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This project asks you to apply the principles learned in the Perspectives course to a specific people group.
While recognizing that the availability of information will vary widely and that students have different interests and strengths, the goal is for the project writers to demonstrate the ability to recall and apply the concepts they have been taught through the Perspectives course.
Each part of the paper is worth about 15 points with the timeline being given a bit more weight.
- Part 1 - Why this people now?
- Begin with the rationale (historic, biblical and strategic) for focusing on your chosen people group. Which cultural boundaries define this particular people group? Re-state the case for pioneer work among groups without an indigenous church.
- Concepts from Lessons 1 - 9: Biblical and Historical perspectives
- Part 2 - Understanding your people
- Describe the culture of the chosen people group. How will this culture be engaged by the evangelism and church planting approaches you are advocating?
- Concepts primarily from Lesson 10: How shall they hear?
- Part 3 - Mobilizing needed missionaries
- From what sources will you draw a missionary force? Identify viable roles which need to be filled for an effective relational engagement of this people group.
- Concepts primarily from Lesson 11: Building bridges of love
- Part 4- Development and resource mobilization
- Describe the needs of this people group that could serve as avenues for engagement. Answer the question: What resources could be utilized to address the needs of this people? Creativity, insight and breadth of proposals are important.
- Concepts from Strategic section: especially lesson 12 on Christian Community Development
- Part 5 - Envisioning a multiplying church planting movement
- Envision culturally appropriate responses to the presentation of the gospel. What would it look like if this people group were to follow Christ in ways meaningful to them? How might this movement be different from one in the culture from which you will be sending missionaries?
- Concepts primarily from Lesson 13: Spontaneous multiplication of churches
- Part 6 - Put it all together on a timeline
- Lay out a scenario for reaching this people group with a culturally relevant church planting movement. Don't be overly optimistic in your time frames. Take into consideration the complexities of starting church planting movements, the obstacles within and outside of the people group, the roles outsiders will need to play, and the long-term need for partnership.
- Concepts from Lesson 14: Pioneer church planting
Distractions that can cost you points
- Mechanical errors in the paper (proofreading failures such as: spelling, punctuation, capitalization, and improper footnoting.).
- Weakness in composition, persuasive phraseology, sentence and paragraph structure
- Inadequacy of bibliography, footnoting or citations. Acknowledgment of information sources should be made even if complete bibliographic information is not available. Credit students need additional research to complement the profiles provided. Nine or more items comprise an adequate bibliography. A strong bibliography will have 15 or more items. Rule of thumb: Papers should have at least one documented citation per page.
What about length?
- Certificate students should write a few paragraphs on the first five parts for a total of 5 pages (add 1-2 pages for each additional student on the project team).
- Undergraduates should submit about two pages per part for a total of 10-12 pages (add 2-3 pages for each additional student on the project team).
- Graduate students more thoroughly explore each part for a total of 16-18 pages (add 4-5 pages for each additional student on the project team).
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Howard Culbertson, Southern Nazarene University, 6729 NW 39th, Bethany, OK 73008 | Phone: 405-491-6693 - Fax: 405-491-6658
Copyright © 2002 - Last Updated: December 19, 2006 | URL: http://home.snu.edu/~hculbert/rubric.htm
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