the life and ministry of the missionary?
How well did you share a positive lesson(s)
learned about crossing cultures? How well
Positive Lessons about did you apply this lesson(s) to your own
30 points
Crossing Cultures context and determine what you might
change about yourself (cognitively,
behaviorally) as a result?
How well did you share personal or critical
Personal or Critical insights into the missionary’s life? (See
30 points
Insights assignment description for examples of
what to look for.)
Quality of Writing Was your report readable? 10 points
Total grade 100 points

Course Grade Grading Scale

Reading 25% 94-100 A

Group Posts 15% 92-93 A-
Coaching Group 10% 90-91 B+
Missionary Self-Reflection 20% 84-89 B
Cross-Cultural Analysis 30% 82-83 B-
Total 100% 80-81 C+
74-79 C
72-73 C-
*You will need a grade of 72 or better to pass
the course and obtain the required IBS credit.

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When do I start?

You are automatically registered for Intro to Mission when you start your staff training. Your Intro to
Mission course will start the week following the completion of your training. The chart below shows an
approximation of when your course starts. You should receive a schedule with the exact start date and
deadline of your course.

Date Approximate Start Date Approximate Deadline

Winter Training (Jan/Feb) February 15 June 1 (same year)
Spring Training (May) June 1 September 15 (same year)
Summer Training (July) August 1 November 15 (same year)
Fall Training (September) September 15 January 1 (following year)

How do I get started with the class?

Please order the required texts as soon as possible. Before the course begins, you should receive an
email with the necessary information to enroll in the course. At this time you will also be assigned a
coaching group. You will have to set up an account on the course site (ibsvirtual.cru.org) using your
Relay account. This is the same account information you use for the StaffWeb and to check your Cru
email. After you create an account, use the enrollment key provided in the email to enroll in the course.
The enrollment email will include more specific details on how to start this process. If you have not
received an enrollment email, please contact [email protected].

What if I have questions?

Your first resource for course questions is your coach. Your coach’s contact information will be included
in the initial enrollment email. If you still have unanswered questions regarding Intro to Mission or if
you are having technical problems, please send an email [email protected].

What if I am working full-time?

If you will still be employed full-time outside of Cru as you raise your support, you are eligible to defer
Intro to Mission. You would be expected to start the course as soon as your full-time employment
ceases. To apply for a deferral, please email [email protected] with the subject line, “ITM Deferral”.
Please include your name, a brief explanation of your work situation and which NSO training you are
attending. Please send this email immediately.

Course Schedule – Overview

This schedule below shows a timeline for Intro to Mission. To stay on pace, you will need to complete
one module per week, which will require approximately 5 hours. Begin by writing the start date of your
course into “Week 1” of the chart below. You can then fill in the rest of the dates for your schedule. You
should be given an exact start date and deadline during your training or in an informational email. If you

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complete the course by the deadline given, you may apply for a tuition rebate of $150 on the course
site. If you don’t finish by the deadline, you will receive an “incomplete” for the course.

Write in the
Week Section Schedule
Dates
Date & Time Virtual Coaching Meeting #1
Introduction
Week 1 Intro
Coaching Group Post #1 due
MODULE 1 – The Missionary Heart of God in the Old
Week 2 Biblical
Testament
Week 3 Biblical MODULE 2 – The Great Commission
MODULE 3 – Missionary Themes in the Book of Acts
Week 4 Biblical
Coaching Group Post #2 due
Date & Time Virtual Coaching Meeting #2

Week 5 Cultural MODULE 4 – Becoming a Cultural Learner

MODULE 5 – Understanding your Audience (Ethnography)
Week 6 Cultural
Complete Missionary Self-Reflection
MODULE 6 – Communicating the Gospel Cross-Culturally
Week 7 Cultural
Coaching Group Post #3 due
Date & Time Virtual Coaching Meeting #3

Week 8 Historical MODULE 7 – Turning Points in Mission History before 1792

Week 9 Historical MODULE 8 – The “Great Century” of Missions (1792-1910)

Week 10 Historical MODULE 9 – The Flowering of Global Christianity (Part 1)

MODULE 10 – The Flowering of Global Christianity (Part 2)
Week 11 Historical
Coaching Group Post #4 due
Week 12 Historical Complete Cross-Cultural Analysis
Date & Time Virtual Coaching Meeting #4
MODULE 11 – How does Cru fit into the Mission to the
Week 13 Strategic
Nations?
MODULE 12 – Serving as a Missionary with Cru
Week 14 Strategic
Coaching Group Post #5 due
Date & Time Virtual Coaching Meeting #5

Deadline Final date for Reading Report and tuition rebate

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Recommended Biographies for Cross-Cultural Analysis

Reading missionary biographies offer several benefits:

1. They inspire us to obey God’s call wherever, to whomever, whenever...no matter the cost.
2. They challenge us with those who have gone before as we see their faith and flaws, while
recognizing God’s grace in it all.
3. They teach us what has been done well in missions history and what may need to be “undone”.
4. They help us recognize and wrestle with missiological dilemmas.
Note: Here is a more exhaustive list of recommended missionary biographies (also linked in the
assignment on the course site, Module 10). http://tiny.cc/missionarybiographies

A Chance to Die: The Life and Legacy of Amy Carmichael by Elisabeth Elliot

Missionary: Amy Carmichael Missionary’s Ethnicity/Nationality: Scottish Irish

Date: 1867-1951 Audience of Gospel: Tamil (India)

Bruchko: The Astonishing True Story of a 19-Year-Old American, His Capture by the Motilone
Indians and His Adventures in Christianizing the Stone Age Tribe by Bruce Olson

Missionary: Bruce Olson Missionary’s Ethnicity/Nationality: Scandinavian American

Date: 1941- Audience of Gospel: Barí (Venezuela/Colombia)

Profiles of African-American Missionaries by Robert J. Stevens

*Missionary: Multiple Missionary’s Ethnicity/Nationality: African-American

*Date: 1700-present Audience of Gospel: Multiple

*Note: For this biography, select one of the eight eras between 1700 to the present and study the
missionaries from that era.

George Liele’s Life and Legacy: An Unsung Hero by Various Authors

Missionary: George Liele’s Missionary’s Ethnicity/Nationality: Black American

Date: 1750-1828 Audience of Gospel: Jamaica

Biography of Elder Lott Cary by J.B. Taylor OR Lott Carey: First Black Missionary to Africa by
Leroy Fitts

Missionary: Lott Cary Missionary’s Ethnicity/Nationality: Black American

Date: 1780-1828 Audience of Gospel: Liberia

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Rebecca’s Revival: Creating Black Christianity in the Atlantic World by Jon Sensbach

Missionary: Rebecca Protten Missionary’s Ethnicity/Nationality: Antigua(African, European descent)

Date: 1718-1780 Audience of Gospel: African slaves (St. Thomas), Ghana

A Secret Hope by Ria Zebua

Missionary: Ria Zebua Missionary’s Ethnicity/Nationality: Indonesian

Date: Current Audience of Gospel: Manobo (Philippines)

Samuel Morris: The African Boy God Sent to Prepare an American University for Its Mission to
the World by Lindley Baldwin

Missionary: Samuel Morris Missionary’s Ethnicity/Nationality: Kru (Liberia)

Date: 1873-1893 Audience of Gospel: United States

Missionary interview questions: http://tiny.cc/missionaryinterview

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Reading Report
Unless otherwise indicated, all the articles listed below can be found in the Perspectives Reader. The numbers
preceding the author and title indicate the chapter. Any PDFs can be found on the course site.

Module Assignment Assigned # Pages

Pages Completed
1. Stott, “The Living God is a Missionary God” (7)
Intro 13
4. Stott, “The Bible in World Evangelization” (6)
2. Kaiser, “Israel’s Missionary Call” (7)
Module 1 5. Wright, “Mission and God’s Earth” (7) 18
11. Blackaby, “On Mission with God” (4)
13. Ladd, “The Gospel of the Kingdom” (13)
Module 2 17. Goerner, “Jesus and the Gentiles” (6) 23
19. Coleman, “The Master’s Plan” (4)
23. Thomas, “The Turning Point: Setting the Gospel
Free” (3)
25. Glasser, “The Apostle Paul and the Missionary
Module 3 Task” (5) 21
29. McQuilkin, “Lost” (6)
33. Tson, “Suffering and Martyrdom” (4)
35. McClung, “Apostolic Passion” (3)
“Building a Biblical Theology of Ethnicity for Global
Mission” - PDF (17)
Module 4 21
80. Dye, “Discovering the Holy Spirit’s Work in a
Community” (4)
69. Richardson, “Redemptive Analogy” (7)
Keller, Center Church
Module 5 27
chapter 7, “Intentional Contextualization” (9)
chapter 8, “Balanced Contextualization” (6)
Keller, Center Church
Module 6 chapter 9, “Biblical Contextualization” (9) 25
chapter 10, “Active Contextualization” (14)

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37. Beaver, “The History of Mission Strategy” (11)

38. Sunquist, “Asian Christianity: Facing the Rising
Module 7 Sun” (5) 26
39. Winter, “The Two Structures of God’s Redemptive
Mission” (10)
40. Walls, “Missionary Societies and the Fortunate
Subversion of the Church” (9)
45. Kraft, “Women in Mission” (5)
Module 8 21
46. Cornelius, “A Historical Survey of African
Americans in World Missions” (6)
47. Howard, “Student Power in World Missions” (7)
43. Woodberry, “The Social Impact of Christian
Missions” (5)
Module 9 22
52. Zwemer, “The Glory of the Impossible” (6)
54. Winter, “The New Macedonia” (14)
55. Mandryk, “The State of the Gospel” (8)
57. Africa Sending, Brazilian Sending, Korean Sending,
Indian Sending, Chinese Sending, Filipino Sending,
Latin American Sending (5)
Module 10 23
61. Johnson and Lee, “From Western Christendom to
Global Christianity” (6)
61b. Jenkins, “The Next Christendom: The Coming of
Global Christianity” (2)
84. Winter and Koch, “Finishing the Task: The
Module 11 Unreached Peoples Challenge” (16) 25
“What is Cru?” - PDF (9)
“Win, Build, Send in the Context of Love” - PDF (2)
126. Winter, “Reconsecration: To a Wartime, Not a
Peacetime, Lifestyle” (3)
Module 12 127. Hickman, “Life on Purpose” (6) 18
133. Shaw and Norsworthy, “Welcoming the World at
Your Door” (2)
136. “The Lausanne Covenant” (5)

TOTAL* 283

*The total number of pages completed will be submitted at the end of the course on the course site.

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MODULE 1 (Part 1)
Biblical: The Missionary Heart of God in the Old Testament
Dr. Rodney Orr

Before you begin this module, pray for an unreached people group using Joshua Project

I. Introduction

II. Understanding the Drama of Scripture (N.T. Wright)

A. God creates

B. Humanity rebels

C. God’s promise to Abraham

D. Christ comes

E. Holy Spirit

F. New Jerusalem

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III. A Key OT Text: Genesis 12:1-3

Genesis 12:1–3 (ESV)

12 Now the Lord said to Abram, “Go from your country and your kindred and your father’s
house to the land that I will show you. 2 And I will make of you a great nation, and I will bless you
and make your name great, so that you will be a blessing. 3 I will bless those who bless you, and
him who dishonors you I will curse, and in you all the families of the earth shall be blessed.”

A. Threefold blessing

B. Blessing repeated

Gen 12:1-3
Gen 22:16-18
Gen 26:4-5
Gen 28:11-17

C. Three key themes in the Abrahamic covenant

1. God is the source and ___________________________ of mission.

2. The Abrahamic covenant reveals Yahweh as a ___________________________ God.

3. The Abrahamic covenant reveals God’s _____________________________________

for all nations

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IV. The Suffering Servant of Isaiah (Isaiah 42:1-9; 49:1-6; 50:2-9; and 52:13-53:12)

Isaiah 42:1–9 (ESV)

42 Behold my servant, whom I uphold,
my chosen, in whom my soul delights;
I have put my Spirit upon him;
he will bring forth justice to the nations.
2
He will not cry aloud or lift up his voice,
or make it heard in the street;
3
a bruised reed he will not break,
and a faintly burning wick he will not quench;
he will faithfully bring forth justice.
4
He will not grow faint or be discouraged
till he has established justice in the earth;
and the coastlands wait for his law.
5
Thus says God, the Lord,
who created the heavens and stretched them out,
who spread out the earth and what comes from it,
who gives breath to the people on it
and spirit to those who walk in it:
6
“I am the Lord; I have called you in righteousness;
I will take you by the hand and keep you;
I will give you as a covenant for the people,
a light for the nations,
7
to open the eyes that are blind,
to bring out the prisoners from the dungeon,
from the prison those who sit in darkness.
8
I am the Lord; that is my name;
my glory I give to no other,
nor my praise to carved idols.
9
Behold, the former things have come to pass,
and new things I now declare;
before they spring forth
I tell you of them.”

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A. Four key themes regarding the Suffering Servant

1. Servant is sent on a _____________________ from Yahweh

2. The mission involves vicarious ______________________________.

3. Although the Servant will suffer and be rejected, He will be

______________________________ and vindicated.

4. His suffering will bring justice, salvation and blessing to all

______________________________________.

B. Application

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V. Mission in the Psalms: Psalm 67:1-3

Psalm 67:1–3 (ESV)

1
May God be gracious to us and bless us
and make his face to shine upon us, Selah
2
that your way may be known on earth,
your saving power among all nations.
3
Let the peoples praise you, O God;
let all the peoples praise you!

VI. Application: experiencing God’s blessing

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VII. Other important OT texts

A. Melchizedek (Genesis 14)

B. Jethro (Exodus 18)

C. Balaam (Numbers 23-24)

D. Nineveh (Jonah)

E. Abraham (Genesis 12:1-3)

F. Moses (Exodus 19:5-6)

G. Psalms 67 and Numbers 6:24-26

VIII. Conclusion

A. God’s purpose was for Israel to be a _________________________________, proclaiming,

evangelizing nation. (Isaiah 42, 49)

B. What was the basis of God’s missionary mandate to Israel?

C. Why is it crucial to see that the phenomenon of blessing was not intended to be passive?

D. Is this happening in your life?

E. Final Vision from Isaiah 45:23

Isaiah 45:23 (ESV)

23
By myself I have sworn;
from my mouth has gone out in righteousness
a word that shall not return:
‘To me every knee shall bow,
every tongue shall swear allegiance.’

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MODULE 1 (Part 2)
Biblical: Trinitarian Framework for Mission
Dr. Rodney Orr

I. Introduction

II. God the Father is the source, initiator, and goal of the Missio Dei

A. Mission is about what God does _________________ us and not what we can do on our own

B. God the Father is the __________________ in missions (Romans 8:3, Gal. 4:4)

C. History is the _______________________ for God the Father’s actions

D. Missions as an ____________________________ of God’s love.

E. Buddhism, Hinduism, Islam do not offer _____________________________ to have a

relationship with God.

F. Obedience is an _________________ of appreciation for God’s blessing

G. Our lives must ______________________ the message we proclaim.

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III. God the Son is the ______________________ of the Missio Dei

A. In Islam, Muhammad can only be the ___________________ of Allah

B. Missionaries are both _________________________ of a message and embodiments of that

message.

C. God spoke in the common ________________________ (koine Greek) and the message can
be translated into any language. (Christianity is the only world religion whose primary source
documents are in a language other than the language of the founder.)

D. Ephesians 2:14 describe the coming together of diverse ____________________________

into a new identity in Jesus Christ

Ephesians 2:14 (ESV)

14
For he himself is our peace, who has made us both one and has broken down in his flesh the
dividing wall of hostility

E. Incarnation and holistic missions

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IV. God the Holy Spirit is the _____________________ presence of the Missio Dei

A. God the Spirit Empowers the _______________________________ for witness

B. Pentecost was the culminating _______________________________ of the temple, priest,

altar, sacrifice, law and ceremony. (p. 95)

C. Compared to Christ’s presence these are only _____________________________ (Heb. 8:5,

10:1)

D. The Holy Spirit is the divinely appointed _______________________ for the church.

E. The Holy Spirit teaches us to prepare for the __________________________ of Christ.

F. We should ____________________________ the Spirit’s catechesis in all that we do.

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V. Conclusion

JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 2
Biblical: God’s Missionary Heart in the NT – The Great Commission
Dr. Timothy Tennent

Before you begin this module, pray for an unreached people group using Joshua Project

I. Introduction

II. Mission as a Work of the Triune God

A. Terminology: “mission” vs. “missions”

B. Three movements in mission

1. Divine __________________________

2. Historical ________________________

3. Indigenous ________________________

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C. Father, Son and Holy Spirit

1. The Father is the _________________________ of mission

2. The Son is the ___________________________ of mission

3. The Spirit is the ___________________________ of mission

III. Background of the Great Commission Texts

A. History of the term “Great Commission”

B. Great Commission includes four texts

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C. Perspective on the Great Commission texts

1. The “Great Commission” refers to _______________________ texts, not a single text

2. All of these are _______________________________ sayings of Jesus

3. Variety of _____________________________ in which they are delivered

4. These represent the _____________________ spoken words of Jesus in his earthly

ministry

5. They represent the ___________________________ texts in the context of the gospel

genre

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IV. The Great Commission in Matthew’s Gospel

A. Matthew 28 in the history of the church

1. Used to address doctrines like . . .

2. Not used as a missions text

3. Why wasn’t it used as a missions text?

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B. Great Commission is integrated in Matthew’s Gospel

1. Genealogy from “son of Abraham” and includes four gentile women

2. Gentile Magi from the East

3. Flight to Egypt

4. Galilee of the Gentiles (Zebulun/Naphtali)

5. God’s grace beyond Israel

6. Sign of Jonah

7. Matthew’s Apocalypse

8. Great Commission

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C. Exposition of Matthew’s Great Commission

Matthew 28:16–20 (ESV)

16
Now the eleven disciples went to Galilee, to the mountain to which Jesus had directed them.
17
And when they saw him they worshiped him, but some doubted. 18 And Jesus came and said to
them, “All authority in heaven and on earth has been given to me. 19 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, 20 teaching them to observe all that I have commanded you. And behold, I am with you
always, to the end of the age.”

1. “All authority”

2. The central command

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3. Focus on “nations” (Greek = ta ethne)

4. People not places

5. How could Jesus have said “country” if he was just talking about geographic location?

6. Why is the term “ethne” important?

7. In summary, Matthew’s Great Commission focuses on discipleship/church planting

and ethnic groups

D. Why “ethne” as a geographic/political term is a problem.

1. How many people groups are there in the world?

Learning about People Groups

1. Joshua Project
http://joshuaproject.net/

2. IMB
http://www.imb.org/

3. World Christian Database

(Gordon Conwell)
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2. How many people groups have no viable gospel witness?

3. “reached” vs. “unevangelized”

V. The Great Commission in Mark’s Gospel

Mark 16:15–16 (ESV)

15
And he said to them, “Go into all the world and proclaim the gospel to the whole creation.
16
Whoever believes and is baptized will be saved, but whoever does not believe will be
condemned.

A. One imperative (command)

B. Whereas Matthew focuses on “nations,” Mark focuses on _________________________

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C. Growth in the population of the world

World Population Growth

7000
6000
5000
4000
3000
2000
1000
0
Christ Luther Carey Edin. Laus. Today

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D. Observations about Mark’s commission

1. _____________________, not people focus

2. _____________________ love for every person (prevenient grace)

3. ________________________ is connected to incorporation in the church

4. Bold ______________________________________ between those who

believe/baptize and those who do not (urgency)

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V. The Great Commission in Luke’s Gospel

Luke 24:44–49 (ESV, bold emphasis added)

44
Then he said to them, “These are my words that I spoke to you while I was still with you, that
everything written about me in the Law of Moses and the Prophets and the Psalms must be
fulfilled.” 45 Then he opened their minds to understand the Scriptures, 46 and said to them, “Thus
it is written, that the Christ should suffer and on the third day rise from the dead, 47 and that
repentance and forgiveness of sins should be proclaimed in his name to all nations, beginning
from Jerusalem. 48 You are witnesses of these things. 49 And behold, I am sending the promise
of my Father upon you. But stay in the city until you are clothed with power from on high.”

A. Great Commission in the context of Luke’s Gospel

B. Key themes in Luke

1. Specific reference to __________________________ of the Gospel message

a. Witness to the nations

Genesis 22:18 (ESV)

18
and in your offspring shall all the nations of the earth be
blessed, because you have obeyed my voice.”

Isaiah 49:6 (ESV)

6
he says:
“It is too light a thing that you should be my servant
to raise up the tribes of Jacob
and to bring back the preserved of Israel;
I will make you as a light for the nations,
that my salvation may reach to the end of the earth.”

b. what is the main point of the gospel?

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2. Continuity of the Great Commission with the _______________ Testament

3. ________________/____________________-group emphasis

4. The important role of the __________________________________________ in

fulfilling the Great Commission

5. There is a new term in Luke’s commission: “bearing witness” (this is not listed on
Tennent’s slides)

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C. The Great Commission in Acts (also written by Luke)

Acts 1:6–8 (ESV)

6
So when they had come together, they asked him, “Lord, will you at this time restore the
kingdom to Israel?” 7 He said to them, “It is not for you to know times or seasons that the Father
has fixed by his own authority. 8 But you will receive power when the Holy Spirit has come upon
you, and you will be my witnesses in Jerusalem and in all Judea and Samaria, and to the end of
the earth.”

1. Parallels to Luke 24

2. Progression (Jerusalem, Judea, Samaria and to the end of earth)

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VI. The Great Commission in John

John 20:21 (ESV)

21
Jesus said to them again, “Peace be with you. As the Father has sent me, even so I am sending
you.”

A. Different from the synoptics (Matthew, Mark and Luke)

B. Jesus speaks of himself as the _________________ - one

“sent one” – 40 times in John’s gospel

“For God to loved the world that He sent…”
“my food is to do the will of Him who sent me.”
“whoever hears my word and believes in him who sent me has eternal life.”
“I have come…to do the will of him who sent me.”

C. Continuity between Jesus and the church

1. God sent his ___________________________

2. Jesus sends _________________________ into the world

3. Jesus (who was sent) becomes the _____________________________

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D. Links in Romans 10:14

Romans 10:14-15 (ESV)

14
How then will they call on him in whom they have not believed? And how are they to
believe in him of whom they have never heard? And how are they to hear without
someone preaching? 15 And how are they to preach unless they are sent? As it is
written, “How beautiful are the feet of those who preach the good news!”

Calling
Sending Preaching Hearing Believing
Unto
Church Witness Person Heart
Christ

E. Three key themes

1. Sending _______________________________ of the Church

2. Continuity between Christ’s mission with the mission of the

_______________________

3. Role of the __________________________ in missions (this is not listed on Tennent’s

slides)

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VII. Summary

A. Unique emphases

1. Focus of Matthew 28:18-20

2. Focus of Mark 16:15-16

3. Focus of Luke 24:46-47 and Acts 1:8

4. Focus of John 20:21

B. Mobilization… evangelism….church planting

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JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 3
Biblical: Missionary Themes in the Book of Acts
Dr. Timothy Tennent

I. Introduction

II. The Holy Spirit in the Life and Experience of the Early Church

A. The Holy Spirit _______________________________ the Church for global mission.

B. The Holy Spirit _____________________________ the church with God’s authority.

C. The Holy Spirit ______________________________ the inbreaking of the New Creation

though the powerful manifestation of signs and wonders and holiness of life.

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III. Cross-cultural mission in Acts (This differs from points III and IV on the slides)

A. Believers scattered through persecution (Acts 8:1)

Acts 8:1 (ESV)

8 And Saul approved of his execution.
And there arose on that day a great persecution against the church in Jerusalem, and they were
all scattered throughout the regions of Judea and Samaria, except the apostles.

B. Some are sharing the gospel with those of the same ethnicity (Acts 11:19)

Acts 11:19 (ESV)

19
Now those who were scattered because of the persecution that arose over Stephen traveled
as far as Phoenicia and Cyprus and Antioch, speaking the word to no one except Jews.

C. Full Circle of Mission Strategy

Step #1: Cross-cultural communication of the Gospel: Acts. 11:20 (Greek vs. Hellenist)

Acts 11:20 (ESV)

20
But there were some of them, men of Cyprus and Cyrene, who on coming to Antioch
spoke to the Hellenists also, preaching the Lord Jesus.

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Step #2: Church Planting in a new people-group: Acts. 11:21

Acts 11:21–22 (ESV)

21
And the hand of the Lord was with them, and a great number who believed turned to
the Lord. 22 The report of this came to the ears of the church in Jerusalem, and they sent
Barnabas to Antioch.

Step #3: New Believers are Discipled: Acts 11:26

Acts 11:25–26 (ESV)

25
So Barnabas went to Tarsus to look for Saul, 26 and when he had found him, he
brought him to Antioch. For a whole year they met with the church and taught a great
many people. And in Antioch the disciples were first called Christians.

Step #4: New Laborers are Sent out: Acts 13:2

Acts 13:1–3 (ESV)

13 Now there were in the church at Antioch prophets and teachers, Barnabas, Simeon
who was called Niger, Lucius of Cyrene, Manaen a lifelong friend of Herod the tetrarch,
and Saul. 2 While they were worshiping the Lord and fasting, the Holy Spirit said, “Set
apart for me Barnabas and Saul for the work to which I have called them.” 3 Then after
fasting and praying they laid their hands on them and sent them off.

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IV. The Rule and Reign of God Proclaimed in Context (Contextualization)

A. The Contextual Nature of the Church’s proclamation

1. John’s use of “Lamb of God who takes away the sin of the world”

2. Three approaches to contextualization

a. Ebionite solution

b. Judaizer solution

c. Multicultural solution

3. We _____________________ the gospel in a cultural frame

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B. Four key terms:

1. Accommodation

2. Inculturation

3. Indigenization

4. Contextualization

C. Contributions of “contextualization” discussion

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D. Critique of Contextualization

1. The term has become identified with the increasing

_______________________________ of theological discourse.

2. Contextualization is sometimes used as a vague synonym for cultural

___________________________

3. Contextualization has served as a shibboleth “code word” which provides

________________________________ for any kind of experimentation that helps us
identify with the target culture.

E. ________________________________ is a better than “contextualization”

1. Parallel with _________________________________ translation, moving faithfully

from text to context

2. Reinforces the priority of the Gospel message being

________________________________ communicated in context

3. Acknowledges that ________________________ is possible.

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F. Examples of contextualization

1. Examples from India

2. New Testament Examples

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V. The Suffering, Advancing Church

A. Church’s Views of Persecution

1. Impending Parousia: Persecution as a _________________________ of the End Times

2. Early Church Perils: Persecution before ___________________________

3. Majority World Problems

4. Daily _________________________________: Explanation for Every Difficulty

5. Preferential _________________________________: Specially Chosen Martyrs

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B. Defining Persecution

Various kinds of hostile acts or unjust discriminations by individuals or groups, including

both religious and political representatives, which are primarily in response to
someone’s Christian beliefs or action and can be found throughout the history and
experience of the church.

1. Persecution and the Nature of the Church

2. Persecution and our Identification with Christ

JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 4
Cultural: Becoming a Cultural Learner
Dr. Miriam Adeney

I. Introduction

A. Why Study Culture?

1. What does effective communication require?

B. Three approaches to culture

1.

2.

3.

II. Theological Critique

A. Humans are both made in the __________________ of God and also

____________________________________.

B. God loves diversity

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C. Because of God’s gift of creativity, ______________________________ displays beautiful

qualities—patterns of wisdom, kindness, truth, beauty.

D. Because the people who make cultures are also sinners, every culture also contains patterns
of ___________________ and _____________________________.

E. In light of this, how do we respond to culture?

1. Not _____________________________________

2. Not _____________________________________

3. But creatively _____________________________________

F. Who judges cultures?

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G. Our Focus

1. Every culture has gifts, and every culture has __________________________

2. We aren’t called to _________________________________ other cultures

3. We aren’t called to _____________________________ our own civilization

4. We are called to introduce ________________________________

III. Systematic Analysis (Anthropological Approach to Culture)

A. What is a culture?

B. Multiple Images:

A culture is a _____________________________ like the anatomy of a body or the

motor of a car.

C. What are some areas of difference in culture?

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D. Basic parts of a culture system

1. __________________________-economic patterns

2. __________________________--relational patterns

3. __________________________ patterns

E. Aspect #1: Worldview patterns

1. Example of majority-culture American values

2. Example of Native American values

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3. Reflections on majority-culture values in the U.S.

a. Efficiency

b. Frankness

c. Privacy

d. Individualism

e. Flexibility

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E. Aspect #2: Material-Economic Patterns

• How does a paycheck get spent?

• What is an average meal?

• What transport is used?

• What technology is owned?

• What health care is available, and how is it paid for?

• What is a rare luxury?

• If finances are tight, what strategies are used?

• Who is borrowed from?

• What large organizations or institutions dominate the local economy?

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F. Aspect #3: Social-Relational Patterns

• Intergenerational relationships

• Singles and marrieds

• Hierarchy

• Leaders

• Teaching and Learning

• Counseling

• Conflict resolution

• Life Cycle Stages

• Celebrations

IV. Empathic Encounter

A. Jesus as a model

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V. Understanding Ethnicity

A. Ethnicity in Cru

B. Why ethnic-specific ministry?

C. Living in a pluralistic society

1. Many people operate in terms of ________________________ than one culture

2. Some people feel little __________________________ with their ethnic heritage

3. Others feel it ____________________________

4. Others _______________________________ between one heritage and another

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D. Defining Ethnicity

1. Self-ascription

2. Other-ascription

3. Boundaries

E. Common elements of ethnic heritage

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F. Encountering ethnicity: When you meet people who have made choices about their ethnic
identity:

G. Growing in the faith

H. Multiethnic Groups

I. Applications to ministry

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JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 5 (Part 1)
Culture: Understanding Power
Dr. Miriam Adeney

I. Inequality in power

II. Power in the United States

A. In the US, white-majority culture is the _______________________ culture.

B. African-Americans

C. Chinese and Japanese

D. Hispanics

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III. Global Power

IV. A Christian response to power

V. Redistributing power

VI. Christianity, power and cultures

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MODULE 5 (Part 2)
Cultural: Understanding your Audience (Ethnography)
Dr. Miriam Adeney

I. Introduction

II. Researching Culture

1. ______________________________ about the culture.

2. Set up ____________________________________ for research—the questions or areas

about which you want to learn.

3. Immerse yourself in the ___________________________________.

4. Observe what ________________________ do and say.

5. Record your _______________________ and file them according to your categories.

6. ____________________________ people, and record and file your interview notes.

7. Adjust your _________________________________ on the basis of what you’ve learned,

and repeat steps D, E and F

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III. Case Study #1: Questions for Asian American Christians

QUESTIONS FOR ASIAN AMERICAN CHRISTIANS

1.Can you think of a Bible text that speaks especially to Asian Americans? Give an example.

AREAS OF LIFE
2.What celebrations/ceremonies are important for Asian Americans? Think of funerals, weddings, birthdays,
anniversaries, graduations, New Years, etc. How is the Christian faith expressed in Asian ways at these events?
Give examples.
3.What Asian American economic habits reflect Christian values? On the other hand, where does the Christian
faith critique Asian American economic habits?
4.How do Asian American family and social structures reflect Christian values? Yet where does the Christian faith
critique these structures?
5.How do Asian American attitudes toward education reflect Christian values? Yet where does the faith critique
these attitudes?
6.How does the immigrant experience help us understand the Christian faith? For example, what Bible stories or
teachings do we understand better because of the immigrant experience?

ASIAN TRADITIONS
7.Do you think Confucianism, or Buddhism, or Taoism shape part of our thinking as Christians? What are some
examples?
8.Can you think of a traditional Asian story or proverb that shows Christian truth?

AREAS OF MINISTRY
9.Think about witness and service. Do you think there are emphases in Asian American outreach that are
distinctive?
10.Think about worship. Do you think there are emphases in Asian American worship that are distinctive?
11.What are some of the most common Bible teachings in Asian American churches?

AREAS OF STRUGGLE
12.Think about mainstream American culture. How would you contrast mainstream American culture with the
Christian faith?
13.What are the most difficult parts of the Christian faith for Asian Americans?
14.What life problems is the church NOT handling well? Where does the church need to improve?

THINKING CHRISTIANLY
15.Christian doctrines include: 1God 2Jesus 3Holy Spirit 4Humans in God’s image but sinners 5Salvation
6Church fellowship 6Heaven & Judgment
Which of these are easiest for Asian Americans to understand? Which are hardest? Why?
16.Biblical periods include: 1Adam & Beginnings 2Abraham & Covenant 3Moses & Law 4David & Kingdom
5Esther & Exile 6Jesus & Gospel 7Luke & Church 8Paul & Mission 9John & Final Vision Which of these
interest Asian Americans most? Why?

LOOKING AHEAD
17.What would be your dreams for Asian American Christian life and worship twenty years from now?
Interviewee Data: Church & denomination. Ethnic heritage. Immigrant generation. Approx. age.

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Look again at the questions on the previous page. Note how each question addresses a distinct
topic, such as celebrations, economic patterns, family structures, etc. This specificity results
from reading about Asian cultures, spending time with Asians, and thinking long and hard about
what categories to emphasize, all BEFORE doing the research.

IV. Case Study #2: Muslim Women

V. Conclusion

JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 6
Cultural: Communicating the Gospel Cross-Culturally (Contextualization)
Dr. Miriam Adeney

I. Introduction

A. Bridges to the gospel in a Seattle mosque

B. For effective cross-cultural communication, we need to give attention to three areas:

1.

2.

3.

II. Movements

A. How do we nurture a movement?

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B. Theology is shaped by your ___________________________

1. Example #1: Themes in Hispanic ethnotheology

2. Example #2: Native American ethnotheology

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III. Contextualizing as Messengers

A. Paul ______________________ his message for different audiences

B. Example of Jesus

C. How do we need to adapt?

D. Culturally sensitive witnessing

1. Part of someone’s story is their ____________________________, the patterns that

have shaped their lives

2. Respectful witness takes their _____________________________ seriously

3. Respectful witness hopes that the gospel will spread through that
_______________________

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E. Understanding the missionary task

1. “The missionary task should not be seen as proclaiming the gospel to every person.
Rather the missionary task is to bring about the beginning of gospel movements among
every people, so that the people of that culture will hear the gospel communicated by
someone in their own group.” Perspectives on the World Christian Movement

2. MESSENGERS begin MOVEMENTS expressing the MESSAGE incarnationally, sacrificially,

empathetically so that others are empowered to share the good news throughout their
society.

IV. Contextualizing the Message

A. Beginning where our hearers are

B. Bridges to the worldviews of young adults in Western culture (N.T. Wright)

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C. Five kinds of audiences (Drew Dyck)

1. Postmoderns

2. Recoilers

3. Moderns

4. Earthkeepers

5. Rebels

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D. Three dysfunctions to which we can build bridges (Tim Keller)

1. Commodification of ________________________

2. Problem of ____________________________________________

3. Sin as _________________________________

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E. Bridging to our message

1. Hinduism

V. Putting it all Together

A. Why talk about culture?

B. What is God doing?

C. Remember the missionary task

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D. Cultures excel in different areas

1. Every culture is made by people who are both in God’s

______________________________ and also __________________________.

2. Every culture contains patterns of ___________________________, wisdom, and

kindness, and also patterns of exploitation.

3. Every culture is to be _________________________, and also

________________________________, by those who follow the Lord within that
culture.

E. Contextualized _______________________ will shape a contextualized

________________________ that can birth a contextualized
____________________________________.

JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 7
Historical: Turning Points in Mission History before 1792
Dr. Timothy Tennent

I. Introduction: Why study missions history?

II. Seven Turning Points in the History of Missions

A. Snapshot #1: Unnamed Disciples from Cyprus and Cyrene: Acts 11:19-21

Acts 11:19 “telling the message only to Jews”

Acts 11:20 “some of them from Cyprus and Cyrene…began to speak to the Greeks also,
telling them the good news about the Lord Jesus.”

Acts 11:21 “a great number of people believed and turned to the Lord.”

Acts 13:1-3 – multicultural church sends out Paul and Barnabas on missionary journeys

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B. Snapshot #2: St. Thomas Preaches the Gospel in India

1. Multi-directional ___________________________ of the early church

2. Multiple _____________________________ of Christian tradition in Asian Christianity

Seven Strands of
Christian Tradition

1. Apostolic tradition
2. Eastern orthodox
3. Roman Catholic
4. Protestant
5. Ecumenical
6. Pentecostal
7. Indigenous

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C. Snapshot #3: The tale of two monks: Alopen and Augustine

1. Augustine of Canterbury was sent to England (by Pope Gregory the Great)

a. Letter to Augustine of Canterbury by Pope Gregory (July 601)

The heathen temples of these people need not be destroyed, only the
idols which are to be found in them… If the temples are well built, it is a
good idea to detach them from the service of the devil, and to adapt
them for the worship of the true God… And since the people are
accustomed, when they assemble for sacrifice, to kill an oxen in sacrifice
to the devils, it seems reasonable to appoint a festival for the people by
way of exchange.

The people must learn to slay their cattle not in honor of the devil, but
in honor of God and for their own food…If we allow them these
outward joys, they are more likely to find their way to the true inner
joy… It is doubtless impossible to cut off all abuses at once from rough
hearts, just as a man who sets out to climb a high mountain does not
advance by leaps and bounds, but goes upward step by step and pace
by pace.

b. Lessons

i. Commitment to the ______________________ of the gospel

II. Principles of ________________________________, exchange and

gradualism

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2. Alopen was sent to the Chinese court (Nestorian Christianity)

D. Snapshot #4: Raymond Lull and the Challenge of Islam

1. Seven Crusades (1095-1250)

2. The Apostle of Love in an Age of Hate: Raymond Lull (1232-1315)

I see many knights going to the Holy Land in expectation of conquering it by

force of arms…. It is my belief that the conquest of the Holy Land should be
attempted in no other way than as Christ and his Apostles undertook it; by love,
by tears and by the offering up of our own lives…. Force of preaching not the
force of arms….

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3. Lull recognized long term ill _______________________ of the

Christendom-sponsored military confrontations with Islam

4. Lull understood role of ______________________________ in Christian mission

5. Lull was committed to missions ___________________________________

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E. Snapshot #5: From Padroado (1493) to Propaganda Fide (1622)

1. Columbus discovered the New World (1492)

2. The Padroado divided the world between Spain and Portugal (1493)

3. Bartolomè de las Casas (1484-1566)

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4. Alessandro Valignano (1539-1606)

a. Distinction between European culture and _________________________ of

Christian faith

b. Problems arise when the ________________________ given sovereignty over

missionary work

c. Rejected the __________________________ principle

d. Encouraged missionaries to ___________________________ Japanese

cultural practices

5. Matteo Ricci (1552-1610)

6. Frances Xavier (1506-1552)

7. Sacred Congregation of the Propaganda Fide (1622)

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F. Snapshot #6: Count Nicholas von Zinzendorf (1770-1760) and the Moravian Mission

1. Reformation approach to mission (example of Luther)

2. Pietism influenced von Zinzendorf

3. Moravians at Herrnhut (The Lord’s Watch) August 13, 1727

4. What can we learn from the Moravian movement?

a. Moravians deeply committed to _____________________ for world

evangelism (100+ year “Prayer Wall”)

b. Moravians were ____________________________________ missionaries.

c. Sent missionaries to work with _____________________________ people in

difficult places

d. Missionary enterprise was work of ____________________ Christians, not

just select few.

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G. Snapshot #7: The Odd Origins of Korean Christianity

1. Church born ___________________________ of country through expatriates

2. First Korean missionaries came to Christ ________________________ Korea,

returning as indigenous propagators of the gospel

3. Earliest documentations of Christian message was from Chinese documents, not the
gospel explained in ___________________________________ terminology

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JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 8
Historical: The “Great Century” of Missions (1792-1910)
Dr. Timothy Tennent

I. Introduction: Four Eras of Modern Missions

A. Represented by four individuals

B. Time periods overlap

First era 1792 - 1910

Second era 1865 - 1974
Third era 1934 - 2004
Fourth era 1989 – Present

II. Holy “Subversion”: The Birth of the Protestant Missionary Society

A. William Carey and the “Enquiry” (Modern Missions “First Era”)

1. Background

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2. Carey’s An Enquiry into the Obligations of Christians to Use Means for the Conversion
of the Heathens (1792)

a. Whether the commission given by our Lord is still binding on us (biblical)

b. An examination of what has been done up to that point (historical)

c. An account of the present state of the world - population, religious adherence

etc. (anthropology)

d. Practical issues - Technology/ability? Danger? How will it be funded?

(practical)

e. Duty of all Christians to participate in the global advance (passion – call to

action)

B. Modalities and Sodalities: Two Structures of God’s Redemptive Mission: The Birth of the
Protestant Missionary Society

1. Explains why even though the Reformation produced good theology, they were not
engaged in global missions. The problem was not theological, but structural.

Modality Sodality
• Broadest organizational structures of a culture; • Secondary commitment beyond modality
• Structured organization with a general membership
category of belonging; • Membership restricted in some way
• A general fellowship/organization which • Narrower focus
transcends normal boundaries such as age and • Task oriented
gender; • Creative risk taking
• Group applies to everyone who is in the
organization

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2. Two structures of God’s redemptive mission

a. Paul’s missionary band is a distinct structure from the

_______________________ church

b. Paul’s missionary band was _______________________________ to church

at Antioch

3. Historically the Catholic Church has ________________________________ with this

distinction
Ignatius Loyola founded the Society of Jesus (Jesuits)
Francis of Assisi founded the Franciscans
Mother Teresa founded the missionaries of Charity
Bill Bright founded Campus Crusade for Christ in 1951

4. Roman Catholic church was/is highly _________________________, but allowed for

flexible sodality structures like monastic communities with different orders or rules of
service

5. The Reformation was a major attempt to renew the church, but in the process they
did not adopt or accept the extensive ________________________________ structures
in RC

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C. Relationship between modality and sodality in contemporary context

D. Adoniram Judson: America goes cross-cultural

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E. Overview of Key Features of “First Era” missions

1. Emphasis on planting the church in a new ____________________

2. Emphasis on the coast-lands _________________________, primarily of Asia and

Africa

3. Emphasis on _______________________________resident missionaries

4. This era was dominated by _____________________________________ missionaries

III. Going Inland (Second Era: 1865 - 1974)

A. Hudson Taylor and CIM (China Inland Mission)

1. China Evangelization Society

2. “Faith” missions – China Inland Mission in 1865

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3. Characteristics of Faith Missions: Mission to “interior places”

a. Emphasis on _____________________________, not just coastland

b. “Faith” missions, not just supporting _______________________

c. New kinds of _________________________ – students, non-ordained, less

educated

d. Greater _____________________________ on the field – field based

directors

e. Protestant engagement with __________________________________

(1910 Edinburgh, end of 1st era)

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4. Students and World Missions

a. John Mott “evangelization of the world in this generation” World Student

Christian Fellowship / YMCA / Nobel Prize 1946

b. Student Volunteer Movement (1886)

Robert Wilder / A. T. Pierson

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5. The Legacy of Women Missionaries

a. Early Christian martyr: Perpetua (A.D. 203)

b. Roles of women in mission

i. Mobilization and Support

ii. Professional Employees

iii. Pioneer Missionaries

c. Important Second-Era female missionaries

Charlotte (“Lottie”) Moon (1840-1912)

Mary Slessor (1848-1915)
Amy Carmichael (1867-1951)
Gladys Alyward (1902-1970)

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6. Word made Text: Vernacular Bible Translations in the Great Century

7. Church Planting in the “Great Century”

IV. Global Collaboration and the Birth of “World Christianity”

1910, Edinburgh: First World Missionary Conference

“renaissance” of mission studies
Focus on mission society delegates, not churches
Recognition that Christianity was a world-wide movement

JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 9
Historical: The Flowering of Global Christianity (1910 – present) PART 1
Dr. Timothy Tennent

I. Unreached people-groups (Third Era, 1934-2004)

A. William Cameron Townsend (Wycliffe Bible Translators)

B. Ralph Winter (U.S. Center for World Missions)

C. Donald McGavran (Fuller Seminary)

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D. Key Themes of the 3rd Era – From “Mission to Places to Mission to Peoples”

1. Church Planting among all UPGs

2. Emphasis on Peoples, not Places (Lausanne 1, 1974 – end of 2nd era)
3. Embrace a wider range of strategies
4. Wide use of technology, including computers, radio broadcasting, internet etc…
5. Partnership with national churches

E. Global Student Ministries

F. Post-1974 Analysis of People Groups

1. Joshua Project (www.joshuaproject.net) (16,000 - 6,700)

2. International Missions Board (www.imb.org) (11,571 – 6,400)
3. World Christian Database (13,600 – 223 mega-clusters)
(www.worldchristiandatabase.org)

G. Three lens

1.

2.

3.

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II. Indigenous Initiated Missions (Modern Missions “Fourth Era”)

A. First three eras primarily involve ______________________ people going to the World.

B. The fourth era involves a shift from the “where of mission” to the
“__________________________”.

C. What is an indigenous church?

D. Why have these churches arisen?

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D. Key Expressions of Indigenous Initiated Missions (IIM)

1. 1989: Global Consultation on World Evangelization in Singapore

2. 1989: Lausanne II, Manila, July 1989; Younger Leader Conferences Consultation,
Thailand Oct. 2004

3. 2010: Lausanne III, Cape Town, South Africa – 55% Majority World

E. Seismic shift in the center of gravity of Christianity

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JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 10
Historical: The Flowering of Global Christianity (1910 – present) PART 2
Dr. Timothy Tennent

I. Indigenous Initiated Missions (Modern Missions “Fourth Era”) – CONTINUED

A. Clarifying terminology

1. Third World
2. Two-Third’s World
3. Non-Western World
4. Global South
5. Majority World

B. Where is the greatest growth taking place?

C. Access to the Gospel

1. In 1974 approximately ___________________% of the world’s population was

beyond the _ of the gospel, living in unreached groups.

2. In 2000 approximately ____________________% of the world’s population live in

unreached people groups.

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D. Ten most-responsive people groups

E. Ten most-resistant people groups

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F. Two Examples of Emerging Indigenous Churches in Africa

1. Zion Christian Church – 12 million

2. The Church of Jesus Christ through the Prophet Simon Kimbangu – 8 million

G. Key themes to Fourth-Era missions

1. Initiated church planting from _________________________ Continents

2. Emergence of Indigenous _________________________________

3. Rise of indigenous mission sending _________________________

4. Healthy, collaborative, respectful _____________________________

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H. Transitions in the global church

1. Colonial/ Patriarchal Model

2. Anti-Western Model

3. Glocal Model

II. Eight Snapshots from the Fourth Era

A. Snapshot #1: Pentecostalism and the Global Christian Movement

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B. Snapshot #2: African Independent Churches in Sub-Saharan Africa

C. Snapshot #3: Muslims following Christ in the Mosque

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D. Snapshot #4: South Indian Missionaries to North India

E. Snapshot #5: The Non-Registered House-Church Movement in China

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F. Snapshot #6: The Korean Missionary Movement

G. Snapshot #7: Post-Christendom Vibrancy in Europe

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H. Snapshot #8: The Lausanne Movement

JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 11
Strategic: How does Cru fit into God’s Mission to the Nations?
Steve Douglass and Paul Eshleman

In this module we consider how Cru fits into the global history of mission. There are three sections to
this module. In the first section, we will examine the history of Cru. In the second, Steve Douglass
(President of Cru) will talk about what we are presently doing to help fulfill the Great Commission. In
the final section, Paul Eshlemen will talk about what we are doing to engage unreached peoples with the
gospel.

I. Understanding the History of Cru

We are developing a video on the missionary history of Cru. Unfortunately, it was not ready for
the beta-test. You will watch a shorter video developed for the 40th anniversary celebration of
Cru in 1991 that tells some of the early history of Cru.

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II. What is Cru Doing Today to Help Fulfill the Great Commission? (Steve Douglass)

A. Examples of how God is working

B. Four arenas in which Cru ministers

1.

2.

3.

4.

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C. Three applications

1.

2.

3.

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III. How Are We Engaging Unreached Peoples with the Gospel? (Paul Eshleman)

A. The 5 Strategic Elements of the Great Commission

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JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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MODULE 12
Strategic: Serving as a Missionary with Cru

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JOURNAL ENTRY: From this module, what surprised you most, confused you, or motivated
you? What was most helpful?

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