The major reason of this paper is to converse about the disciple-maker's note and give a reconsider on it. As I started to set about my study of discipleship some weeks before, I composed down the inquiries for which I would like to find the responses on this subject. Let me share some of the most troublesome (Adsit 2008).
(1) In the issue of discipleship, we are not at fault of assembling a theology and methodology solely on the Gospels, while disregarding the epistles? Is this not what we accuse other ones of managing with consideration to other doctrines?
Mitchell: ch. 9 sources and forms of a disciple-maker's message
The causes of a disciple-makers note are custom, fact, participation and inspiration. The first source of a disciple-makers note is custom which is to educate the entire counsel of God. The second source of a disciple-makers note is fact which is to be cognizant of what the scholar and or congregation is going through. The third source of a disciples-makers note is participation which is supplying a note to share with other ones as well as a message to experience. The last source of a disciple-makers note is inspiration, which is to be lead of the Holy Spirit In all preaching and teaching (Mitchell 2010).
The types of a communicator's note are subject issue, natural environment, life (experiences), and educator (model). The first pattern of a communicators' note is the subject issue which concerns to the content of what the educator will state to the scholar and or audience. The second pattern of a communicators' note is the natural environment, which anxieties the assembly into which the educator will talk his/her note into. The third pattern of a communicators' note is life (experiences) which will assist the scholar and or assembly discover how to take the message into genuine life. The last pattern of a communicators' note is the educator who desires to embody the reality of the note they are broadcasting to their audience.
In his publication Leading, Teaching, and Making Disciples, Dr. Michael Mitchell examines the methodology behind forming a solid curriculum and route of study to pattern Christian feature in believers. He composes that “the causes of a note are discovered in custom, fact, participation, and inspiration.” He proceeds on to interpret the kind in which a note is formed, alike to the molecule H2O, takes on multiple types counting on what is necessary. The note can be skilled in one of these rudimentary forms: “1) the lesson's subject matter, 2) the class environment, 3) the student's life (experiences), and 4) the demonstration of the teacher (model).” By analyzing the causes that a disciple-maker values to arrange their message, and then by producing an effort to select the most ample format to present the message in, the educator conceives the most conducive position in which a individual can discover the note of Christ and reply appropriately (Schreiner ...