Date Course: General Plan for Lessons Date 18.11.2008 to
Lesson Number Scripture Topic Objectives Aids Learning Activities
28.11.2008 1 Marc 13,3-8 + Revelation How to change our ecological behaviour into Christ-centred Livelihoods to overcome the climate crisis. Explain the ROSARY RIDGEBED CULTURE according to the HOLY ROSARY PRAYER. Bible, online teaching roomppt-presentation, video,ROSARY PRAYER CHAIN Widget Provide novel activities and information about ROSARY- brotherhood of men.
29.11.2008 2 1.Mo. 2,15 + 3,23 Care for life, safe and heal-Our GOD- given task on planet earth Understand the importance of following JESUS example of loving and serving others in fulfilment of HIS GOD-given task. LOGOS BIBLE Gold Edition, ROSARY-revelation of templarsebook, Involve learners into several scenarios, where praying and serving in a Christ-centred Livelihood is in coherency with ecologic aims.
30.11.2008 3 1.Kor. 9,25 + 2.Tim. 4,8 Effective prayer Understand the role of Prayer and how to pray effectively . ROSARY PRAYER CHAIN multimedia projector, backside screen Provide with advanced levels of the Most HOLY ROSARY PRAYER as an Ordination Ceremony to live in a Christ-centred community.
ab 1.12. 2008 4 Phil. 4,8 + 1.Thess. 2,19 Life according to Biblical standards Define Biblical standards and how they apply to Christian living. workshop,projector,pinwall, flyerOnline-game “Safe the Earth” Invitation into ecological behaviour according to biblical standards, using multimedia responses,billings and challenges to test own skills and attitudes in a ranking list of teams. Check efforts in change of behaviour and discuss them.
Curriculum: hotconference teaching rooms: Bible roomhttp://ROSARY.sorgenlos.net Edu 2, edu 3 edu 4,
2). Statement of adult group related course objectives.
a) This course will be taught to a class of High School students in adult age groups.
b) Objective 1: Students will be able to identify the key character traits of a Christian concerning climate.
Objective 2: Students will understand the benefits/blessings of Christian living according to environment.
Objective 3: Students will demonstrate an understanding of the potential consequences of not living
according to Biblical standards, especcially occurring in the climate crisis.
c) The objectives are appropriate because this age group class members are both students and hard workers with their bodies in physical decline and some are unable to visit church. Teaching has to be brought to them according to their gear activities concerning their needs.
One of the methods is to deliver a home based internet learning platform. This helps to optimize their economic resources as well as to reduce their carbon output by ability to stay at home, not to drive to a central university campus and to give them more time to share with their families.
It is essential for their mental characteristics to motivate in a contemplative way.
The HOLY ROSARY PRAYER CHAIN and the ROSARY RIDGEBED CULTURE (as one possible climate solution they may build in their gardens by their own) are presenting a direct and effective way of a Christ-centred life according to the biblical standards of caring for others, protect and care for their environment, they are able to influence.
They like to share ideas and opinions influenced by their varied educational backgrounds.
Developing a green lifestyle, following JESUS example in fulfilment of GOD´s task can be understood by applying a moderate measurement for their change of behaviour. Creativity can be shared with others in their home church and congregation and in bible class.
They tend to become self- or family-related.
Therefore the pragmatical benefits of their change in behaviour for their family households and their “Carbondioxyd-footprint” ( billing of their homechurch´s reduce of carbon output, as a team) are shown. The challenges of other teams in the online – game scenario of “Safe the Earth” gives them a sudden feedback for their ability to manage the climate crisis in a Christ-centred manner.
Teaching suggestions are to lead them on a discovery of deep spiritual truths.
To maintain adults with spiritual insights means evenso to encourage them to share and value their own opinions.
The “Good Procedure” of ROSARY-Brotherhoods-of-Men as communities, where praying and working is in harmony with biblical standards and according to the natural resources, is supplying an obvious model of longlasting Christian livelihood with economical and ecological efforts. This leads to authoritative and trustful examples to reach for in good daily practice.
This objective should give them the ability to understand the key character traits of a Christian concerning their behaviour in times of climate change.
A second objective is to provide the adult group with a round table forum and create a friendly atmosphere in a kindly moderated hotconference room. This is not only necessary to connect with other Christians in a biblical curriculum, but eventhough delivers space and time of love and peace for a worldwide community of emerging church as one organisation of the virtual body of Christ. As a result they should be able to understand the blessings of Christian Living.
Social characteristics of change in family environment, new interestes and needs and church responsibilities have to be suggested. This development of characteristic traits of Christians are presented in university workshops and seminaries, added to this course. “Transdisciplinary Competence of Communication” at University of Regensburg leads to new land, according to the well-known 2006 Speeches of Pope Benedict XVI.
In Order to train this in their home churches supplies practical help in a internet-based curriculum.
Special mentors may spread this new knowledge and know-how as coaches in several crisis scenarios.
Guiding in establishing and maintaining a christian home, causes the need to teach adult group related
Interests to the students.
This is best done by showing adults that they are needed and loved.
Spiritual training and experience has to supply a continuing growing spirituality connected to the universal body of christ.
Encouraging, training and providing opportunities for service in the home church according to biblical standards is one teaching suggestion.
This should lead and challenge the teaching. As a third objective they should demonstrate an understanding of the potential consequences of not living according to Biblical standards and what this means to their environmental behaviour as a status in a ranking list of christ-centred ecological teams.
Objectives to identify, how Christ-centred livelihoods lead to ecological responses in personal behaviour to overcome the climate crisis use the methodology of hotconference teaching rooms and work out developing processes of adult study groups to discover their spiritual potential.
They deliver a “Hazard Analysis Critical Control Points” – Concept (HACCP) in order to discover how to manage creative scenarios, how to use their gifts and abilities to reduce their home churchs footprint (as measured in combination of ecological and economical parameters, like presented in the online-game “Safe-the Earth”).
Best –in –practice scenarios have been tested by Fraunhofer-Institute of Technology (Karlsruhe, Germany), together with TÜV Süd in 2004/5 with two reference groups (adult middle-class-companies manager and academic studens and doctors- group). This proofed the ecological “footprint” of companies and established the accredited UNFCCC-project baselines.
.
To involve adult study groups into a more familiar scenario according to biblical standards can be done by transforming the environmental knowledge to this education course, building up teams and evaluate the spiritual and ethical
issues by discussing the results of climate change competitions, that result as efforts and advantages of the ranking list of teams.
This should include round-table-discussions, open forum, moderated chatrooms and adviced teaching for included team members.Administrative coaches should provide advanced knowledge for those who care for life, and understand how GOD´s task to protect life give them a personal vision for praying and working to heal our planet.
This objective should be offered to adult students who dedicate their lifes to JESUS and show a right livelihood according to biblical standards as their natural christ-centred lifestile. As a result of this objective, the Order of the most HOLYROSARY PRAYER offers an ordination ceremony for the brotherhood-of-men Project for Principals of Teaching (ICI-Course 3102/3)
1). Character traits of a Christian
A course plan for a four-lesson course to train abilities to develop behaviour to prepare for climate change.
.
2) 3.) One complete lesson plan in outline form for lesson 3 (Effective prayer) of the course plan.
Lesson plan –sheet schedule, part 1
Sample lesson plan 27.11.2008, Erlangen teacher: Uwe Rosenkranz ELIJAH-CHURCH
Subject: Principals of Teaching ROSARY-Praying and MORE…Effective prayer
Class: Bible School Teachers/students and members of emerging church Germany
Date:
Lesson: Lesson 3: Evaluate changes in behaviour
Textbook: ICI-University Independant-Study Textbook Principles of Teaching, Shaw
Main Objective: Invitation into the HOLY ROSARY PRAYER CHAIN as one form of effective prayer
Related course goal: Define and demonstrate how ROSARY PRAYER and ROSARY RIDGEBED CULTURE correspond to the ORDER RULES of the ROSARY Brotherhood: “Praying and Working” environmental scenario games, evaluate and discuss
Checklist of deeds
Projects: Make lesson plans Readings Field trips
Games/Quizzes Powerpoint-presentation Destillation/Flacoon
Checklist of equipment needed: Chalk board maps Chart
Lesson plan –sheet schedule, part 2 Flip Chart/Poster Flannelboard/pictures Camcorder
hotconference software /PC Beamer/Projector screen workshop cards
Model sample lesson plans Reference Books ebook: ROSARY- revelation-of-templars
Projector Film slides Records/Tape/DVD Player Other forms to fill in
Time Presentation Illustration AIDS Questions Learning Activities
5 min Introduction-HOOK Compare ROSARY Praying Chain with ROSARY RIDGEBED CULTURE Prayer Chain/Flyer Why do believers need Liturgy for Praying? Rythm for working? Discuss importanceof PRAYER CHAINS
10 min Part 1: Value of PRAYING – LOOKTwo teams 24/7 : Bubbling Yourself empty? Bible verses/BIBLE How does a praying structure help to get a fair rythm in prayer chains? On Notebook:2 workshop teams analyse ways to pray:
10 min Part 2: Contents of a HACCP-Project – LOOKTwo teams Working makes free- vs. Working is a curse ppt-Presentation How many use coherency/Harmony in their lifestile? Use paper cards for working projects-put together the results of both groups
20 min Design for Teaching/LOGOS BIBLE SOFTWARE,describing and identifying special scripture texts - BOOK hotconference rooms for simultanious bible teaching and environmental gaming Notebook, beamer Team Challenge How to Safe the Earth Play "Safe-theEarth", Evaluate results immediatly
5 min Using flip charts/cards for sampling the resultsTOOK Designing cards on flipchart Flipchart,postermarker How can we take relevant results to the market place? Prayer forGOD´s help
Comments on results
3) Lesson plan –sheet schedule, part 3
A HACCP-Concept (Hazard Analysis Critical Control Points) of personal behaviour in the beginning of the teaching gives a good measure to the effectiveness of reached goals after the Teaching .For implementation of the change the best practice projects can be driven to a UNFCCC- Climate project (e.g. as small scale landmanagement system CDM-project) Setting these standarts according to Biblical Example and following the rules gives the rewarded effort, trained in the scenario. Actual Ranking (measurement: “I saved xxx sqarefeet of rainforest” )of Team ROSARY RIDGEBEDROUNDABOUTCan be seen at the website http://ROSARY.sorgenlos.net
Place to show the adult age student class teams effort of change in behaviour in Christ-centred livelihoods according to biblical standards in a forthwritten HACCP-concept of their homechurch´s footprint in a ranking list of the online game “Safe –the Earth”
4) An explanation of teaching methodology you would use based on the students class adult age group, along with a statement of target cognitive levels of learning and a proposed method of testing or measuring goal achievement..
In order to teach adult groups it should be comfortable to involve the class members in activities in which they respond actively. To reach this it is appreciable to provide activities in which ther learner uses more than one of their senses at one time. Advanced organizers shall be used to fit the provided activities. As a challenge for evaluation the immediate knowledge of results will be available in a figure on ther teams website, showing, how much squarefeet of rainforrest they saved”. To reach the same goal, the learners should be involved in numerous varied activities, and regarding to the information there is the need of novel activities.
To lead an adult group to the evaluation level, where they can judge values, based on creteria, it is necessary for
them to put parts together to create something new on the synthesis level. This conditionally needs skills of analysis,
where the adults are able to solve climate problems systematically, braking down into the parts. While provided with the
environmetal game scenario of “safe-the-Earth”, the learners are challenged to transfer learning to new situations.
The examining applications spread comprehension by interpreting and translating into new forms. As a basic step
knowledge is given to increase memorizing and recalling.
Adults tend to react slowly on new megatrends, if their personally needs are not tangered.
This leads to the conclusion, that inhomogen adult teahing groups should be evaluated first.
Then follow the former mentioned areas of Knowledge and Understanding.
These general cognitive levels of learning are specialized and braught down to earth in certain steps:
1). On the Knowledge level the adult student group should memorize at least two changes in behaviour in a Christ-centred livelihood to overcome the climate crisis. They should explain the ROSARY-RIDGEBED-CULTURE and it´s impact to reduce their hoesehold´s carbondioxyd-output and describe how the ROSARY-PRAYER-CHAIN is related to it.
This is reached by supplying the methodology of an online-application in form of the ROSARY-PRAYER-CHAIN-widget and one video, explaining the ROSARY-RIDGEBED-CULTURE with a powerpoint-presentation in an online-Teaching-room.
2). On the Comprehension-level these learners should be able to define at least two causes of climate changes, like carbon output (CO²-“footprint”) and waste of energy and how a measurement for the results of their change in behaviour works to manage ecological solutions in a spiritual way.
To lead the adult class to this step, two adult age groups should be built.
One of them looks for their GOD-given task to care for life, protect and heal life on earth , like it is shown in the scriptures by usingflip charts for bible verses. The example of JESUS, fulfilling this task by loving and serving others is figured out.
The other adult age class group should explain in the example of the ROSARY-Brotherhood-of-men livelihood.
The contemplative way of Christ-centred lifestyle and the role of effective praying and working according to biblical rules should be scheduled by demonstrating the ability to use the ROSARY PRAYER widget as one tool to create a contemplative athmosphere.
Both groups then should bring their results together on a pinwall, creating a poster with coloured markers.
3). On the Application-level the students should be able to offer own activities that correspond to creative aims to reduce their carbon footprint and intensify their effectiveness in using of energy and resources. On this step of cognitive level they shall be leaded to evaluate their own change of behaviour and test their skills and attitudes by building up homechurch-teams in the scenario of the online game “Safe-the-Earth”.
The former recognized activities should be measured and discussed in open forums to establish HACCP-concepts in their familiar evironment in a moderate and friendly way. They should be able to teach others to accept these biblical standards of change in behaviour by building up teams, recruting members from their homechurch and reaching new members in the virtual body of Christ, using the online-based teaching rooms and the supplied tools.
On this level, the two groups of workshop teams, now called the “Convential group” and the “Contemplative group”
should demonstrate their ability to offer different solutions to undisired climate changes.
4). In an advanced step in the curriculum the adult age student class group should demonstrate a JESUS-centred lifestyle and give testimony through their own right livelihood by presenting peace and harmony with ethical standards according to the bible. This should lead the students to implement their change in behaviour to overcome the climate crisis in order to pray and work and to to love + serve others to manage the crisis.
Montag, 12. April 2010
edu-review - part 2
Sample lesson plan teacher:
Subject: Principals of Teaching ROSARY-Praying and MORE…
Class: Bible School Teachers
Date:
Lesson: Lesson 3: Evaluate changes in behaviour
Textbook: ICI-University Independant-Study Textbook Principles of Teaching, Shaw
Main Objective: Make and use hotconference educational games
Related course goal: Plan, prepare and teach/moderate environmental scenario games, evaluate and discuss
Checklist of deed 47
Projects: Make lesson plans Readings Field trips
Games/Quizzes Powerpoint-presentation Destillation/Flacoon
Checklist of equipment needed: Chalk board maps Chart
Flip Chart/Poster Flannelboard/pictures Camcorder
hotconference software /PC Beamer/Projector screen workshop cards
Model sample lesson plans Reference Books ebook: ROSENKRANZ-Templeroffenbarung
Projector Film slides Records/Tape/DVD Player Other forms to fill in
Time Presentation Illustration AIDS Questions Learning Activities
5 min Introduction Compare ROSARY Praying Chain with ROSARY RIDGEBED CULTURE Prayer Chain/Flyer Why do believers need Liturgy for Praying? Rythm for working? Discuss importance of PRAYER CHAINS
10 min Part 1: Value of PRAYING 24/7 : Bubbling Yourself empty? Bible verses/BIBLE How does a praying structure help to get a fair rythm in prayer chains? On Notebook:- 2 workshop teams analyse ways to pray:
10 min Part 2: Contents of a CDM-Project Working makes free- vs. Working is a curse ppt-Presentation How many use coherency/Harmony in their lifestile? Use paper cards for working projects
20 min Design for Teaching/Environmental Scenario games hotconference rooms for simultanious gaming Notebook+beamer, A Team Challange How to Safe the Earth Play "Safe-the-Earth", Evaluate results immediatly
5 min Using flip charts/cards for sampling the results Designing cards on flipchart Flipchart,poster,marker How can we take relevant results to the market place? Prayer for GOD´s help
Comments on results
Subject: Principals of Teaching ROSARY-Praying and MORE…
Class: Bible School Teachers
Date:
Lesson: Lesson 3: Evaluate changes in behaviour
Textbook: ICI-University Independant-Study Textbook Principles of Teaching, Shaw
Main Objective: Make and use hotconference educational games
Related course goal: Plan, prepare and teach/moderate environmental scenario games, evaluate and discuss
Checklist of deed 47
Projects: Make lesson plans Readings Field trips
Games/Quizzes Powerpoint-presentation Destillation/Flacoon
Checklist of equipment needed: Chalk board maps Chart
Flip Chart/Poster Flannelboard/pictures Camcorder
hotconference software /PC Beamer/Projector screen workshop cards
Model sample lesson plans Reference Books ebook: ROSENKRANZ-Templeroffenbarung
Projector Film slides Records/Tape/DVD Player Other forms to fill in
Time Presentation Illustration AIDS Questions Learning Activities
5 min Introduction Compare ROSARY Praying Chain with ROSARY RIDGEBED CULTURE Prayer Chain/Flyer Why do believers need Liturgy for Praying? Rythm for working? Discuss importance of PRAYER CHAINS
10 min Part 1: Value of PRAYING 24/7 : Bubbling Yourself empty? Bible verses/BIBLE How does a praying structure help to get a fair rythm in prayer chains? On Notebook:- 2 workshop teams analyse ways to pray:
10 min Part 2: Contents of a CDM-Project Working makes free- vs. Working is a curse ppt-Presentation How many use coherency/Harmony in their lifestile? Use paper cards for working projects
20 min Design for Teaching/Environmental Scenario games hotconference rooms for simultanious gaming Notebook+beamer, A Team Challange How to Safe the Earth Play "Safe-the-Earth", Evaluate results immediatly
5 min Using flip charts/cards for sampling the results Designing cards on flipchart Flipchart,poster,marker How can we take relevant results to the market place? Prayer for GOD´s help
Comments on results
review of essays, - part 1
Review:
Because of the partly occupied PC systems
by "policy Kit user" ("Staatstrojaner"),
and the given up server, where my ebook
was published,
it is useful to export some spiritual messages
of the past few years into a series of articles.
Please forgive me, if there is redundance, or
the chronical or systematical order is not obvious.
There are just a few interested readers, anyhow,
so they will understand.
In better times, this may be a source of wisdom
and a base of prophetical knowledge, that
could be a testimony for the GLORY of GOD.
==================================
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.
4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.
5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.
6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.
7) Summarize four teaching principles of „great“ teachers.
8) Discuss the importance of motivation in teaching, and the factors that motivate learning.
9) Compare and contrast teaching the Bible to adults, youth and children.
10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.
11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.
12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.
13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
The textbook author mentions three views of Scripture, that influences the teachers ministry.
There is the conservative view which implicates that it is God’s own revealed and authoritative written word that communicates with the believers. It is God’s message, His truth and His word that has been taught. The liberal view gave a new understanding of the place of the Bible in our relationship with GOD. This had progressive approaches in teaching, Christain nurture and education. GOD acting in our modern world just as he acted in the biblical world, is the main difference, that affects training and ministry. Human values and relationships moved into teaching plans, the goal of Christian Ministry became the enrichment of human life, the process of guiding people to discover the “higher Christian meaning” of their experiences.
The neo-orthodox view looked at the liberal view as “non-Chistian” and developed Christian faith and nurture in Christian revelation. A sovereign GOD, standing outside of history, disclosed himself in a historical Christ. Neo-orthodox view regards Gods word to be contained in the Bible.
The personal experience of religion is estimated and suggested as to be stimulated by the Scriptures.
Knowing GOD, who is unseen (Rom. 1:18-25) appeared to HIS nature (acts 17) of making himself known. His natural revelation (John 1:1-5,14,15) can be seen in JESUS CHRIST who is reflector of GODs glory.(Hebr.1:1-5). This new knowing of GOD in HIS Image (Col. 1:15-20) brings a special revelation with signs and wonders (John 20:30-31).
In conclusion, teaching ministry is affected by the kind of revelation of GOD. It may give information that is otherwise unknown. It can be revealed by the Spirit, communicated biblical content as information and using the language as medium. 284 words.
2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
The inspiration of the Spirit of GOD is recorded in its own words, God’s special revelation concerning his dealings with human beings. The Bible has both divine quality and a human side to its design. Verbal revelation is given by the testimony of Jesus Christ, being the living Word of God ((John 1:14) The teaching of Scripture regard to be God’s words. In first place, God´s words are given to men, who spoke from God.(2.Peter 1:16-18, 21) God´s voice has been heard directly, reports the Bible , that is inspired by God (2.Tim. 3:16).
Verbal inspiration can vary in genre, like poetry, narrative and historical description. The form of genre does not change the fact of inspiration. The whole bible in inspired. Phrases and figures are used. This may lead the teacher to the point; he uses the same genres and reflects the creative nature of the living God. He then is going to interpret the written style. Historical general accounts e.g. need different interpretation than parables like the Prodigal Son. Even allegorical attitudes need special type teaching.
Nonverbal revelation is giving biblical statements, not limited to information in words. God spoke through events, like plagues, through things, like the tabernacle and furnishings and clothing, and through experiences, like the sacrifice ordained in the law.
The meaning of these nonverbal forms is interpretable only because of other revelations in words.
God is communicating by symbols and acts. This may influence the teacher to present nonverbal communication through verbally comments, using meaningful passages in the Bible. The words of Scripture are essential to comprehend the nonverbal message of the Bible. 269 words.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.
The message of the Bible is rooted in history and can be shown as an act of salvation of GOD with his people. His dealing with human beings is structured as a step by step revealed plan, marked in time by significant events, important persons, great ideas and advantages in creation. Like a divine drama, phases of unifying motif to understand the message of the Bible can be provided. The story-line of a three-act play, where Act1 is settled around Rightious Reflection, Act 2 is concerned with Refracted Reflection and Act 3 may be departed into another three scenes. Scene one gives initial Reconciliation, Scene two Daily Reconciliation and Scene Three Ultimate Reconciliation. Using this message as a guideline for universal provision for sin and the possibility for reconciliation of all believers is delivering a primary tool for teachers. The purpose of ministry is that ministers of the word are tools in the hand of GOD (2.Cor.5:17-21). This is scheduled as the “magna charta” for all believers, authoritative, directive and liberation. (Habermass and Issler). So, the items of metamorphosis and ministry, the conception of the messengers and the means of reconciliation focuses on four points, how reconciliation was accomplished.
The role of the bible is to Enlighten, to Expose, and to equippe. This equippement through the sacrifice of Christ is described by Paul (2. Tim. 3:16-17): Teaching, Rebuking, Correcting, Training.
According to this four words, the message and role of the bible is highlighted. First, the Bible presents the message of reconciliation, covering the New Testament as a fulfilment of the Old covenant. Second, it provides the means it provides the means by which the believer can experience daily the reconciled relationship that belongs to the Christian positionality. This tool to experience firsthand the preshaped story of reconciliation both underlines the message and role of the Bible. 307 words.
4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.
The Basis of Authority in Teaching is given through Scripture (2.Tim.2:15). On this foundation we can go from specific details to a general principle, which is called inductive. The Bible Study Method, basing on the inductive principle, follows a fife-step program. First step in the inductive bible study process is observation. The question: ”What does it say?” is answered. Specific details of the “Then and There” are mentioned. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” And we may identify context questions like: “What literary form is being employed in this passage?” – “What is the overall message of this book, and how does this passage fit into that message?” – “What precedes this passage? What follows?”. This can be departed from structural questions like: Are there any repeated words? Repeated phrases? – Does the author make any comparisons? Draw any contrasts? – Does the author raise any questions? Provide any answers? – Does the author point out any cause and effect relationships? – Is there any progression in this passage? In time? Action? Geography? – Does the passage have a climax? – Does the author use any figures of speech? – Is there a pivotal statement or word? – What linking words are used? What ideas do they link? – What verbs are used to describe action in the passage?
Second step is the interpretation. “What does it mean?” should be answered by discovering details through inductive study. We find this basic interpretative question in the Bible (Acts 8:30). Three rules help to answer that question: The Continuity of the message, the Context of the material and the Customary meaning.
Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. The terms may differ: proposition, central theme, thesis statement, but the concept is the same. Expository Preaching (Haddon W. Robinson) fits the two main ideas, formulating the questions: What is the author talking about? – What is the author saying about what he is talking about?
Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”. Interpretation always precedes application. Teachers should answer the question by having a right measure on what is the relevant communication of Scripture. Application focuses on biblical answers on common issues. The bible uses concrete words rather than abstract. The Bible must be applied as God intended. The four-fold use of Scripture to teach, rebuke, correct and train in righteousness are points of application. Questions should be answered like: What was th communication setting? What traits to modern audience? – How can we identify with biblical people in their situation? – What further insights have we aquired about God`s dealings with His People through additional revelation? – When I understand an eternal truth or guiding principle, what specific, practical applications does this have for me and my congregation?
In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. The transformation of the word with its life-changing truth is recommended ( James 1:22-25). We have to ask ourselves, how we need to change. Do we need to change a viewpoint? Maybe its an attitude or a habit or behaviour that needs correction. Is there any new perspective we should embrace? Can we? The ultimate implication of Bible study for personal life is godliness. 583 words.
5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.
“The Levels of Learning Transfer”, mentioned by the authors, means the kind of learning the teacher is aiming for; each level represents a stage of greater transfer from sterile fact to live-changing experience.
In the textbook fife levels are characterized: The Rote Level, The Recognition Level, The Restatement Level, The Relation Level and The Realization Level.
The teacher’s role is changing step by step from Telling to Guiding.
The teaching emphasis follows the main principle of pure FACTS, which is Basic, but insufficient; next step is MEANING, in terms of worldview; and then MEANING in terms of life experience.
The creative Bible Teaching is teaching to constantly raise student’s levels of learning toward realization.
On the rote level the ability to repeat without thought of meaning is trained.
On the recognition level the ability to recognize biblical concepts is brought to consciousness.
On restatement level the ability to express or relate concepts to biblical system of thought is taught.
On relation level the ability to relate Bible truths to life and see appropriate response is guided.
On the realization level the actualizing response is motivated with the ability to apply biblical truths to daily life.
Creative Teaching can be more closely defined as consciously and effectively focusing on activities that raise student’s learning level. There are three main principles to reach this aim:
To change from focus on facts to focus on meaning, to raise from student passivity to student activity and to upgrade the role of a teacher from pure teller to more being a guide.
This can be reached through awaking the students respond, not even to memorize and listen, but merely to come to a stage of active thinking, integrating, discovering, relating and reasoning. These principles follow the steps of Learning Transfer Levels.
296 words.
6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.
Pragmatism looks at the results of teaching for life change. The focus is laid on the exegetical idea and the pedagogical idea. The exegetical idea is known as the question dealing with the truth that the author of the passage intended the original hearers or readers to understand. Its also known as The Bridge Principle, The Central Idea or The Big Idea.
The pedagogical Idea deals with the truth that the teacher of the class wants the students to understand from the passage.
Reflected on the kinds of learning, we can differ some certain types or categories of learning.
According to Acts 2:37 Prof. Dr. Bloom found, that there are three domains of learning:
1. on the cognitive level, where Thinking and Knowing , which indicates Cognition, takes places in the “head” (similar to acts 2:37: “When the people heard this”..);
2. on the Affective Level, where Values and Attitudes that influence conviction are belonged in the “Heart” (corresponding with acts 2:37 ..”they where cut to the heart..”);
3. on the Behavioural domain, where Actions and Skills show Competence in the “Hands” (according to Acts 2:37 “.. and said to Peter and the other apostles, “Brothers, what shall we do?” ..”). 201 words.
7) Summarize four teaching principles of „great“ teachers.
Great teachers use common practices to take good effort in their aims to teach.
They have credibility. That means, how is the teacher perceived, is he trustworthy?
Does he know what he is talking about, is the information he provides accurate? Theses are elements of reliability of information. His purity of motives is another hint on credibility. Why is he teaching, does it only fulfil his own need or is it in righteousness and honour to the LORD?
The warmth and friendliness of being human, showing humour and brake down ice-walls and taboos. The reputation of a great teacher is given through his testimony and the testimony of others about him. There has to be congruence between inner and outer testimony, he has to live, what he teaches. The teachers expertise, his qualification is strengthen his credibility. And, he must have a passion to teach, as if it is the most important truth, You may ever heard, when he is teaching.
They communicate clearly. Their messages are easy to understand or require no mental processing. The content, the purpose, the examples, the choice of words and the structure and presentation of their teaching are precisely developed. Clarity is a very important principle of great teachers.
They stimulate interest. They hook the learner, so that he pays attention and interest in the subject. He entertains the students to keep listening. Teachers involve the learner, so that he participates to the lecture. The equippement for daily living and practice is significant and relevant. Gods word must be applied.
They teach with style. The choice of vivid words paints pictures in the minds and hearts of students. Purposeful actions, movements and gestures contribute to the interest of students in the learning experience. Eye contact, body language, vocal variety and visual display and good structure of visual aids are even important as note-free delivery of the lecture.
They take the risk of creativity. New principles, methods or styles of teaching takes the risk, that the students maybe are not involved. A sound philosophy of teaching has to be performed, that is more focussed on the students engagement than on the teachers style or information transfer.
They value and respect students. They know that people are created in the image of GOD, and, like raw diamonds, who have to be shaped to fit, GOD is still working on them. A great teacher shows his respect and love for the students. 405 words
8) Discuss the importance of motivation in teaching, and the factors that motivate learning.
We decide between General and specific motivation. General motivation refers to the students overall attitude toward learning. It tends to remain stable over time and different situations. For the teacher its most difficult to alter.
Specific motivation is less stable and refers to a person’s motivation at a given time toward a specific topic or class.
Motivation can come from outside or inside the student. Extrinsic motivation is coming from positive or negative reinforcements to the learner. Intrinsic motivation is coming from inside the student. He may enjoy the subject, have a high level of general motivation, is seeking knowledge for a specific reason or desire to grow personally. Motivation takes place in all three domains of learning (Acts 2:37, resp. chapter 7), in head, heart and hands. But for learning to occur in any of these domains, the individual must exercise his will to learn. There are both personal and structural factors in education that motivate student participation I the learning process.
Personal factors that motivate learning are the Student-Teacher- relationship. The quality of outside-class contacts influences the inner-class-contacts and class-group-life is also important. (Phil. 1 and 1.Thess.2:9). A loving atmosphere and the depth and truth of the teachers real love expressed to his students are high motivation factors. This has to be cultivated, not only involving the outside-class activities, but merely the inner-class situation. Teachers overemphasize of authority, his empowering to settle issues, the right to control, command, and determine can be destructive of students motivation and have to be neglected. The ultimate control in the class must be in Christ and the HOL Spirit has to give direction.
Another motivation factor is the group dynamic, the relationships and atmosphere inside the class. The development according to the New Testament fellowship is important for motivation to learn. The opening up of students minds depends on that spiritual growth (Gal.6:2; Eph. 4:16). And the teachability of students as based on their own will to learn are relevant.
Structural factors of motivation can be overlooked by means of the Bible. The unique community, a unique oneness in Christ and a life that develops through the contribution of all, but is wider through elements built on the structure of lessons, the kind of methods and the way, how material is presented. People learn best when learning is patterned, e.g. by the Hook, Book, Look, Took – pattern. And people learn best, when learning is sequenced, a concept of a series of lessons.
People learn best when learning is encouraged, stimulated and relevant The application of learning is another structural motivation factor for learning.. 431 words.
9) Compare and contrast teaching the Bible to adults, youth and children.
a) Adults: To understand the adult learner its important to list the patterns of adult learning. Their desire for a safe environment, their emotional engagement, challenges and reflective opportunities have been accomplished. They desire to feel like they are being stretched. They want new situations and desire the unexpected, especially if they find it in a learning community.
The strength of adult learner are: they are self-motivated, self-disciplined, have variety of experiences and are relevance-focused. The like independent learning and aer able to bring in insightful contributions. Learning beyond the classroom and their well-functioning in the class are pros in adults education.
Patterns of the HBLT-Concept should lead the teacher to adult teaching strategies, that take care for the special needs of adults and are compared to their strengths. Following this structure, the “Hook” should focus the attention of adults, the “Book” should communicate Bible Content to them, the “Look” should guide insight with adult learners, and the “Took” should encourage their response. Providing adults with these structure, we are to recognize several principles for adult learners. They want to learn, are motivated, are oriented at practical problems. Theay are self-directed, fear failure and adult education must offer diversity.
b) Youth: Understanding how young people learn, must recognize the following strengths:
Youth learn best through experience and from caring role models. Best learning results can be stated, when youth are active in discovering truth and when a variety of methods are used. They learn best when lessons are relevant and needs focused. The HBLT-structure with Youth, must gain attention in relevant topics, humour and emotionally moving skits should be preferred. In the Book-step, Youth may be conducted in large or smaller groups. In the Look section adult team member should lead fife to ten students, the involvement of youth commitment should take the students to practical actions on the message and ideas they heard in the near future. Intended applications like little give-aways and add-ons like WWJD- shawls, buttons, T-shirts and rings with “Key –to-my-heart” are very popular and helpful. The identification factor of corporate identity gives a good feeling to youth students. Methods that work with youth , like art, drama, music, pencil & paper, verbal techniques, visual techniques and personal experience should vary.
A special task should be taken for youth who are in transition. That means, people who are in a period of instability preceded by and followed by a period of stability. Including the willingness to try, fail, learn, and grow, Youth teaching can be done.
c) Children:
In comparison to adults and youth, children need no closely reasoned teaching, they cannot understand. We have to be sure that what we teach is actually what GOD is saying and teaching and learning situations have to be creatively structured. There are several factors for children’s bible teacher to be recognized:
The teaching must be true to God’s word. The teaching should relate to a child’s present needs and experiences. Teaching must make scripture relevant on the child’s own level.
This is because children learn by experiencing and doing. Allow hands-on experiences rather than just talking with them. Children learn by example. Be aware of the behaviours and attitudes you model as a teacher. Children learn by repetition with variation. Provide familiar books and use stories and concepts repeatedly. Children learn through concrete language and experiences, and they think literally and concretely.
Methods for teaching children are storytelling, questions, discussions, projects and creative activities.
The use of the HBLT structure with children follows special strategies, for attention getting must be precise, vivid and directly fascinating. The narrative stories of the bible woven into word pictures will interest and impress children. Main needs like security, physical needs and love should be taught through bible characters. The Look, guiding insight with children has to follow the children’s need to participate actively to apply the scripture to life. The Took-step has to encourage response of children. The teacher should lead the pupils to the brink of own decision making. Learning activities have to help children to have response opportunities.
Teaching children must be seen in the larger context of life- outside the classroom and learning situation.. There for acquaint parents with their responsibility. Keep parents aware of what teachers are teaching. Program leaders and teachers should be made more sensitive to the need for working with the home. Pastors should oversee and harmonize the church-home- relationship. 735 words.
10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.
The 11th chapter in the book of Hebrew is selected. My own inductive Bible study is conducted., of this passage. The fife steps of bible study is labelled. The KING JAMES VERSION is used and the LIBRONIX Digital Bibliotheca, LOGOS Scholar’s Library Gold edition.
A) First step in the inductive bible study process is observation. The question: ”What does it say?”
The main theme and topic is faith. A definition is given. Examples of biblical characters, and what they did by faith, are listed. So the right answer is “what to do through faith” is said.
Which specific details are mentioned? “Then and There” are mentioned. The epistle Paul wrote to a persecuted community, which needed comforting, counselling, strenghening,. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” – The Hebrew letter is a form of epistle, a teaching lecture, addressed to specific people, who have been well-known to the writer. Dated 90 – 100 A.D. he was send to messianic Jews in Hebrew-talking churches. This time was over shaded by persecution. The author is giving trust by mentioning examples of faith heroes, who have been known to the recipients by the Holy Scriptures.
B) Second step is the interpretation. “What does it mean?” Strengthening of faith in times of persecution by good example means entrusting the believers. The given definition of faith is not only an allegory but daily help.
C) Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. Some call the 11th chapter the “Famous Hall of Faith” or “Heroes of faith”.
D) Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”.
In our days, heroes of faith sometimes are neglected or have an image of over-charismatic. You may not face any persecution, if You live a life of harmony to the world-like church. But if You experience the flames of supernatural faith, signs and wonders, people of the world and even inside the government-equipped churches call You crazy, chaotic or obscure. If You stand to Your visions, gifts and Theophanous experiences, you may face persecution, as well as the believers in messianic jewish congregations in the 1rst century. So, in this concern, the Hebrew letter gives us teaching, strengthening of faith and comforting for our daily life, as well. The author, Paul, speaks to us in our churches all over the world, today. So the epistles can be taught in all congregations.
E) In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. On the Rote Level, we just get the information, memorize it and repeat the raw material. On the Recognition Level, we try to understand the meaning of the message. On the Restatement Level, we are going to connect the message with present situations. On the Relation Level , we relate it to our daily life and relationships. The Realization Level. gives opportunities to find new solutions for application in our live changing experiences.
In this case the application of the “best in practice” procedure of the heroes of faith would cause an implementation of new belief in our Christian and non-Christian environment. 569 words.
11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.
See applied tables.
12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.
See applied worksheets.
13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.
In order to use the evaluation model of Stake, that has been used in the author’s book for Educational Programs and teaching events, the ability to creatively teach the concepts found in the book, we look at the several points of control, which have been mentioned above in chapter 12 on the working sheet for evaluation. The Expected and Actual Learning Antecedents (ELA;ALA), the Expected and Actual Learning Transactions (ELT;ALT) and the Expected and Actual Learning Outcomes (ELO;ALO) have been measured. For teaching creatively following standards have been founded: Teachers of Excellence use a variety of methods with love and understanding for the learners. As far, as I was studying not in a study group, but alone from my home, the ELA was, to make the course in a short time with good effort and to applicate the new principles into direct teaching events. The ALA means to me that I regularly finished the course within 3 month, taught on a family sea-funeral, that all participants loved and liked very much. ALT, as taught in the book could be acquired, using the speech of symbolism in a ceremony, to underline the teaching. The variety of methods, as a application for excellent teaching could have been settled with a adult family group. The lectures, as structured by the textbook, took place in the ELT involving the Teacher(me) and the Learners (my Family) into clan group prayer and commitments. The Hook of ashes spreading ceremony, the Book-step of mini-lecture in Hebrews the Look into our present situations and the encouragement for this life-changing event could be followed according to the learning program and leaded to the expected Transactions. As a result of the ALO, the L/T seem to snap (grasp) the message. The group was able to discuss intelligently the priesthood and the role of the kingdom of GOD on a master degree level, answering the bridge-question of “Supervision- deceive and chance”. The ELO could be stated, that Christian priestly and administrating ministry have been understood. Times of persecution, overcoming of hindering laws and rules leaded to values of encouragement and freedom. The establishment of regular family meetings, the family prayer (The Most Holy ROSARY), the estimation of unwritten and unspoken clan rules could be taken for granted. An affirmation to invite following ceremonial family meetings, like a marriage have been looked forward to.
To evaluate the TLP=f (l,t,c,e) , it is necessary to choose one principle or help technique, that I may not have known before. The HBLT –principle, that appeared to be a main topic or help technique, have been integrated into my ministry of teaching events. The HOOK in a ceremony like a funeral is the dedicated fulfilment of the last will of the deceived person. In this case it has been performed at the seaside of the northern sea shore in the Netherlands. The HOOK involved four out of 5 invited family branch leaders. The BOOK concept started with a little beloved song that was well-known in our family, and that has got a new, special meaning and depth of understanding and spiritual development. The teaching by ceremony, christ-centred following the exegetical concept, leaded to the point, where the Teacher/Learner roles have been changed. The priesthood and the Kingdom of GOD has been shown obviously by all recipients. A discussion started on the topic: “Supervision- deceive and chance” following the line-thesis that death is the ultimate deceive and overcoming death in eternal life with JESUS can be interpreted as our realistic chance to survive. A Supervision, that involves systematically Family Therapy shows new ways of life-changing experiences, if resurrection and eternal life in the heavenly Jerusalem has been postulated. The LOOK-step included brainstorming, goal-getting, personal commitments, prayer and encouragements. Even sad events, like a funeral took the learners according to these principles of the textbook to a vivid experience of strengthening faith and active counselling and comforting, included in the teaching environment. The future Commitment of taking constituting and binding pastoral acts, together with the acceptance of the Most Holy Rosary Prayer as a family-related specific group prayer could be seen as a best-in-practice result of the author’s teaching principle of the HBLT. In so far all feedbacks stated the effort of using this teaching help.
Evaluating the variety of methods that have been given, makes me happy, because it’s an honour, to be part of the excellent teachers A-course. 732 words.
UWE A E ROSENKRANZ, BITZ, 9.3.2009
Because of the partly occupied PC systems
by "policy Kit user" ("Staatstrojaner"),
and the given up server, where my ebook
was published,
it is useful to export some spiritual messages
of the past few years into a series of articles.
Please forgive me, if there is redundance, or
the chronical or systematical order is not obvious.
There are just a few interested readers, anyhow,
so they will understand.
In better times, this may be a source of wisdom
and a base of prophetical knowledge, that
could be a testimony for the GLORY of GOD.
==================================
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.
4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.
5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.
6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.
7) Summarize four teaching principles of „great“ teachers.
8) Discuss the importance of motivation in teaching, and the factors that motivate learning.
9) Compare and contrast teaching the Bible to adults, youth and children.
10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.
11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.
12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.
13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
The textbook author mentions three views of Scripture, that influences the teachers ministry.
There is the conservative view which implicates that it is God’s own revealed and authoritative written word that communicates with the believers. It is God’s message, His truth and His word that has been taught. The liberal view gave a new understanding of the place of the Bible in our relationship with GOD. This had progressive approaches in teaching, Christain nurture and education. GOD acting in our modern world just as he acted in the biblical world, is the main difference, that affects training and ministry. Human values and relationships moved into teaching plans, the goal of Christian Ministry became the enrichment of human life, the process of guiding people to discover the “higher Christian meaning” of their experiences.
The neo-orthodox view looked at the liberal view as “non-Chistian” and developed Christian faith and nurture in Christian revelation. A sovereign GOD, standing outside of history, disclosed himself in a historical Christ. Neo-orthodox view regards Gods word to be contained in the Bible.
The personal experience of religion is estimated and suggested as to be stimulated by the Scriptures.
Knowing GOD, who is unseen (Rom. 1:18-25) appeared to HIS nature (acts 17) of making himself known. His natural revelation (John 1:1-5,14,15) can be seen in JESUS CHRIST who is reflector of GODs glory.(Hebr.1:1-5). This new knowing of GOD in HIS Image (Col. 1:15-20) brings a special revelation with signs and wonders (John 20:30-31).
In conclusion, teaching ministry is affected by the kind of revelation of GOD. It may give information that is otherwise unknown. It can be revealed by the Spirit, communicated biblical content as information and using the language as medium. 284 words.
2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
The inspiration of the Spirit of GOD is recorded in its own words, God’s special revelation concerning his dealings with human beings. The Bible has both divine quality and a human side to its design. Verbal revelation is given by the testimony of Jesus Christ, being the living Word of God ((John 1:14) The teaching of Scripture regard to be God’s words. In first place, God´s words are given to men, who spoke from God.(2.Peter 1:16-18, 21) God´s voice has been heard directly, reports the Bible , that is inspired by God (2.Tim. 3:16).
Verbal inspiration can vary in genre, like poetry, narrative and historical description. The form of genre does not change the fact of inspiration. The whole bible in inspired. Phrases and figures are used. This may lead the teacher to the point; he uses the same genres and reflects the creative nature of the living God. He then is going to interpret the written style. Historical general accounts e.g. need different interpretation than parables like the Prodigal Son. Even allegorical attitudes need special type teaching.
Nonverbal revelation is giving biblical statements, not limited to information in words. God spoke through events, like plagues, through things, like the tabernacle and furnishings and clothing, and through experiences, like the sacrifice ordained in the law.
The meaning of these nonverbal forms is interpretable only because of other revelations in words.
God is communicating by symbols and acts. This may influence the teacher to present nonverbal communication through verbally comments, using meaningful passages in the Bible. The words of Scripture are essential to comprehend the nonverbal message of the Bible. 269 words.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.
The message of the Bible is rooted in history and can be shown as an act of salvation of GOD with his people. His dealing with human beings is structured as a step by step revealed plan, marked in time by significant events, important persons, great ideas and advantages in creation. Like a divine drama, phases of unifying motif to understand the message of the Bible can be provided. The story-line of a three-act play, where Act1 is settled around Rightious Reflection, Act 2 is concerned with Refracted Reflection and Act 3 may be departed into another three scenes. Scene one gives initial Reconciliation, Scene two Daily Reconciliation and Scene Three Ultimate Reconciliation. Using this message as a guideline for universal provision for sin and the possibility for reconciliation of all believers is delivering a primary tool for teachers. The purpose of ministry is that ministers of the word are tools in the hand of GOD (2.Cor.5:17-21). This is scheduled as the “magna charta” for all believers, authoritative, directive and liberation. (Habermass and Issler). So, the items of metamorphosis and ministry, the conception of the messengers and the means of reconciliation focuses on four points, how reconciliation was accomplished.
The role of the bible is to Enlighten, to Expose, and to equippe. This equippement through the sacrifice of Christ is described by Paul (2. Tim. 3:16-17): Teaching, Rebuking, Correcting, Training.
According to this four words, the message and role of the bible is highlighted. First, the Bible presents the message of reconciliation, covering the New Testament as a fulfilment of the Old covenant. Second, it provides the means it provides the means by which the believer can experience daily the reconciled relationship that belongs to the Christian positionality. This tool to experience firsthand the preshaped story of reconciliation both underlines the message and role of the Bible. 307 words.
4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.
The Basis of Authority in Teaching is given through Scripture (2.Tim.2:15). On this foundation we can go from specific details to a general principle, which is called inductive. The Bible Study Method, basing on the inductive principle, follows a fife-step program. First step in the inductive bible study process is observation. The question: ”What does it say?” is answered. Specific details of the “Then and There” are mentioned. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” And we may identify context questions like: “What literary form is being employed in this passage?” – “What is the overall message of this book, and how does this passage fit into that message?” – “What precedes this passage? What follows?”. This can be departed from structural questions like: Are there any repeated words? Repeated phrases? – Does the author make any comparisons? Draw any contrasts? – Does the author raise any questions? Provide any answers? – Does the author point out any cause and effect relationships? – Is there any progression in this passage? In time? Action? Geography? – Does the passage have a climax? – Does the author use any figures of speech? – Is there a pivotal statement or word? – What linking words are used? What ideas do they link? – What verbs are used to describe action in the passage?
Second step is the interpretation. “What does it mean?” should be answered by discovering details through inductive study. We find this basic interpretative question in the Bible (Acts 8:30). Three rules help to answer that question: The Continuity of the message, the Context of the material and the Customary meaning.
Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. The terms may differ: proposition, central theme, thesis statement, but the concept is the same. Expository Preaching (Haddon W. Robinson) fits the two main ideas, formulating the questions: What is the author talking about? – What is the author saying about what he is talking about?
Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”. Interpretation always precedes application. Teachers should answer the question by having a right measure on what is the relevant communication of Scripture. Application focuses on biblical answers on common issues. The bible uses concrete words rather than abstract. The Bible must be applied as God intended. The four-fold use of Scripture to teach, rebuke, correct and train in righteousness are points of application. Questions should be answered like: What was th communication setting? What traits to modern audience? – How can we identify with biblical people in their situation? – What further insights have we aquired about God`s dealings with His People through additional revelation? – When I understand an eternal truth or guiding principle, what specific, practical applications does this have for me and my congregation?
In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. The transformation of the word with its life-changing truth is recommended ( James 1:22-25). We have to ask ourselves, how we need to change. Do we need to change a viewpoint? Maybe its an attitude or a habit or behaviour that needs correction. Is there any new perspective we should embrace? Can we? The ultimate implication of Bible study for personal life is godliness. 583 words.
5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.
“The Levels of Learning Transfer”, mentioned by the authors, means the kind of learning the teacher is aiming for; each level represents a stage of greater transfer from sterile fact to live-changing experience.
In the textbook fife levels are characterized: The Rote Level, The Recognition Level, The Restatement Level, The Relation Level and The Realization Level.
The teacher’s role is changing step by step from Telling to Guiding.
The teaching emphasis follows the main principle of pure FACTS, which is Basic, but insufficient; next step is MEANING, in terms of worldview; and then MEANING in terms of life experience.
The creative Bible Teaching is teaching to constantly raise student’s levels of learning toward realization.
On the rote level the ability to repeat without thought of meaning is trained.
On the recognition level the ability to recognize biblical concepts is brought to consciousness.
On restatement level the ability to express or relate concepts to biblical system of thought is taught.
On relation level the ability to relate Bible truths to life and see appropriate response is guided.
On the realization level the actualizing response is motivated with the ability to apply biblical truths to daily life.
Creative Teaching can be more closely defined as consciously and effectively focusing on activities that raise student’s learning level. There are three main principles to reach this aim:
To change from focus on facts to focus on meaning, to raise from student passivity to student activity and to upgrade the role of a teacher from pure teller to more being a guide.
This can be reached through awaking the students respond, not even to memorize and listen, but merely to come to a stage of active thinking, integrating, discovering, relating and reasoning. These principles follow the steps of Learning Transfer Levels.
296 words.
6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.
Pragmatism looks at the results of teaching for life change. The focus is laid on the exegetical idea and the pedagogical idea. The exegetical idea is known as the question dealing with the truth that the author of the passage intended the original hearers or readers to understand. Its also known as The Bridge Principle, The Central Idea or The Big Idea.
The pedagogical Idea deals with the truth that the teacher of the class wants the students to understand from the passage.
Reflected on the kinds of learning, we can differ some certain types or categories of learning.
According to Acts 2:37 Prof. Dr. Bloom found, that there are three domains of learning:
1. on the cognitive level, where Thinking and Knowing , which indicates Cognition, takes places in the “head” (similar to acts 2:37: “When the people heard this”..);
2. on the Affective Level, where Values and Attitudes that influence conviction are belonged in the “Heart” (corresponding with acts 2:37 ..”they where cut to the heart..”);
3. on the Behavioural domain, where Actions and Skills show Competence in the “Hands” (according to Acts 2:37 “.. and said to Peter and the other apostles, “Brothers, what shall we do?” ..”). 201 words.
7) Summarize four teaching principles of „great“ teachers.
Great teachers use common practices to take good effort in their aims to teach.
They have credibility. That means, how is the teacher perceived, is he trustworthy?
Does he know what he is talking about, is the information he provides accurate? Theses are elements of reliability of information. His purity of motives is another hint on credibility. Why is he teaching, does it only fulfil his own need or is it in righteousness and honour to the LORD?
The warmth and friendliness of being human, showing humour and brake down ice-walls and taboos. The reputation of a great teacher is given through his testimony and the testimony of others about him. There has to be congruence between inner and outer testimony, he has to live, what he teaches. The teachers expertise, his qualification is strengthen his credibility. And, he must have a passion to teach, as if it is the most important truth, You may ever heard, when he is teaching.
They communicate clearly. Their messages are easy to understand or require no mental processing. The content, the purpose, the examples, the choice of words and the structure and presentation of their teaching are precisely developed. Clarity is a very important principle of great teachers.
They stimulate interest. They hook the learner, so that he pays attention and interest in the subject. He entertains the students to keep listening. Teachers involve the learner, so that he participates to the lecture. The equippement for daily living and practice is significant and relevant. Gods word must be applied.
They teach with style. The choice of vivid words paints pictures in the minds and hearts of students. Purposeful actions, movements and gestures contribute to the interest of students in the learning experience. Eye contact, body language, vocal variety and visual display and good structure of visual aids are even important as note-free delivery of the lecture.
They take the risk of creativity. New principles, methods or styles of teaching takes the risk, that the students maybe are not involved. A sound philosophy of teaching has to be performed, that is more focussed on the students engagement than on the teachers style or information transfer.
They value and respect students. They know that people are created in the image of GOD, and, like raw diamonds, who have to be shaped to fit, GOD is still working on them. A great teacher shows his respect and love for the students. 405 words
8) Discuss the importance of motivation in teaching, and the factors that motivate learning.
We decide between General and specific motivation. General motivation refers to the students overall attitude toward learning. It tends to remain stable over time and different situations. For the teacher its most difficult to alter.
Specific motivation is less stable and refers to a person’s motivation at a given time toward a specific topic or class.
Motivation can come from outside or inside the student. Extrinsic motivation is coming from positive or negative reinforcements to the learner. Intrinsic motivation is coming from inside the student. He may enjoy the subject, have a high level of general motivation, is seeking knowledge for a specific reason or desire to grow personally. Motivation takes place in all three domains of learning (Acts 2:37, resp. chapter 7), in head, heart and hands. But for learning to occur in any of these domains, the individual must exercise his will to learn. There are both personal and structural factors in education that motivate student participation I the learning process.
Personal factors that motivate learning are the Student-Teacher- relationship. The quality of outside-class contacts influences the inner-class-contacts and class-group-life is also important. (Phil. 1 and 1.Thess.2:9). A loving atmosphere and the depth and truth of the teachers real love expressed to his students are high motivation factors. This has to be cultivated, not only involving the outside-class activities, but merely the inner-class situation. Teachers overemphasize of authority, his empowering to settle issues, the right to control, command, and determine can be destructive of students motivation and have to be neglected. The ultimate control in the class must be in Christ and the HOL Spirit has to give direction.
Another motivation factor is the group dynamic, the relationships and atmosphere inside the class. The development according to the New Testament fellowship is important for motivation to learn. The opening up of students minds depends on that spiritual growth (Gal.6:2; Eph. 4:16). And the teachability of students as based on their own will to learn are relevant.
Structural factors of motivation can be overlooked by means of the Bible. The unique community, a unique oneness in Christ and a life that develops through the contribution of all, but is wider through elements built on the structure of lessons, the kind of methods and the way, how material is presented. People learn best when learning is patterned, e.g. by the Hook, Book, Look, Took – pattern. And people learn best, when learning is sequenced, a concept of a series of lessons.
People learn best when learning is encouraged, stimulated and relevant The application of learning is another structural motivation factor for learning.. 431 words.
9) Compare and contrast teaching the Bible to adults, youth and children.
a) Adults: To understand the adult learner its important to list the patterns of adult learning. Their desire for a safe environment, their emotional engagement, challenges and reflective opportunities have been accomplished. They desire to feel like they are being stretched. They want new situations and desire the unexpected, especially if they find it in a learning community.
The strength of adult learner are: they are self-motivated, self-disciplined, have variety of experiences and are relevance-focused. The like independent learning and aer able to bring in insightful contributions. Learning beyond the classroom and their well-functioning in the class are pros in adults education.
Patterns of the HBLT-Concept should lead the teacher to adult teaching strategies, that take care for the special needs of adults and are compared to their strengths. Following this structure, the “Hook” should focus the attention of adults, the “Book” should communicate Bible Content to them, the “Look” should guide insight with adult learners, and the “Took” should encourage their response. Providing adults with these structure, we are to recognize several principles for adult learners. They want to learn, are motivated, are oriented at practical problems. Theay are self-directed, fear failure and adult education must offer diversity.
b) Youth: Understanding how young people learn, must recognize the following strengths:
Youth learn best through experience and from caring role models. Best learning results can be stated, when youth are active in discovering truth and when a variety of methods are used. They learn best when lessons are relevant and needs focused. The HBLT-structure with Youth, must gain attention in relevant topics, humour and emotionally moving skits should be preferred. In the Book-step, Youth may be conducted in large or smaller groups. In the Look section adult team member should lead fife to ten students, the involvement of youth commitment should take the students to practical actions on the message and ideas they heard in the near future. Intended applications like little give-aways and add-ons like WWJD- shawls, buttons, T-shirts and rings with “Key –to-my-heart” are very popular and helpful. The identification factor of corporate identity gives a good feeling to youth students. Methods that work with youth , like art, drama, music, pencil & paper, verbal techniques, visual techniques and personal experience should vary.
A special task should be taken for youth who are in transition. That means, people who are in a period of instability preceded by and followed by a period of stability. Including the willingness to try, fail, learn, and grow, Youth teaching can be done.
c) Children:
In comparison to adults and youth, children need no closely reasoned teaching, they cannot understand. We have to be sure that what we teach is actually what GOD is saying and teaching and learning situations have to be creatively structured. There are several factors for children’s bible teacher to be recognized:
The teaching must be true to God’s word. The teaching should relate to a child’s present needs and experiences. Teaching must make scripture relevant on the child’s own level.
This is because children learn by experiencing and doing. Allow hands-on experiences rather than just talking with them. Children learn by example. Be aware of the behaviours and attitudes you model as a teacher. Children learn by repetition with variation. Provide familiar books and use stories and concepts repeatedly. Children learn through concrete language and experiences, and they think literally and concretely.
Methods for teaching children are storytelling, questions, discussions, projects and creative activities.
The use of the HBLT structure with children follows special strategies, for attention getting must be precise, vivid and directly fascinating. The narrative stories of the bible woven into word pictures will interest and impress children. Main needs like security, physical needs and love should be taught through bible characters. The Look, guiding insight with children has to follow the children’s need to participate actively to apply the scripture to life. The Took-step has to encourage response of children. The teacher should lead the pupils to the brink of own decision making. Learning activities have to help children to have response opportunities.
Teaching children must be seen in the larger context of life- outside the classroom and learning situation.. There for acquaint parents with their responsibility. Keep parents aware of what teachers are teaching. Program leaders and teachers should be made more sensitive to the need for working with the home. Pastors should oversee and harmonize the church-home- relationship. 735 words.
10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.
The 11th chapter in the book of Hebrew is selected. My own inductive Bible study is conducted., of this passage. The fife steps of bible study is labelled. The KING JAMES VERSION is used and the LIBRONIX Digital Bibliotheca, LOGOS Scholar’s Library Gold edition.
A) First step in the inductive bible study process is observation. The question: ”What does it say?”
The main theme and topic is faith. A definition is given. Examples of biblical characters, and what they did by faith, are listed. So the right answer is “what to do through faith” is said.
Which specific details are mentioned? “Then and There” are mentioned. The epistle Paul wrote to a persecuted community, which needed comforting, counselling, strenghening,. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” – The Hebrew letter is a form of epistle, a teaching lecture, addressed to specific people, who have been well-known to the writer. Dated 90 – 100 A.D. he was send to messianic Jews in Hebrew-talking churches. This time was over shaded by persecution. The author is giving trust by mentioning examples of faith heroes, who have been known to the recipients by the Holy Scriptures.
B) Second step is the interpretation. “What does it mean?” Strengthening of faith in times of persecution by good example means entrusting the believers. The given definition of faith is not only an allegory but daily help.
C) Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. Some call the 11th chapter the “Famous Hall of Faith” or “Heroes of faith”.
D) Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”.
In our days, heroes of faith sometimes are neglected or have an image of over-charismatic. You may not face any persecution, if You live a life of harmony to the world-like church. But if You experience the flames of supernatural faith, signs and wonders, people of the world and even inside the government-equipped churches call You crazy, chaotic or obscure. If You stand to Your visions, gifts and Theophanous experiences, you may face persecution, as well as the believers in messianic jewish congregations in the 1rst century. So, in this concern, the Hebrew letter gives us teaching, strengthening of faith and comforting for our daily life, as well. The author, Paul, speaks to us in our churches all over the world, today. So the epistles can be taught in all congregations.
E) In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. On the Rote Level, we just get the information, memorize it and repeat the raw material. On the Recognition Level, we try to understand the meaning of the message. On the Restatement Level, we are going to connect the message with present situations. On the Relation Level , we relate it to our daily life and relationships. The Realization Level. gives opportunities to find new solutions for application in our live changing experiences.
In this case the application of the “best in practice” procedure of the heroes of faith would cause an implementation of new belief in our Christian and non-Christian environment. 569 words.
11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.
See applied tables.
12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.
See applied worksheets.
13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.
In order to use the evaluation model of Stake, that has been used in the author’s book for Educational Programs and teaching events, the ability to creatively teach the concepts found in the book, we look at the several points of control, which have been mentioned above in chapter 12 on the working sheet for evaluation. The Expected and Actual Learning Antecedents (ELA;ALA), the Expected and Actual Learning Transactions (ELT;ALT) and the Expected and Actual Learning Outcomes (ELO;ALO) have been measured. For teaching creatively following standards have been founded: Teachers of Excellence use a variety of methods with love and understanding for the learners. As far, as I was studying not in a study group, but alone from my home, the ELA was, to make the course in a short time with good effort and to applicate the new principles into direct teaching events. The ALA means to me that I regularly finished the course within 3 month, taught on a family sea-funeral, that all participants loved and liked very much. ALT, as taught in the book could be acquired, using the speech of symbolism in a ceremony, to underline the teaching. The variety of methods, as a application for excellent teaching could have been settled with a adult family group. The lectures, as structured by the textbook, took place in the ELT involving the Teacher(me) and the Learners (my Family) into clan group prayer and commitments. The Hook of ashes spreading ceremony, the Book-step of mini-lecture in Hebrews the Look into our present situations and the encouragement for this life-changing event could be followed according to the learning program and leaded to the expected Transactions. As a result of the ALO, the L/T seem to snap (grasp) the message. The group was able to discuss intelligently the priesthood and the role of the kingdom of GOD on a master degree level, answering the bridge-question of “Supervision- deceive and chance”. The ELO could be stated, that Christian priestly and administrating ministry have been understood. Times of persecution, overcoming of hindering laws and rules leaded to values of encouragement and freedom. The establishment of regular family meetings, the family prayer (The Most Holy ROSARY), the estimation of unwritten and unspoken clan rules could be taken for granted. An affirmation to invite following ceremonial family meetings, like a marriage have been looked forward to.
To evaluate the TLP=f (l,t,c,e) , it is necessary to choose one principle or help technique, that I may not have known before. The HBLT –principle, that appeared to be a main topic or help technique, have been integrated into my ministry of teaching events. The HOOK in a ceremony like a funeral is the dedicated fulfilment of the last will of the deceived person. In this case it has been performed at the seaside of the northern sea shore in the Netherlands. The HOOK involved four out of 5 invited family branch leaders. The BOOK concept started with a little beloved song that was well-known in our family, and that has got a new, special meaning and depth of understanding and spiritual development. The teaching by ceremony, christ-centred following the exegetical concept, leaded to the point, where the Teacher/Learner roles have been changed. The priesthood and the Kingdom of GOD has been shown obviously by all recipients. A discussion started on the topic: “Supervision- deceive and chance” following the line-thesis that death is the ultimate deceive and overcoming death in eternal life with JESUS can be interpreted as our realistic chance to survive. A Supervision, that involves systematically Family Therapy shows new ways of life-changing experiences, if resurrection and eternal life in the heavenly Jerusalem has been postulated. The LOOK-step included brainstorming, goal-getting, personal commitments, prayer and encouragements. Even sad events, like a funeral took the learners according to these principles of the textbook to a vivid experience of strengthening faith and active counselling and comforting, included in the teaching environment. The future Commitment of taking constituting and binding pastoral acts, together with the acceptance of the Most Holy Rosary Prayer as a family-related specific group prayer could be seen as a best-in-practice result of the author’s teaching principle of the HBLT. In so far all feedbacks stated the effort of using this teaching help.
Evaluating the variety of methods that have been given, makes me happy, because it’s an honour, to be part of the excellent teachers A-course. 732 words.
UWE A E ROSENKRANZ, BITZ, 9.3.2009
Freitag, 9. April 2010
Sieg am Kreuz
GOTT sei dank haben wir den Sieg
in JESUS CHRISTUS unserem HERRn!
#
Mit diesem Taufvers begab ich mich
auf die Kreuzesnachfolge in 1992.
Ich baute Hauskreise, Kirchen, Missionswerke,
gründete Firmen und Vereine,
absolvierte erfolgreich (mit 95% von 100)
den Second BA in Religious Education,
wurde Reverend und Bischof
von über 5500 Christen.
====================================
Jetzt soll ich in eine geschlossene
psychiatrische Anstalt eingewiesen werden,
wenn es nach dem Willen einer Staatsanwältin geht.
Ohne Gerichtsverfahren, obwohl es bereits
amtsärztliche Gutachten (mittlerweile drei) gibt,
die mir Handlungsfähigkeit, Einsicht,
Kooperations-bereitschaft und "gesellschaftliche
Ungefährlichkeit" bescheinigen.
Auf einen wagen Verdacht hin wurde mir bereits
der Führerschein entzogen.
Dabei wurde, obwohl meine Frau dem
auch schriftlich widersprochen hat,
falsches Zeugnis und falsche Zeugen aufgestellt.
=======================================
Warum ist das so?
In der Wochen, nachdem ich zusammengeschlagen wurde,
betete ich mit einem katholischen Krankenhausseelsorger.
Er gab mir ein Gebet um Gelassenheit,
denn die Mächtigern dieser Welt vergehen!
Ich glaube ganz sicher, dass
das prophetische Wort, das ich vor Jahren
bekam , sich erst jetzt voll erfüllt:
GOTT will SEIN BANNER darüber erheben,
das ist das Feld-Zeichen seiner ALLMACHT!
Für mich ist klar:
der ROSENKRANZ (siehe links das widget
zum Rosenkranz-Gebet), soll triumphieren
über den "Staats- Faschismus", der sich mit
Ärzten und Psychatern verbündet.
===========================================
Wem das zu hart, oder fundamentalistisch klingt,
der sollte mal einen Blick werfden auf ISRAEL, und wie
die Mächtigen dieser Welt (OBAMA, etc.)
mit GOTTES Bundesvolk umgehen.
Parallelen zu der Konfrontation von Moses mit dem Pharao
sind unverkennbar und keinesfalls zufällig.
==========================================
Da darf derjenige froh sein,
der um des Evangelium willens
Unrecht leidet , wenn er verleumdet wird,
wenn sie damit lügen!
==========================================
Ich für mein Teil bin ruhig und gelassen,
fröhlich und zuversichtlich, denn,
der der in mir lebt ist
stärker als der , der in der Welt!
..und: GOTT sei dank
werden wir den Sieg haben
(wie wir ihn auch schon gehabt haben)
in JESUS CHRISTUS unserem HERRN!
====================================
Lasst uns im (ROSENKRANZ-) Gebet mit
einstehen für unsere Freunde
in ISRAEL und sie trösten,
und Jerusalem Glück und Frieden wünschen!
Preis dem HERRn!
in JESUS CHRISTUS unserem HERRn!
#
Mit diesem Taufvers begab ich mich
auf die Kreuzesnachfolge in 1992.
Ich baute Hauskreise, Kirchen, Missionswerke,
gründete Firmen und Vereine,
absolvierte erfolgreich (mit 95% von 100)
den Second BA in Religious Education,
wurde Reverend und Bischof
von über 5500 Christen.
====================================
Jetzt soll ich in eine geschlossene
psychiatrische Anstalt eingewiesen werden,
wenn es nach dem Willen einer Staatsanwältin geht.
Ohne Gerichtsverfahren, obwohl es bereits
amtsärztliche Gutachten (mittlerweile drei) gibt,
die mir Handlungsfähigkeit, Einsicht,
Kooperations-bereitschaft und "gesellschaftliche
Ungefährlichkeit" bescheinigen.
Auf einen wagen Verdacht hin wurde mir bereits
der Führerschein entzogen.
Dabei wurde, obwohl meine Frau dem
auch schriftlich widersprochen hat,
falsches Zeugnis und falsche Zeugen aufgestellt.
=======================================
Warum ist das so?
In der Wochen, nachdem ich zusammengeschlagen wurde,
betete ich mit einem katholischen Krankenhausseelsorger.
Er gab mir ein Gebet um Gelassenheit,
denn die Mächtigern dieser Welt vergehen!
Ich glaube ganz sicher, dass
das prophetische Wort, das ich vor Jahren
bekam , sich erst jetzt voll erfüllt:
GOTT will SEIN BANNER darüber erheben,
das ist das Feld-Zeichen seiner ALLMACHT!
Für mich ist klar:
der ROSENKRANZ (siehe links das widget
zum Rosenkranz-Gebet), soll triumphieren
über den "Staats- Faschismus", der sich mit
Ärzten und Psychatern verbündet.
===========================================
Wem das zu hart, oder fundamentalistisch klingt,
der sollte mal einen Blick werfden auf ISRAEL, und wie
die Mächtigen dieser Welt (OBAMA, etc.)
mit GOTTES Bundesvolk umgehen.
Parallelen zu der Konfrontation von Moses mit dem Pharao
sind unverkennbar und keinesfalls zufällig.
==========================================
Da darf derjenige froh sein,
der um des Evangelium willens
Unrecht leidet , wenn er verleumdet wird,
wenn sie damit lügen!
==========================================
Ich für mein Teil bin ruhig und gelassen,
fröhlich und zuversichtlich, denn,
der der in mir lebt ist
stärker als der , der in der Welt!
..und: GOTT sei dank
werden wir den Sieg haben
(wie wir ihn auch schon gehabt haben)
in JESUS CHRISTUS unserem HERRN!
====================================
Lasst uns im (ROSENKRANZ-) Gebet mit
einstehen für unsere Freunde
in ISRAEL und sie trösten,
und Jerusalem Glück und Frieden wünschen!
Preis dem HERRn!
Dienstag, 30. März 2010
Simcha raba, simcha raba, Aviv higia - Pessach ba! - Frohe Ostern!
Hi,
ein gesegnetes Fest zu Pessach und Ostern,
die dieses Jahr nahezu zeitgleich stattfinden.
Zeit, mal wieder in deutsch zu schreiben.
Eine "kurze" persönliche Betrachtung:
Das Osterfest erinnert an den Auszug des Volkes ISRAEL
(Das ganze Haus Jisrael, Jeheskel 37,11, Exodus 33..).
Was bedeutet das für uns, für mich??
===========================================
O.k. ich bin Christ, bin erlöst in Jeshua Ha Maschiach.
Doch sind wir/bin ich wirklich frei??
Ich denke da an durchaus spürbare Verfolgung (persecution)!
In Deutschalnd im Jahre 2010 unvorstellbar??
Nö.
Ich kann und will hier nicht alle Detaills aufführen,
auch weil es ein "schwebendes Verfahren" gibt.
aber mal soviel:
Letztes Jahr im Juni, an meienm 49. Geburtstag
gab´s eine handfeste Auseinandersetzung im
Kloster Andechser (Bayern).
Ich war zu einem zweitägigen Wissenschaftlertreffen
im Kloster St. Ottilien eingeladen.
Am Abend des 1. Tages kehrten meine Frau
Elke und ich im Klostergarten
vom benachbarten Andechser ein.
Das Fazit: es gab eine Schlägerei
mit drei Männern.
Einer davon mit Polizeistiefeln
schlug und trat auf mich einm,
auch noch, als ich längst ohne
Gegenwehr am Boden lag.
Ich wurde von Stiefeltritten
am Kopf, im Unterleib und
in die Nieren getraoffen,
hatte zwei gebrochene Finger
und überall Prellungen und
Blutergüsse.
Ich floh in das nahegelegene Klosterbüro.
Dort bat ich um Hilfe.
Eine Mitarbeiterin rief die Polizei.
Diese wurde mittels Drücker an der Tür
eingelassen.
Statt mit allerdings zu helfen,
griff mich einer der Leute
(ebenfalls mit Springerstiefeln, ohne Mütze,
"Skinhead") ohne Vorwarnung an, nachdem er
mehrfach schrie: "Ich kriege gleich einen Anfall!"-
Ich versuchte noch , ihn zu beschwichtigen
und sagte: "Bitte bekommen Sie keinen Anfall!-
Doch er stürzte auf mich zu, versuchte
einen Polizeigriff an meiner rechten Hand
anzusetzen, genau dort, wo die drei brutalen
Angreifer mich bereits verletzt haben.
Ich fiel zu Boden, der Skin rammte mir
sein Knie in die bereits angeschlagene Nieren-
und legte mir Handschellen an-
alles innerhalb der Klostermauern, im Bürotrakt!
Ich wurde anschliessen ohne medizinische Behandlung
(mir wurde sogar ein Pflaster für meine stark blutende Platzwunde
über dem rechten Auge verweigert) zur Wache Herrsching
in einem Rote Kreuz Transporter gefesselt und angeschnallt, verbracht.
Nach etwa 3,5 Studen Verhör
(mit teilweise über 10 Personen)und Alkoholtest
(erst "Blasen" 2X ), dann Blutabnahme, sollte ich
zur Ausnüchterung über nacht in eine Zelle kommen.
Derselbe Uniformierte, der mich im Kloster überwältigt hatte,
stiess mich jedoch abermals zu Boden und legte mir,
diesmal eiserne Handschellen an.
In einem nächtlichen Gefangenentransport im Rote Kreuzwagen
wurde ich nach Haar bei München verschleppt.
Dort kam es zur ersten ärztlichen Untersuchung,
die starke Verletzungen am ganzen Körper ergab.
Es wurde erneut ein Bluttest gemacht, der 0,6 % ergab.
Erst hiess es, eine Nacht auf der Krankenstation und
dann am nächsten Tag ausgenüchtert werde ich entlassen.
Ich sollte eine Erklärung unterschreiben, dass ich
freiwillig in die Klinik gekommen wäre, dann würde es kein
gerichtliches Nachspiel haben.
Tags darauf (Sonntag), ich war gerade geduscht, in meinen
Anzug und Krawatte mit Mantel abreisebereit,
wurde ich noch mal in ein Zimmer dirigiert.
Dort gab es ein "Standgericht", bestehend aus 4 Frauen.
Sie verurteilten mich zu 14 Tagen Internierung.
Auf Gebet mit Seelsorgern und meiner Bonner Gemeinde hin
und nachdem ich mehrfach durch Ärzte untersucht wurde,
bin ich dann nach 6 Tagen mit Arztbrief (zwei Chefartunterschriften)
entlassen worden, ohne Auflagen.
Dann kam vom Gericht ein Beschluss,
ich wäre Entmündigt!
Und zwar dürfte ich drei Monate (!)
nicht mehr
über meinen Wohnsitz oder meine medizinische Behandlung
selber entscheiden.
Das ging dann über das Notariat meines Wohnortes.
Nach Ablauf dieser Frist, am 9.9.09, dachte ich, es wäre alles ok.
Ich flog auf Einladung nach Indien.
DOrt weihte ich als Bischof meine eigene Gemeinde ein
mit 5000 Christen.
..
Fortsetzung folgt..
ein gesegnetes Fest zu Pessach und Ostern,
die dieses Jahr nahezu zeitgleich stattfinden.
Zeit, mal wieder in deutsch zu schreiben.
Eine "kurze" persönliche Betrachtung:
Das Osterfest erinnert an den Auszug des Volkes ISRAEL
(Das ganze Haus Jisrael, Jeheskel 37,11, Exodus 33..).
Was bedeutet das für uns, für mich??
===========================================
O.k. ich bin Christ, bin erlöst in Jeshua Ha Maschiach.
Doch sind wir/bin ich wirklich frei??
Ich denke da an durchaus spürbare Verfolgung (persecution)!
In Deutschalnd im Jahre 2010 unvorstellbar??
Nö.
Ich kann und will hier nicht alle Detaills aufführen,
auch weil es ein "schwebendes Verfahren" gibt.
aber mal soviel:
Letztes Jahr im Juni, an meienm 49. Geburtstag
gab´s eine handfeste Auseinandersetzung im
Kloster Andechser (Bayern).
Ich war zu einem zweitägigen Wissenschaftlertreffen
im Kloster St. Ottilien eingeladen.
Am Abend des 1. Tages kehrten meine Frau
Elke und ich im Klostergarten
vom benachbarten Andechser ein.
Das Fazit: es gab eine Schlägerei
mit drei Männern.
Einer davon mit Polizeistiefeln
schlug und trat auf mich einm,
auch noch, als ich längst ohne
Gegenwehr am Boden lag.
Ich wurde von Stiefeltritten
am Kopf, im Unterleib und
in die Nieren getraoffen,
hatte zwei gebrochene Finger
und überall Prellungen und
Blutergüsse.
Ich floh in das nahegelegene Klosterbüro.
Dort bat ich um Hilfe.
Eine Mitarbeiterin rief die Polizei.
Diese wurde mittels Drücker an der Tür
eingelassen.
Statt mit allerdings zu helfen,
griff mich einer der Leute
(ebenfalls mit Springerstiefeln, ohne Mütze,
"Skinhead") ohne Vorwarnung an, nachdem er
mehrfach schrie: "Ich kriege gleich einen Anfall!"-
Ich versuchte noch , ihn zu beschwichtigen
und sagte: "Bitte bekommen Sie keinen Anfall!-
Doch er stürzte auf mich zu, versuchte
einen Polizeigriff an meiner rechten Hand
anzusetzen, genau dort, wo die drei brutalen
Angreifer mich bereits verletzt haben.
Ich fiel zu Boden, der Skin rammte mir
sein Knie in die bereits angeschlagene Nieren-
und legte mir Handschellen an-
alles innerhalb der Klostermauern, im Bürotrakt!
Ich wurde anschliessen ohne medizinische Behandlung
(mir wurde sogar ein Pflaster für meine stark blutende Platzwunde
über dem rechten Auge verweigert) zur Wache Herrsching
in einem Rote Kreuz Transporter gefesselt und angeschnallt, verbracht.
Nach etwa 3,5 Studen Verhör
(mit teilweise über 10 Personen)und Alkoholtest
(erst "Blasen" 2X ), dann Blutabnahme, sollte ich
zur Ausnüchterung über nacht in eine Zelle kommen.
Derselbe Uniformierte, der mich im Kloster überwältigt hatte,
stiess mich jedoch abermals zu Boden und legte mir,
diesmal eiserne Handschellen an.
In einem nächtlichen Gefangenentransport im Rote Kreuzwagen
wurde ich nach Haar bei München verschleppt.
Dort kam es zur ersten ärztlichen Untersuchung,
die starke Verletzungen am ganzen Körper ergab.
Es wurde erneut ein Bluttest gemacht, der 0,6 % ergab.
Erst hiess es, eine Nacht auf der Krankenstation und
dann am nächsten Tag ausgenüchtert werde ich entlassen.
Ich sollte eine Erklärung unterschreiben, dass ich
freiwillig in die Klinik gekommen wäre, dann würde es kein
gerichtliches Nachspiel haben.
Tags darauf (Sonntag), ich war gerade geduscht, in meinen
Anzug und Krawatte mit Mantel abreisebereit,
wurde ich noch mal in ein Zimmer dirigiert.
Dort gab es ein "Standgericht", bestehend aus 4 Frauen.
Sie verurteilten mich zu 14 Tagen Internierung.
Auf Gebet mit Seelsorgern und meiner Bonner Gemeinde hin
und nachdem ich mehrfach durch Ärzte untersucht wurde,
bin ich dann nach 6 Tagen mit Arztbrief (zwei Chefartunterschriften)
entlassen worden, ohne Auflagen.
Dann kam vom Gericht ein Beschluss,
ich wäre Entmündigt!
Und zwar dürfte ich drei Monate (!)
nicht mehr
über meinen Wohnsitz oder meine medizinische Behandlung
selber entscheiden.
Das ging dann über das Notariat meines Wohnortes.
Nach Ablauf dieser Frist, am 9.9.09, dachte ich, es wäre alles ok.
Ich flog auf Einladung nach Indien.
DOrt weihte ich als Bischof meine eigene Gemeinde ein
mit 5000 Christen.
..
Fortsetzung folgt..
Abonnieren
Posts (Atom)