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Read the assigned chapter 19 pages 363-379 (ATTACHED). Think, write and post your thoughts and feelings. (3 pages)

The adulT learner 359

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conclusion

Our desire in all our opportunities for teaching adults is that they
would be excited about their learning and would practice their les-
sons in daily living. If we focus on their needs and invite them to
be lifelong learners alongside the teacher, we, too, will enjoy seeing
them mature in Christ. The apostle Peter explained it this way: “You
yourselves, as living stones, are being built into a spiritual house
for a holy priesthood to offer spiritual sacrifices acceptable to God
through Jesus Christ” (1 Pet 2:5). May God bless you as you contrib-
ute to the living stones under your care, building a spiritual house in
Jesus’ name.

discussion Questions

Evaluate your church’s generational profile. What proportion 1.
of adults fits into each of Barna’s generational divisions?
What evidences of spiritual growth do you see among the 2.
adults in your church?
What changes would you have to make in your teaching to 3.
implement some of the tenets of andragogy?
How do you organize your adults for Bible teaching? Based on 4.
the chapter, how would you recommend organizing adults for
Bible study?

additional resources

Edwards, Rick, comp. Teaching Adults. Nashville: LifeWay, 2002.
Gangel, Kenneth O. Ministering to Today’s Adults. OR: Wipf and

Stock, 1999.
Gangel, Kenneth O., and James Wilhoit. The Christian Educator’s

Handbook of Adult Education. Grand Rapids: Baker, 1993.
Hanks, Louis. Vision, Variety, Vitality. Nashville: LifeWay, 1996.
McLendon, John. Beyond the Walls: Multiply Your Adult Ministry.

Lifeway Christian Resources, online download. Multiply Your
Adult Ministry (PDF), http://www.lifeway.com/lwc/article_main_
page.html.

Raughton, Alan, and Louis B. Hanks. Essentials for Excellence.
Nashville: LifeWay, 2003.

TMC.indb 359 5/20/08 10:34:39 AM

Yount, William. The Teaching Ministry of the Church : Second Edition, B&H Publishing Group, 2008.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=665100.
Created from amridge on 2021-03-16 21:32:15.

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360

Margaret Lawson

Stubblefield, Jerry. A Church Ministering to Adults. Nashville:
Broadman, 1986.

Bibliography

Coleman, Lucien. Understanding Today’s Adults. Nashville:
Convention, 1969.

Ford, LeRoy. Design for Teaching and Training: A Self-Study Guide to
Lesson Planning. Eugene, OR: Wipf and Stock, 2000.

Gangel, Ken, and James Wilhoit. Handbook on Adult Education.
Grand Rapids: Baker, 1993.

Knowles, Malcolm. The Adult Learner: A Neglected Species. Houston,
TX: Gulf, 1973.

____________. The Modern Practice of Adult Education: From
Pedogogy to Andragogy. Rev. & updated. Chicago, IL: Follett,
1980.

McIntosh, Gary. One Church, Four Generations. Grand Rapids: Baker,
2002.

Patterson, Richard. “How Adults Learn.” Handbook on Adult
Education. Grand Rapids: Baker, 1993.

Yount, William R. Created to Learn. Nashville: B&H, 1996.

TMC.indb 360 5/20/08 10:34:39 AM

Part Four

STRUCTURING THE TEACHING

MINISTRY OF THE CHURCH

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363

Chapter 19

SELECTING AND
EVALUATING
CURRICULUM

Margaret Lawson

I have fought the good fight, I have finished
the race, I have kept the faith.

(2 Tim 4:7)

What is curriculum?

C
hurch leaders responsible for Bible teaching programs
frequently hear questions or comments like this: “Our
class does not like the curriculum we use. Can we use

something else?” Perhaps it is phrased this way: “Our curriculum
does not meet the needs in our class. We would like to study a
book.” Or more extreme than either of these: “We don’t like the
curriculum so we have decided to write our own!” What is the
best response to these questions? How would you answer?

Ministers of education and pastors ask me more questions
about curriculum than about any other issue in Christian educa-
tion. It is a challenging issue. It is a relentless issue, confronting us
at least every quarter. And it is even more of a challenge when it
is needed for the many ethnic churches in a cultural context other
than our own as the world has come to our front door. Further
afield yet, missionaries face additional challenges when securing
teaching resources for their work. Their limited resources and cul-
tural and language differences mean that they often adapt existing
materials for their particular situations or write their own.

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364 Margaret Lawson

The truth is that the questions and comments above have the
wrong focus. It follows that if we keep asking the wrong questions
we are bound to get the wrong answer. First, there is a misunder-
standing of the term curriculum. For many, the term conjures up an
image of “the quarterly,” but curriculum is much more. There are
essential differences among the related terms curriculum, curriculum
plan, and curriculum resources.

Curriculum—from the Latin currere, to run—means “race course.”
It refers to a sequence of intentional experiences where learning
takes place.1 LeRoy Ford defined curriculum in terms of the apostle
Paul’s statement to Timothy, “I have fought the good fight, I have
finished the race, I have kept the faith” (2 Tim 4:7). Ford points out
that Paul finished the “curriculum” that was laid out for him to do,
when he finished life’s race. Curriculum includes all of life’s events,
some of which are planned and some unplanned, that contribute to-
ward maturing the individual. He diagrams it like this: 2

A curriculum plan is the organized process by which the teaching-
learning process is systematically undertaken under the guidance of

1 L. Ford, A Curriculum Design Manual for Theological Education (Nashville:
Broadman, 1991), 34.

2 Ford, letter to writer, January 24, 2005.

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seleCTing and evaluaTing CurriCuluM 365

the church. A curriculum plan is a detailed blueprint for learning in
the church.3 The difference between a curriculum and a curriculum
plan is analogous to the difference between “a race completed” and
“a race planned.”4

Curriculum resources are the materials used to accomplish the pur-
pose of the educational ministry of the church. These would include
printed materials, such as study guides (“quarterlies”) and teaching
aids, as well as the necessary equipment for ongoing activities. Even
hymnbooks form part of our resources, providing learners theologi-
cal meanings and analogies. In churches we often refer to these re-
sources, in general terms, as “the curriculum.”

selecting and evaluating the curriculum

Is a church curriculum plan necessary? Many of us grew up in
churches where there was no obvious churchwide plan, and where
the same programs and the same resources were used year after year.
Few ever thought of questioning why. Some churches are filled with
members who attend services regularly yet show little evidence of
spiritual growth or life transformation. No plan or program alone
will produce spiritual transformation. Only the Holy Spirit can do
that. But we can provide an environment in which He is able to
work. As we plan for teachers, learners, and learning experiences
for all ages, we can choose to be intentional and focus the education
ministry toward particular goals.

Curriculum resources are a significant component of a curricu-
lum plan. Choosing these wisely contributes to the vital role the
church plays in teaching and equipping individuals toward maturity
in Christ. Resources alone will not produce mature Christians, but
when chosen and used correctly, curriculum resources go a long way
toward assisting teachers to make disciples.

The purpose of curriculum planning is not merely an administra-
tive function but rather it reflects the church’s view of discipleship.
It answers the first question, What does a fully developed follower of
Christ look like? And it gives rise to the second, How do we equip
people to become increasingly mature in Christ? Perhaps Paul’s

3 Ford, Curriculum Design Manual, 34.
4 Ibid., 43.

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366 Margaret Lawson

stated desire in Phil 3:10 would be an appropriate goal: “to know
Him and the power of His resurrection and the fellowship of His suf-
ferings, being conformed to His death” (Phil 3:10). As disciple-mak-
ers it becomes our responsibility to help others to grow in Christ,
and as the apostle says, “We proclaim Him, warning and teaching
everyone with all wisdom, so that we may present everyone mature
in Christ” (Col 1:28–29).

How do we select curriculum resources that will help teachers
encourage spiritual growth in their students? The decisions we make
affect Bible study, discipleship, missions, and any other programs
through which the church teaches. The Sunday school hour is when
dated materials are most frequently used, although the same criteria
for selection apply to all the educational programs of the church.
The many available resources on the market today cause us to ask,
“Which curriculum series best serves the interests of a specific lo-
cal church?” Using the Sunday school as common ground, to which
most of us can relate, consider the following criteria to determine the
most appropriate materials for your situation. The purpose of the fol-
lowing statements is to assist in selecting from many good items the
one curriculum series that is best for your situation.

Biblically Based

The Bible is foundational for teaching and the first factor for con-
sideration. There are many different kinds of Bible study materials.
Sometimes a Bible book is selected and studied each week so the
content is the starting point, and over a period of time the entire Bible
is presented. Other curriculum series identify significant life issues
for learners in each age group and select Bible passages that address
the topic. Some Bible study series today provide relevant subject mat-
ter but quote just one text to support the topic chosen. In the final
analysis it is not how much Scripture is used, or if the curriculum is
learner centered or content centered, but the way in which learners
are engaged in the study. Does the material lend itself to leading the
learners to study and interact with the Scripture passage?

Theologically sound

While the matter of theological soundness is closely related to a
biblical base, there is a distinction. Materials can be considered theo-

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seleCTing and evaluaTing CurriCuluM 367

logically sound yet not match specific doctrines of various denomi-
nations. Churches desire curriculum resources that reinforce their
own theological views. Denominational distinctives—such as open
or closed Communion, mode of baptism, and eternal security of the
believer—emphasize this or that particular theological perspective.
Most churches will consider a curriculum theologically sound only
if it agrees with their doctrinal stance. This is called denominational
alignment. Most publishers of curriculum materials post a doctrinal
statement on their Web sites, so it is possible to examine the theo-
logical stance from which the resources are written.

denominational alignment

One advantage of using denominational publications is that the
church’s doctrine is recognized and reliable. Baptists should be able
to trust Baptist resources, Methodists ought to know what to ex-
pect with materials from Methodist publishers, and so on. Southern
Baptists have a unique approach to missions and mission support
through the Cooperative Program. Other annual denominational em-
phases are recognized in churches, such as weeks of prayer for mis-
sions, special emphasis lessons on ethical issues, or stewardship; and
these are built into the resources.

Is it appropriate, then, to use nondenominational materials as long
as their statement of doctrine is acceptable? That is certainly a pos-
sibility as long as the leaders and teachers using the resources under-
stand that any particular doctrinal issue may need to be interpreted.
For example, the approach to topics such as baptism or the Lord’s
Supper may offer the alternatives of several denominations rather
than advocating one specifically. Nondenominational publishers
market their products to a wide variety of denominations and try to
avoid taking a stance on controversial issues.

When a church makes a decision to use interdenominational re-
sources, specific theological emphases are missed. The individual
church leadership is responsible for providing supplements at the
appropriate times to provide focused lessons.

educational objective

Curriculum resources also reflect the educational purpose of the
church. Traditionally Southern Baptist materials have included in

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368 Margaret Lawson

their objectives the following: leading individuals to Christ, involv-
ing them in church membership, and equipping them to live as
Christians in the world. Encompassed in this is a focus on assisting
people to grow toward maturity in discipleship and become involved
in service in the church, the community, and the world. In selecting
resources it is important to examine the educational objective of the
materials to ensure their focus is in keeping with the church’s pur-
pose, mission, and annual goals.

correlation of curriculum

The various parts of the total curriculum should be properly
correlated, and this necessitates a close relationship among all the
programs of the church. These programs all lead toward the same
general purpose and should support one another but not overlap.
Curricula used in the Sunday school hour, discipleship groups, and
men’s and women’s ministries, for example, should be complemen-
tary but not usually repetitive.

Sometimes a deliberate decision may be made for all classes in the
Sunday school to study a particular topic in line with an emphasis in
the church. A stewardship lesson, for instance, might be provided for
all age groups for one Sunday.

sequence of study

It is common for publishers of curriculum materials to provide the
“scope and sequence” of topics for an extended period of time, such
as a year or even five years. Publishers’ Web sites will often overview
the content in each unit over a year or several years. This enables
leaders to determine if the presentation of the segments is in the best
order for learning in any age group. The best order for lessons to be
presented is in relationship to learning readiness in each age level.

Materials ought to reflect the ability of learners at any given age to
assimilate concepts. Preschoolers are imaginative and active thinkers,
children are logical (concrete) thinkers, while youth can process the
abstract (kingdom of heaven) and hypothetical (What if?). Adults are
able to think abstractly but often choose to live in earlier stages. For
example, the apostle Paul chided the Corinthian believers for still
being infants. He said, “I fed you milk, not solid food, because you

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seleCTing and evaluaTing CurriCuluM 369

were not yet able to receive it. In fact, you are still not able” (1 Cor
3:2). Curriculum resources should provide both milk and solid food.

Sequence of units of study is also a consideration, especially if dif-
ferent age groups in the church are using different curriculum series.
A fourth grader may have been involved in a cycle of topics one year,
and upon promotion to fifth grade could conceivably repeat those
same topics in another series. One advantage of the whole church
using the same curriculum series for a Bible study program is the
matter of coordinated sequence over a span of years.

comprehensiveness of the curriculum

The goal of Christian teaching—the development of well-rounded
learners—is the guiding principle here. Is the curriculum framework
of content, learning activities, and suggested experiences adequate
for such development? Does it provide for a variety of learning styles
and teaching methods so that the educational needs of learners are
included? Does the course content assist the learner to grow in all
aspects of spiritual development? This kind of evaluation requires
training in both educational process and theological content.

To those who would write their own curriculum, a word of cau-
tion is in order here. Make sure the specifically designed lessons
are indeed the best for the development of the learner rather than
a platform for the writer’s favorite topic. The following principle of
balance relates to this.

The Principle of Balance

How do curriculum designers decide what to include and what to
leave out of their resources in any given period? Consider a learner
in a church who attends Sunday school from preschool through
adulthood. How can we be assured he has learned all he needs to live
the Christian life?

One sure measure is to consider the weight given to topics in the
Scripture and to provide the same balance in teaching. Failing to do
this—that is, emphasizing a few topics over others—leads to imbal-
ance in teaching. A learner may have been in church all his life with-
out having read the Bible through. If church leaders have steadily
selected life-issues curriculum materials, the student may know a
great deal about some topics but nothing about what the Bible says

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370 Margaret Lawson

on other important topics. If leaders take into account the long-term
overview of curriculum materials rather than a week-to-week glance,
they are more likely to provide adequate balance in teaching topics.

learner interests

Curriculum resources should also reflect sound principles of
learning. Christian learning takes place when an eternal truth of the
gospel coincides or intersects with a persistent life need of the learn-
er.5 If the resources focus on the needs of the learner as well as ways
in which students learn in each developmental stage, they will assist
in bringing about change in the individual’s life.6

The ultimate goal of all Christian teaching is spiritual transforma-
tion. The materials should be focused to lead learners to an encoun-
ter with Christ at the appropriate stages in their spiritual journey and
help them grow toward being like Him.

Carefully designed resources help make the truth of Scripture
come alive. The aim or goal of the lesson7 should be clearly stated so
that teachers can focus learning toward a particular response and not
merely “finish the lesson.”

Supporting materials such as artwork and illustrations should
reflect the culture of the learner. Do African-American, Asian, or
Hispanic children ever see pictures of children “like them” in the
materials? Do illustrations overemphasize middle-class suburbia and
underemphasize urban and rural settings?

Teacher ability

Teachers of Bible study classes come from a variety of walks of
life, and so curriculum resources should be geared to accommodate
them. Teachers and leaders may have little training in educational
practice so the materials need to be written in such a way that volun-
teers can easily obtain resources and use teaching methods suggested
in the materials.

5 Howard P. Colson and Raymond M. Rigdon, Understanding Your Church’s
Curriculum (Nashville: Broadman, 1981), 81.

6 The Bible (Eternal Truth) speaking to Needs of the Learners: the foundation of
Disciplers’ Model, chapter 1.

7 See chapter 13, “Planning to Teach,” for a discussion of goals, objectives, and
“targets”

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seleCTing and evaluaTing CurriCuluM 371

Leaders and teachers should be provided adequate training8 in the
use of the curriculum materials as helps for teaching preparation.
Many undated resources provide additional help for teacher plan-
ning. Books on age-group characteristics—such as Understanding
Preschoolers—and suggestions for teaching—Teaching Youth—
provide a wide variety of learning activities from which to choose.

choosing acceptable and effective resources

Denominational publications are produced for many churches, all
of which are different. It is a challenge to meet the requirements of
every church, everywhere. Producers of curriculum materials often
provide options from which churches may choose. Church leaders
determine which option is most effective for their own situation.

Young adults and senior adults have significantly different expec-
tations for resources. Color may be a factor for a young adult while
economy may be the focus of the senior. Producers of resources
consider the diverse population in their churches and do their best to
meet their needs. Some publishers even consider senior adults who
want a large-print learner’s guide that is small enough to fit in their
Bibles! It is a well-known fact that it is impossible to please all of the
people all of the time, but if we make our selections carefully and
explain those selections to users, materials can be used effectively to
help learners grow.

cost of the curriculum Materials

The cost of the materials is certainly a consideration for many
churches, though we hope, given all we said above, not the primary
one. Basic curriculum pieces include the teacher’s and learners’
guides. Will you purchase just enough for members, or will you pur-
chase additional copies for visitors and new members?

Publishers often provide teaching helps in the form of kits, which
include posters, maps, lists, artwork, and the like. Bible commen-
taries are also available. Some churches provide these “free” to any
teacher who asks; others order materials for purchase by teachers
who want them.

8 See chapter 20, “Equipping Teachers,” for practical suggestions for training.

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372 Margaret Lawson

We can save money by carefully managing ordering and use pat-
terns every quarter (or order cycle) and order only what teachers and
leaders actually use. We can save money by impressing on teachers
the cost of materials and helping them become good stewards of
budgeted monies. We can save money by comparing various cur-
ricula, purchasing the materials that provide the best materials (con-
tent, sequence, aims) for the least money. By doing all these things,
we can provide the best mix of content and cost, helping both the
leaders and the church as a whole.

contextualizing resources

It is important to consider the context in which the materials are
to be used. Language differences, methods of teaching, financial and
human resources available, and appropriateness of activities and
artwork are among the items to be evaluated. A student once told
me about an experience she had on a mission trip. She filled small
containers with rice to make different sounds, as an activity for
young children. The activity was age appropriate, and the children
enjoyed it immensely. After she finished, she threw the dirty rice
away. The children were horrified that she had been so wasteful.
They would have taken it home for a meal. The aim of the lesson was
totally overlooked. She had forgotten to consider context: she was
in a country where food was very scarce. Increasingly, our churches
are becoming a mix of cultures and ethnicities. Choosing appropriate
Bible study resources is all the more important if we are to reach out
to the world and teach them what Jesus commanded.

The curriculum Planning Team

The selection and management of curriculum resources is best
handled by leaders of the organizations using the materials. For ex-
ample, if a church has a preschool division director and several pre-
school departments (director and teachers), these leaders are the best
qualified to determine which preschool curriculum resources to use.
The Sunday school director provides coordination across preschool,
children, youth, and adult divisions.

If a church is fortunate enough to have age-group staff ministers
(children, youth, adult), they can provide excellent support for se-

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seleCTing and evaluaTing CurriCuluM 373

lecting the curriculum, particularly when they have been specifically
trained in educational processes. A minister of education provides
overall supervision to the process. Regardless of how much profes-
sional support a church provides to lay leaders, it is important that
lay leaders and teachers be involved in the process of evaluating
and selecting curriculum materials. When teachers and leaders as-
sist in the selection of resources, they will use them more readily. In
smaller churches, lay leaders work with the pastor in selecting a cur-
riculum series for their various areas.

Management of resources requires an established process for or-
dering materials and evaluating their use. Publishers may provide an
order form, which is helpful for leaders/teachers to complete each
year (or quarter) to request the materials they would like to use.
Analysis of ordering patterns can be done using these completed
forms. Regular evaluation of resources used will enable the leaders to
exercise stewardship in handling the finances of the church.

Teachers’ meetings and/or individual consultations with teach-
ers will allow leaders to determine the usefulness of resources.
Adjustments are then made accordingly.

After selecting the materials, hold a training event to help teachers
use the materials effectively. This is especially important for those
who are using the materials for the first time. Understanding purpose
and design of each curriculum series will assist in accomplishing the
desired results. Printed resources, as good as they may be, are just
part of the curriculum plan necessary for helping followers of Jesus
Christ to grow in Him.

using a checklist

A checklist is an instrument devised to help teaching leaders make
appropriate choices in curriculum resources. Below are two examples
of curriculum checklists.9 You would do well to use one of these ex-
amples as a model to custom design a list especially for your specific
church situation. A checklist for children’s materials will look differ-
ent from one for adults. The checklists also help leaders emphasize
important curriculum considerations beyond the pictures on the
9 Norma Hedin, “How to Select and Evaluate Curriculum Materials,” in D. Eldridge,

The Teaching Ministry of the Church (Nashville: B&H, 1995), 291–93. Hedin created
these two checklists for the first edition of the text.

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374 Margaret Lawson

cover. By working through the checklists, leaders provide helpful
training in what actually makes curriculum resources effective.

Sample Checklist One: General Characteristics

The first sample checklist emphasizes questions that are most im-
portant to your church. Simple yes/no responses provide a quick way
to compare two curriculum pieces.

C U R R I C U L U M E V A L U A T I O N C H E C K L I S T

Curriculum

Age Group

Educational Goals

Use of Content

Regards the Bible as the authoritative guide to faith and practice

Yes No

Emphasizes biblical essentials: salvation, discipleship, service Yes No

Emphasizes the doctrinal distinctive of your particular
denomination

Yes No

Encourages commitment to Jesus Christ as personal Savior and
Lord

Yes No

Encourages independent thinking and questioning Yes No

Uses personal life experiences of members as occasions for
spiritual insight

Yes No

Recognizes and affirms the uniqueness of each person’s spiri-
tual journey

Yes No

Emphasizes applying faith to moral decision-making and life
issues

Yes No

Relationship to Goals

Focuses on outreach and ministry to others Yes No

Provides resources related to the needs of singles Yes No

Provides resources for all age groups for family Bible study Yes No

Focuses on spiritual disciplines with practical suggestions for
family relationships and growth

Yes No

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seleCTing and evaluaTing CurriCuluM 375

Educational Approach and Organization

Gives clear and understandable objectives for teaching and
learning

Yes No

Offers a balance of biblical exposition and application to life Yes No

Uses materials appropriate to learner’s needs, abilities, and
interests

Yes No

Needs of Church and Teachers

Allows for flexibility to meet the needs of various size churches
and diversity of teachers and pupils

Yes No

Gives teachers guidance and insight into educational theory and
methods for adults

Yes No

Provides inspiration, biblical background, and teaching prin-
ciples for teachers

Yes No

Provides at least one detailed lesson plan with additional teacher
helps and resources

Yes No

Provides illustrations and application suggestions appropriate
for the age group for which it is written

Yes No

Suggests a variety of learning activities based on sound educa-
tional principles

Yes No

Mechanical Features

Material is well-written and readable, using short paragraphs
and sentences

Yes No

Graphics and layout are attractive, contemporary, and interesting Yes No

Designed for ease of use for teacher and student Yes No

Comments and Overall Assessment

sample checklist Two: evaluation Worksheet

The second checklist provides a means to measure the strength of
essential characteristics. By rating each item on a scale from 5 (high)

TMC.indb 375 5/20/08 10:34:42 AM

376 Margaret Lawson

to 1 (low) and adding the scores together, you can compare two dif-
ferent curriculum series. You may certainly add questions to reflect
the curriculum preferences of your church, based on the value given
to each of the criteria above.

C U R R I C U L U M E V A L U A T I O N W O R K S H E E T

As you evaluate each curriculum piece, answer the question: To what extent
does this curriculum reveal this characteristic? A score of 1 = very poor; 2 =
poor; 3 = average; 4 = good; 5 = excellent.

Centered in the Word of God

1 2 3 4 5

Emphasizes salvation, discipleship, service 1 2 3 4 5

Emphasizes the doctrinal distinctives of our denomination 1 2 3 4 5

Encourages commitment to Jesus Christ as personal Savior and
Lord
1 2 3 4 5

Emphasizes biblical knowledge and understanding, and applica-
tion of Bible truths

1 2 3 4 5

Encourages independent thinking and questioning 1 2 3 4 5

Uses educational processes that actively involve learners 1 2 3 4 5

Gives teachers guidance and insight into educational theory and
methods

1 2 3 4 5
Gives clear and understandable objectives for teaching and
learning
1 2 3 4 5

Is flexible enough to meet the needs of various teachers and pu-
pils in our church

1 2 3 4 5

Provides biblical background, illustrations, and teaching helps for
teachers

1 2 3 4 5
Provides at least one detailed lesson plan with additional teacher
helps and resources
1 2 3 4 5

Provides illustrations and application suggestions appropriate for
the age group for which it is written

1 2 3 4 5

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seleCTing and evaluaTing CurriCuluM 377

Is well-written and readable, using short paragraphs and
sentences

1 2 3 4 5

Features attractive, contemporary, and interesting graphics and
layout

1 2 3 4 5

Is easy for teachers and students to use 1 2 3 4 5

return to the dilemma

At the beginning of our chapter, we raised questions often heard by
educational leaders: “Our class does not like the curriculum we use.
Can we use something else?” Or, “Our curriculum does not meet the
needs in our class. We would like to study a book.” Or, “We don’t
like the curriculum so we have decided to write our own!” In the
light of this chapter, how would you respond to these questions?

Before rushing to change curriculum lines or publishers, consider
other factors that may be creating problems in classes. Consider the
teacher (unprepared; always critical), the teaching approach (uses
only one teaching method; wandering discussion), level of skill in
the use of the current resources (lacking training), and the age group
of the learners (too broad an age range; first-time teacher with the
age group). Also important is the specific reason for the dissatisfac-
tion. Can it actually be traced to the curriculum itself? In many cases
one of these extraneous factors is more problematic than the printed
resources themselves because, truth be told, a good teacher can con-
vert almost any printed curriculum into an unforgettable learning
experience.10

If indeed the resources are the problem, we solve this by finding
a more appropriate curriculum. If church leaders apply the criteria
in the checklists above and choose their curriculum resources with
care, the church will make great strides toward providing solid sup-
port for educating individuals to grow in their faith and “run the
race” set out for them.

a Personal reflection

The principles of curriculum planning and resource selection have
broad application. My personal experience has demonstrated clearly
10 See chapter 14, “Creating an Unforgettable Learning Experience.”

TMC.indb 377 5/20/08 10:34:42 AM

378 Margaret Lawson

to me that it is worth the time and effort it requires. I am convinced
of this because I have made all the mistakes! I lived in a country
where resources were limited, and it was the desire of the people to
have indigenous materials. With limited knowledge of all the prin-
ciples I have offered above, we developed materials that consisted of
one book of teacher’s materials and a separate book of lesson activi-
ties for preschool, children, youth, and adults. We decided to begin
with the book of Romans. We had a clear rationale and believed that
Romans would introduce the learners to the gospel. It would also be
a cost-effective approach.

What we did not consider was the educational background of the
people or their level of Bible knowledge. The materials were targeted
for the people, and we meant well, but it missed our target com-
pletely: it is difficult, if not impossible, to teach the same Scripture
passage to all four age groups using the same teacher’s book. This
experience helped focus my interest on curriculum design when I
entered seminary to study Christian education.

conclusion

The Father has a plan for each one of our learners, and He allows
us to participate in it. It is a great responsibility to choose the best
resources to develop and equip believers of all ages. In the words of
the apostle Paul, our goal is to “proclaim Him, warning and teaching
everyone with all wisdom, so that we may present everyone mature
in Christ” (Col 1:28). The right curriculum materials will assist us in
accomplishing this goal.

In 1971 Howard Colson wrote an article on “adequate curricu-
lum” that began with these words:

One of the most encouraging aspects of Southern Baptist
church life today is the increased attention being given to
the curriculum of Christian education. Church leaders are
focusing attention—long overdue—on curriculum mat-
ters. This new interest has the possibility of bringing about
real improvement in church educational work in the years
ahead.11

11 Howard P. Colson, “Tests of an Adequate Curriculum,” Facts and Trends, vol 15,
no. 4, 1971.

TMC.indb 378 5/20/08 10:34:42 AM

seleCTing and evaluaTing CurriCuluM 379

Although these words were penned nearly 40 years ago, the senti-
ment is still applicable today. Some things may have changed, but as
we call the churches back to the task of “present[ing] everyone ma-
ture in Christ” (Col 1:28), we will do well to recognize that curricu-
lum resources can make a significant impact on educational ministry
today.

discussion Questions

What curriculum resources does your church use? What are 1.
the reasons for selecting these?
How do you deal with questions regarding substitution of cur-2.
riculum resources? How would you address the issues at the
beginning of this chapter?
Design a checklist to evaluate the curriculum resources your 3.
church uses. Choose an age group to evaluate.
Who makes the curriculum decisions in your church? 4.
Formulate a plan to evaluate the process you have in place.

Bibliography

Colson, Howard P. “Tests of an Adequate Curriculum.”Facts and
Trends, vol 15, no. 4, 1971.

Colson, Howard P., and Raymond M. Rigdon. Understanding Your
Church’s Curriculum. Nashville: Broadman, 1981.

Cully, Iris V. Planning and Selecting Curriculum for Christian
Education. Valley Forge: Judson, 1983.

Ford, LeRoy. A Curriculum Design Manual for Theological Education.
Nashville: Broadman, 1991.

Harris, Maria. Fashion Me a People. Louisville, KY: Westminister/
John Knox, 1989.

Mager, Robert F. Preparing Instructional Objectives. 3rd ed. Atlanta:
The Center for Effective Performance, 1997.

Mims, Gene. Kingdom Principles for Church Growth. Nashville:
LifeWay Church Resources, 1994.

Ornstein, Allan C., and Linda S. Behar. Contemporary Issues in
Curriculum. Needham Heights: Allyn and Bacon, 1995.

Posner, George J. Analyzing the Curriculum. 3rd ed. New York:
McGraw Hill, 2004.

TMC.indb 379 5/20/08 10:34:43 AM

380 Margaret Lawson

Tyler, Ralph W. Basic Principles of Curriculum and Design. Chicago:
University of Chicago Press, 1949.

Wyckoff, D, Campbell. Theory and Design of Christian Education
Curriculum. Philadelphia: Westminster, 1961.

TMC.indb 380 5/20/08 10:34:43 AM

381

Chapter 20

EQUIPPING TEACHERS

Rick Yount

Now may the God of peace,
who brought up from the dead our Lord Jesus—

the great Shepherd of the sheep—
with the blood of the everlasting covenant,

equip you with all that is good to do His will,
working in us what is pleasing in His sight,

through Jesus Christ, to whom be glory forever and ever. Amen.
(Heb 13:20–21)

“don’t Waste My Time!”

I
was so excited with my new ministry position. Five years be-
fore, my wife and I had left this wonderful church to attend
seminary. A warmhearted, mission-minded, growing church. A

loving pastor-teacher. Many close friends. And now, with an MRE1
and an ABD2 doctorate in education, we headed back “home” to
assume the newly created position of minister of education. I had
studied the ideals of education ministry for years, but now I faced the
ordeal of education ministry in the real world.

One of my first goals was to establish a training program for the
68 teachers of adults in the Sunday school program. I already knew
it wasn’t going to be easy. In initial meetings I had heard from a
dozen teachers that the last thing they wanted was for me to “waste
their time with a bunch of useless meetings!” They had tried the filet
of teacher meeting several times and found it dry and tasteless. How
would I ever overcome that?

1 Master of Religious Education degree
2 “All (doctoral work completed) But Dissertation.”

TMC.indb 381 5/20/08 10:34:43 AM

382 Rick Yount

The need for the systematic equipping of Teachers

Systematic teacher and leader training has fallen on hard times in
many of our churches. Fifty years ago the typical Southern Baptist
church provided weekly meetings of teachers and directors in which
preparations were made, educationally and administratively, for up-
coming Sunday school sessions. Churches elected a lay director of
Sunday school, as well as lay directors of age divisions (preschool,
children, youth, adults), who coordinated the work of their areas—
which included training.3

Larger churches called vocational ministers of education, profes-
sionals trained in a variety of seminary courses, to guide these efforts.
The largest churches provided a full educational staff whose primary
purpose was to “equip the saints for works of service”—teaching,
reaching, ministering. In the late 1940s and early 1950s, Southern
Baptists could boast of a veritable army of trained workers, tens of
thousands of trained teachers and leaders in thousands of churches
nationwide. Two regional training centers in Glorieta, New Mexico,
and Ridgecrest, North Carolina, were filled to capacity during mul-
tiple weeks of Sunday school training sessions. Convention Press
produced scores of training booklets, which provided opportunities
for church members to study individually, or in groups, to earn cer-
tificates. Regional associations of churches and state conventions pro-
vided regular training events. Today’s efforts at helping local church
teachers in “rightly dividing the word of truth” (2 Tim 2:15 KJV) are
a shadow of what they once were. Even when the training events are
provided, only a fraction of our teachers take advantage of them.

There are many reasons for this, I suppose, but I will mention
two, both societal. First, we are far more individualistic than we
used to be,4 less given to surrendering personal time for the good of
the group. When men like my father and father-in-law enlisted to

3 I say “Southern Baptist” here not to exclude other evangelical groups but because I
know of Southern Baptists’ work in this area firsthand. Only once was my family a
member of an independent Baptist church, on Long Island, New York, and they had
no Bible study or discipleship training for adults at all.

4 Existential philosophy (self, free choice, revolt from the societal norm) took hold in
the 1960s. Humanistic psychology (personal values, emphasis of emotion over rea-
son) struck in the 1970s. Both quickly rose to prominence in schools of education,
training a generation of teachers, principals, and future deans. In the late 1980s and
early 1990s, these two streams morphed into postmodernism.

TMC.indb 382 5/20/08 10:34:43 AM

equipping TeaChers 383

fight in World War II, they believed they were joining something
larger than their own lives, engaging a struggle larger than self.
Today, it seems, there is nothing larger than self. Even the U.S. Army
engages prospective recruits with the self-obsessed slogan, “Be an
Army of One!” When recruits arrive at boot camp, however, they
find themselves part of something larger than self after all—squad,
platoon, and company! Military training has one fundamental goal:
to build teams to carry out specific missions. We would do well to
return to this mind-set in our churches, joining drill sergeants—
and football coaches, for that matter—in transforming self-obsessed
individuals into mission-directed team members. It is not an easy
transformation.

A second societal change is the rise of entertainment as the highest
virtue. A century ago the movie industry, and later, radio and televi-
sion, provided the means to escape briefly the mundane responsi-
bilities of life and work. As we moved into the twenty-first century,
entertainment had all but replaced reality. Simply compare a 1960s
talking-head news broadcast with today’s video-intensive, animation-
enhanced, sound-bite focused, runway-model delivered infotainment
programs. Superbowl I (1967) focused on a championship football
game; Superbowl XLI (2007) featured many eye-catching venues—a
half-time spectacular, fireworks, and outlandish commercials—as
well as the game itself. Commercials that once touted the advan-
tages of products now use drama, humor, and sensuality to evoke
excitement.

Churches have followed suit with an intentional avoidance of dead
air during worship services and the use of segues to connect one

“A Million More in ’54!” was the rally cry among Southern Baptists 50-plus years ago,
drawing us together, submerging individual efforts into a nationwide communal ef-
fort of evangelism. Today individuals seek out churches that fit their own particular
needs. In 1961, John F. Kennedy challenged the nation, “Ask not what your country
can do for you. Ask what you can do for your country.” Today the common view is
that churches and government at all levels exist to serve the particular needs of indi-
viduals, whatever those needs might be.

This sea change of worldview is pervasive and undermines group efforts everywhere.
It is a worldview that must be deconstructed in our churches so that we can, to-
gether, “grow in every way into Him who is the head—Christ. From Him the whole
body, fitted and knit together by every supporting ligament, promotes the growth
of the body for building up itself in love by the proper working of each individual
part” (Eph 4:15–16). Believers find greater meaning as part of the larger community.

TMC.indb 383 5/20/08 10:34:43 AM

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