Chapter 14 DEVELOPING A PERSONAL PHILOSOPHY OF MINISTR

Chapter 14
DEVELOPING A PERSONAL
PHILOSOPHY OF MINISTRY
NoT SURPRISINGLY, THE STUDENT OF Christian education
who is immersed in
the practice of ministry might have a difficult time seeing the
connection
between the study of philosophy and the practice of ministry.
This tension
does not exist just in the field of ministry. All through the ages,
dating back
to Aristotle, a tension has existed between theory and practice.
An overem-
phasis on either element can lead to a dangerous outcome. Put
too much
emphasis on philosophy, and the individual is "so
philosophically minded
that he is of no earthly good." Likewise with the minister who
knows only
practice; an overemphasis here can lead to a reliance on
gimmicks and meth-
ods without an understanding of why they are being used or why
they work
(or don't work). Without this awareness, the minister begins his
ministry by
accumulating a "bag of tricks" filled with teaching methods,
messages, and
games. However, once this bag runs out, it leaves him with no
other alterna-

tive but to quit and go looking for another ministry location.
The children's ministry director or youth pastor who has only
enough
ministry resources to last eighteen months will be caught in an
endless cycle
of career rotation because he or she has never taken the time to
analyze the
philosophy of ministry. Without this understanding, the ministry
leader is
unable to determine how and when changes in methodology
should take
place and is therefore unable to make the necessary
adjustments. No minis-
try setting remains fixed, so at some point this inability to apply
theory to
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Anthony, M. J., & Benson, W. S. (2011). Exploring the history
and philosophy of christian education : Principles for the 21st
century. Wipf and Stock Publishers.
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ExPLORING THE HISTORY AND PHILOSOPHY OF
CHRISTIAN EDUCATION
practice leads to frustration and stagnation. Understanding the
philosophi-
cal presuppositions upon which ministry is based can reduce a
lifestyle of
endless transition.
The most difficult part of the process is convincing the young
student
that he/ she needs to spend some concerted effort developing a
personal
philosophy of ministry. When students lose sight of this
connection between
theory and, practice, they protest that theory is vague, too
esoteric, and a
waste of time. Practice is more fun and requires less motivation.
Generally, we have plenty of practice. But practice is often
confused and
contradictory, a circumstance already seen to have been almost
the continual
state of affairs since the time of Aristotle. What we need is not
more practi-
cal remedies but, as Aristotle pointed out, some theory to guide
practice. On
this note, the defenders of philosophy have stated that theory is,

in the end,
the most practical of expedients. 1
To use the familiar analogy of a man crossing a lake in a boat,
he needs to
use both oars to keep the boat moving in the desired direction.
In this case,
long-term successful ministry requires both theory and practice.
Without
one or the other, the boater is destined to an endless life of
paddling in
circles wondering why he never arrives at his destination.
While writing this chapter, I received a call from one of my
former stu-
dents. He had been serving as a youth pastor at a local church
for the past
fourteen months. He received a phone call from his senior
pastor this week
and was asked to come into his office for a meeting. The
outcome of the
meeting was that the pastor requested the youth minister's
resignation. It
seems that the youth pastor just wasn't a "fit" for the type of
ministry that
the senior pastor wanted. Pain etched my former student's face
as he tried to
figure out what had happened.
As I explored below the surface, asking questions about the
senior pastor's
philosophy of ministry, I came to realize that the fellow was
trying to transi-
tion his church from a traditional, denominationally bound
church to a "seeker
sensitive" model that required a radical paradigm shift for

everyone in the
church, including the staff. My former student came with his
ministry style
made up and was not willing to make the necessary adjustments.
In essence,
his personal philosophy of ministry did not fit that of the senior
pastor's,
and it was time for a parting of ways.
1. John S. Brubacher, Eclectic Philosophy of Education (New
York: Prentice-Hall,
1951), 14.
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DEVELOPING A PERSONAL PHILOSOPHY OF MINISTRY
Developing a personal philosophy of ministry while in school
and taking
the time to review it periodically while in ministry is essential
for long-term
vitality and happiness in ministry. The purposes of this chapter
are to iden-
tify the critical components of a personal philosophy of ministry
and to
assist the young minister in his/her ability to formulate a
personal philoso-
phy of ministry that will stand the test of time and ensure a
successful career
for years to come.
COMPONENTS OF A PERSONAL PHILOSOPHY
What goes into a personal philosophy of ministry is broad and
varied. In its
broadest format, it entails three components: theology,
philosophy, and praxis.
This comprehensive approach involves first, detailing one's
theological posi-
tion on important doctrinal issues; second, a description of their
philosophical
presuppositions in matters pertaining to metaphysics (reality),
epistemology
(knowledge), and axiology (values); and last, an articulation of

their prefer-
ences regarding the essential functions of ministry ( e.g.,
worship, evangelism,
edification, and service). Although this approach to describing a
personal phi-
losophy is time-consuming to develop, it is the preferred
document for churches
looking into the background of ministry leadership candidates.
Most professors who teach the history and philosophy of
Christian education
courses in universities and seminaries opt for a more
manageable document that
details the student's personal philosophy of ministry as it relates
to seven impor-
tant areas: the role of the teacher, the role of the learner, the
learning environ-
ment, purposes and objectives of the lesson, methods that will
be employed, the
curriculum that will be used, and the outcomes that will be
assessed.
Although you might not be required to provide the more
comprehensive
document for your class, we will detail the components of the
larger docu-
ment so that you will be better prepared to interview for a
position of lead-
ership after graduation. This larger document is identical to the
smaller
version, except that it also includes a section on theology,

philosophy, and
praxis. Following are some suggestions regarding each area.
Theological Matters
The kinds of theological issues that need to be included in a
comprehen-
sive philosophy of ministry include (but are not limited to) such
matters as
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CHRISTIAN EDUCATION
1. Your perspective regarding the nature of God as Creator
2. The nature of Jesus Christ as His Son and Savior
3. The nature of the Holy Spirit as a member of the Godhead
4. Your position regarding the authority of Scripture
5. The purpose of the local church
6. Your denominational distinctives
7. Where you stand on matters pertaining to social issues such
as abor-
tion, racism, social equality, gender roles, sexuality, etc.
8. The nature and purpose of spiritual gifts
9. The role of women in ministry leadership
10. The place of missions and how it should be conducted
Obviously, this list is only partial, but it represents a few of the
many items
that should be articulated in advance of pursuing a career in
ministry. When
students of Christian education fail to examine where they stand
on these
important issues, they risk entering a ministry that might not be
the right
theological "fit" for them. In such cases, the outcome is often
quite predict-
able and painful-for both the church and the ministry leader.
Philosophical Matters
The second area that should be included in a comprehensive
philosophy
of ministry includes a discussion of your philosophical

foundations. The
preceding chapter detailed these important components
(metaphysics, epis-
temology, and axiology) as applied to an educational and/or
ministry con-
text. Ministry leaders who are going into a full-time career in
Christian
education should take time to examine their positions on
important matters
pertaining to the source of knowledge ( e.g., general and/ or
special revela-
tion), the meaning of reality and who determines what is (and is
not) real
and trustworthy, and the degree of value that will be placed on
matters of
ethical and aesthetical consideration. If one enters ministry
without having
considered these issues, convictions are not set and decisions
are as shifting
as the tide, and the ministry will be based on each passing whim
and fad.
For example, if your source of authority is God's Word alone
and you are
not open to other influences, then you had better not take a
position in a
church with strong ties to its denomination's publishing
company. If you
reject curriculum from all sources other than God's Word, your
ministry at
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most churches will probably be short-lived. Taking the other
extreme view,
some people have jumped on the bandwagon of every new
seminar and
workshop that has come through town and tried each new
approach right
out of the workshop binder without ever stopping to consider
whether the
material was relevant for the people in their church. The results
have been
equally disastrous. Thinking through these three major issues of
philosophy

is critical to long-term ministry success.
Praxis Matters
Praxis gets at the heart of ministry action. It is the final
outcome of our
theological positions and philosophical foundations. This is
where ministry
happens. Praxis begins after we have answered the questions
that are founda-
tional to our faith. At this point, we have put to rest questions
regarding
God's nature and purpose in the world and have joined His
efforts to win
the lost for Christ. This doesn't mean that we no longer have
theological
questions, but we have peace about what we believe concerning
the essen-
tials of the faith.
Praxis also takes up after we have decided our philosophical
positions.
We know our source of authority and have come to terms with
how it affects
the way we do business in the church. We have an established
view regarding
the nature of the teacher, the nature of the learner, the purpose
of our
instruction, the environment that works best for us, the methods
we will
employ, the curriculum we will use, and how we will measure
our teaching
effectiveness. This final aspect is all that some professors
require for their
philosophy-of-ministry assignment. That being the case, let's
look at how to

format the document and detail the components of the material.
DESCRIBING YouR PERSONAL PHILOSOPHY OF
MINISTRY
Your own personal philosophy of ministry is just that-it's
personal and
unique to you. It comes in the context of your own life
experiences. Obvi-
ously, it will look different from those of other students in the
class. The
reason for the variation involves the pilgrimage of your life. For
example, if
you became a Christian in your late adolescent years as a result
of a parachurch
camp ministry, you might have a deep appreciation for their
efforts and see
a higher value for outreach and in contrast to someone who
grew up in a
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CHRISTIAN EDUCATION
Christian home and within the influence of a traditional church
ministry.
Likewise, those who were born outside North America and
became Chris-
tians through the efforts of a local missionary will naturally
have a different
point of view regarding the need for international missions in
contrast to
someone who has never seen or heard much about missions
while growing
up. One's personal life experience, spiritual pilgrimage, ethnic
variance, and
a host of other factors will make each person's philosophy of
ministry unique
and distinct from those around them. One last important reason

for such
variation resides in the identification of your spiritual gift. If
you have the
spiritual gift of evangelism, your philosophy of ministry should
reflect a
passion for outreach and ministry to the lost. It's only natural
and to be
expected. Praise God for such wonderful diversity!
With that fact in mind, following are the seven components of a
personal
philosophy of ministry. Divide your own personal philosophy
into these seven
categories, and discuss your perspective. regarding each
component. Try to
support your view with Scripture where appropriate, but try to
avoid the
tendency to read into Scripture that for which you are looking.
That ap-
proach to biblical interpretation, known as eisegesis, is man's
effort to prove
his own biases by making a passage fit his own desire rather
than reflecting
accurately the meaning of the author. Take some time to consult
some Bible
commentaries to ensure that the passage means what you are

saying it does.
Where possible, try to find several verses to support your
position because
the more passages you find, the safer you will be in supporting
your argu-
ment with Scripture.
1. Role and Nature of the Teacher
What is the role of the teacher? How do you envision the role of
the
teacher affecting his or her students? How should the teacher
motivate his or
her students to accomplish what the Bible is teaching? How
would you de-
scribe the relationship that would exist between the teacher and
the student?
How what kind of training and preparation is required of the
ideal teacher?
What is the nature of the relationship that the teacher should
have with
God? What qualities should a spiritually mature teacher
possess? How should
the teacher relate to the students, and to what degree is the
teacher a role

model, mentor, or coach to the students? What metaphor best
describes
your view of a Christian teacher?
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2. Role and Nature of the Learner

What are some of the different kinds of learners who would be
the focus
of a Christian education ( CE) ministry? Should the emphasis of
a CE minis-
try be the spiritual growth and development of · the believer so
he/ she is
trained and equipped to do the work of the ministry, or should
the focus be
on the nonbelievers so they can be brought into the fellowship
of believers
first? What are the capacities and responsibilities of the learner
to listen and
receive the message? What is the nature of the relationship
between the
learner and the teacher? What principles do you think are
critical to a student's
being able to grasp biblical truth? What is the moral nature of
the learner?
From where does the drive and motivation to learn come? Does
any differ-
ence exist between a nonbeliever and a believer in terms of the
learning
process? In view of your understanding about the learning
process, how do
you view each student's personality in relation to their personal
learning
style? What metaphor best describes your view of a Christian
student?
3. Purpose and Goals of the Lesson
What should be the major learning aims and objectives for
teaching a
Bible lesson? What are the secondary aims of the lesson? To
what degree is
the ultimate lesson aim outside the parameter of the teacher? Do

any priori-
ties exist that are maintained by the Christian teacher? What are
your opin-
ions about how God works· to guide the goals of your lesson?
When Christian
education has had its final effect on a person's life, describe
what that per-
son would be like. How would you know when they were
spiritually mature
and complete in Christ? What are your long-term (i.e., five-
year) goals and
objectives for your ministry group? What are your more
immediate (i.e., one-
year) group goals and objectives?
4. The Curriculum
How does the Bible influence one's spiritual formation? What
role does
curriculum from a publishing company play in the content of the
lesson? In
light of the goals and objectives that you have for your group,
what are the
long-range and short-range curricula needs of your group? What
curricular
resources will you use to achieve your goals and objectives?
Does the Scripture
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CHRISTIAN EDUCATION
identify any particular priorities that you will follow in terms of
your
curriculum?
5. Instructional Methodology
What are the essential components that should be included in
the teach-
ing-learning process? How does the student's individual
learning style influ-
ence the methods that are chosen for the lesson? What methods,
techniques,
and devices will be used in the lesson? How do the Bible
teachers begin and

end their lessons? What part does the Holy Spirit play in
selecting the meth-
ods? What part does the Bible play in the teaching-learning
process? How
should teaching occur to accomplish the goals and objectives of
the lesson?
What age-appropriate accommodations will be used in the
selection of in-
structional methodologies?
6. Learning Environment
What were the predominant learning environments used in the
Bible?
How does this variety influence the manner in which you will
select your
environment? What should the climate or atmosphere of
teaching be to
maximize the experience? Under what circumstances does the
environment
become a hindrance to learning?
7. Outcomes Assessment
How will you know that learning has occurred as opposed to
your simply
having taught the lesson? What criteria will you use to measure
your teaching
effectiveness? How is this learning outcome related to the
instructional ob-
jective (goals and aims) of the lesson? How will you measure
spiritual forma-
tion? Is all learning measurable? Does it always need to be?
Under what
circumstances would it not be necessary to measure learning?
What is the

value in measuring whether learning has occurred?
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CHRISTIAN EDUCATION
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due Feb 22
Discussion.
Group Work Optional: You may work with one classmate on
this discussion. If you choose to work with a partner, you do not
need to clear it with me first. Just add the name of your partner
to the top of your discussion response. You will both need to
submit a discussion response so that your submission is
recorded in Canvas. You will not be required to adhere to the
300-word requirement for this discussion.
Introduction
Whether or not you know someone who has spent time in the
carceral system, the system still impacts your daily life. If you
are pro-prison, a prison abolitionist, or somewhere in between,
you are still impacted. Incarcerating people directly relates to
the well-being (governmental (local/state/federal), economic

(financial), political, social, environmental, healthcare
(physical/mental), educational, etc.) of the U.S. How is the
increasing wealth gap connected to the carceral system?
Videos on the Carceral System (Optional)
I have found a few short videos that should provide you with
basic information on the carceral system. Please note: that some
of the videos are older and may not reflect the current lexicon.
The History of Mass Incarceration
Equal Justice Initiative. (2015, July 7). Slavery to Mass
Incarceration. YouTube. [Video].
https://youtu.be/r4e_djVSag4 (Links to an external site.)
Brief History of the Juvenile Carceral System
The Root. (2018, March 13). History of the Juvenile Justice
System. YouTube. [Video].
https://youtu.be/c8t9idLFWms (Links to an external site.)
Problems with the Juvenile Carceral System
KXAN. (2020, December 5). State of Texas: The promise of
juvenile justice reform. YouTube. [Video].

https://youtu.be/EvIDPisU5tI (Links to an external site.)
PBS NewsHour. (2021, October 28). The juvenile justice system
is broken. Here is what actually works. YouTube. [Video].
https://youtu.be/q1fsysGy_hM (Links to an external site.)
The Impact of Mass Incarceration
vlogbrothers. (2014, April 4). Mass Incarceration in the US.
YouTube. [Video].
https://youtu.be/NaPBcUUqbew (Links to an external site.)
The 1994 Crime Bill & Mandatory Sentencing
NBC News. (2019, August 13). What Is The 1994 Crime Bill?
YouTube. [Video].
https://youtu.be/0DcN6wNKxZA (Links to an external site.)
General Data
Bureau of Justice Statistics (Links to an external site.)
Prison Policy Initiative (Links to an external site.)

The Marshall Project: Algorithms (Links to an external site.)
The National Archive of Criminal Justice Data (Links to an
external site.)
The Sentencing Project (Links to an external site.)
U.S. Census: Criminal Justice Statistics (Links to an external
site.)
Discussion Overview
The use of artificial intelligence (AI) algorithms in the carceral
system.
The carceral system is too expansive to cover on a micro-level
in just one discussion. I usually select an issue or a pending
legal case for the class to discuss. For this discussion, I would
like for you to focus on how artificial intelligence (AI)
algorithms are used in the carceral system as a whole. The
benefits and biases of AI have been examined in various
industries. There is a documentary on Netflix called Coded Bias
if you are interested in learning more. You will need to select a
topic related to how algorithms are used in the carceral system
and create an infographic or TikTok video. With varied topics,
we should all learn something new. I have included a data piece
to challenge you to view data as a tool to back up your
viewpoint with numbers. When data is leveraged with public
policy, it can become a powerful tool to address sustainable
societal issues. I borrowed this activity from Dr. Rachel Ellis,
please review the citation below. You may visit the tweet from
Dr. Ellis for examples. The 300-word limit will not apply to this

discussion, however, your infographic or TikTok video will still
be graded based on the rubric.
Optional Videos on Algorithms
Harvard Kennedy School Executive Education. (2022, January
21). Law, Order, & Algorithms: A Computational Approach to
Criminal Justice Reform. YouTube. [Video].
https://youtu.be/HO0kg5Oguok (Links to an external site.)
(59:30 minutes)
Oxford Law Faculty. (2021, February 5). Predictive Algorithms
in the Justice System: The implications of neutrality logics.
YouTube. [Video].
https://youtu.be/DRk7k7mWjUk (Links to an external site.)
(41:43 minutes)
TEDx Talks. (2018, October 2). The danger of predictive
algorithms in criminal justice | Hany Farid |
TEDxAmoskeagMillyard. YouTube. [Video].
https://youtu.be/p-82YeUPQh0 (Links to an external site.)
(18:29 minutes)
Assignment
Your infographic or TikTok video must include the following
items:
Your name
Title of how algorithms are used in the carceral system
Facts about your topic illustrated in at least 3 data points
(statistics)
Succinctly describe the larger societal implications to society
3 possible solutions to the problem

Include at least 2 cited sources. Due to space limitations, you
may only be able to list the link to the sources in the
infographic or TikTok video. You must add the entire cited
source to the discussion thread to receive credit.
Upload (attach) the PDF version of your infographic or the link
to your TikTok video to the discussion. Let me know if you
have difficulty converting your work into a PDF document or
uploading your infographic. Feel free to send me your PDF
document via Canvas message and I will upload your document
to the discussion for you.
Your infographic and data must be related to how algorithms
are used in the carceral system. If you create a TikTok video
then you must include captions.
Free Infographic Resource
Canva (Links to an external site.)
Possible Topics:
Strategies to regulate algorithms that are used in the carceral
system.
What accountability should the creators of biased algorithms in
the carceral system face?
The negative impact to the LGBTQ+ community when
algorithms are used in sentencing.
How often should algorithms that are used in the carceral
system be audited?
Should we stop using algorithms in the carceral system and rely
on human judgment?
When to stop using algorithms in the carceral system.
Who should sit on the governing board to regulate the

algorithms? What background should they have (experience,
industry, judges or community advocates, etc.)
Should algorithms in the carceral system be adjusted to wealth
or income level?
What laws are needed to ensure that algorithms in the carceral
system are not harmful?
How should algorithms in the carceral system be adjusted to
accommodate individuals with disabilities?
What data (recidivism, past history of criminal activity, etc.)
should be considered when creating algorithms for the carceral
system?
What safeguards are needed for when algorithms are wrong and
violent individuals are freed only to commit more crimes?
Restructuring algorithms in the arrests and sentencing of drug-
related crimes
Addressing the gender gap when algorithms are used in
sentencing
Citation
Ellis, Rachel [@RachelEllisPhD]. “I asked the students in my
undergraduate Corrections class to create infographics. Here are
some of the many incredible submissions on important issues
related to punishment in the US criminal justice system. (Shared
with permission)” Twitter, 17 May 2021,
https://twitter.com/rachelellisphd/status/1394276276853166082
?s=21 (Links to an external site.)
Suggested Reading
Johnson, C. (2022, January 26). Flaws plague a tool meant to
help low-risk federal prisoners win early release. NPR.
https://www.npr.org/2022/01/26/1075509175/justice-

department-algorithm-first-step-act (Links to an external site.)
Kolowich Cox, L. (n.d.). How to Create an Infographic in Under
an Hour. HubSpot. https://blog.hubspot.com/marketing/create-
infographics-with-free-powerpoint-templates (Links to an
external site.) (There is a video attached to the article.)
Massaro, V., Dhar, S., Mir, D., & Ryan, N. (2021, December).
Analyzing a Carceral Algorithm used by the Pennsylvania
Department of Corrections. ResearchGate.
https://www.researchgate.net/publication/356818471_Analyzing
_a_Carceral_Algorithm_used_by_the_Pennsylvania_Department
_of_Corrections (Links to an external site.)
Mclaughlin, D. (2020, June 11). What Conservative Law -
Enforcement Reforms Should Look Like. National Review.
https://www.nationalreview.com/2020/06/what-conservative-
law-enforcement-reforms-should-look-like/ (Links to an
external site.)
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