Christian Nurture

The Relationship between Development and Discipleship

I agree with Drovdahl’s (1995) assertion that development and discipleship mutually impact one another. To believe in the imago Dei is to believe that each individual is to be understood and valued for who they are, a unique individual.  Part of honoring this uniqueness is recognizing the developmental stages of a person and connecting with them in developmentally appropriate ways.  Gorman (1995) states, “The high value of persons  will condition which methods are to be used based on the level of understanding found in receivers” (pg.242).   Effective discipleship requires consideration for the individual’s developmental maturity. 

Effective discipleship is, however, about more than meeting a person where they are at developmentally.  Discipleship, at its core, is about growth.  The act of discipleship must seek to help the individual grow.   Since humans are integrated wholes, spiritual growth requires increased maturity in other developmental areas.  Discipleship challenges individuals to take the next faithful step in their development in order to grow in their understanding of God, the church, and the gospel.  This is what it means to “be transformed by the renewing of your mind” (Romans 12:2). 

Leveraging Development

Sermon Connection Points

One way that Rockford United Methodist Church (RUMC) tries to use development to increase discipleship is by presenting Sunday sermon content to children and adolescents in developmental appropriate ways through age specific programs.  Our middle school youth group, J-Club, is a midweek program, and each week we explore the scripture that will be covered during the following Sunday’s sermon in hopes of making a connection that will cause the students to engage with the sermon, which will likely be presented at a more developmentally advanced level.  We also cover the sermon basic theme, or passage in our weekly children’s church in hopes that connections will be made between parents and their children. 

Story Based Curriculum

RUMC also tries to use development to increase discipleship in our children’s Sunday school program.  Last fall we intentionally switched from a prescriptive (theme/virtue based) curriculum to a story based curriculum.   Cognitively, focusing on the bible stories themselves rather than prescriptive  application is much more appropriate for preschool and lower elementary aged children.  Additionally, adding prescriptive application to the story for older elementary students is easy to do in this context.  

Future Adjustments

Kohlberg

RUMC needs to do a better job of making use of Kohlberg’s moral theory as a persuader for child and adolescent discipleshp.  Lawrence Kohlberg identified three levels of moral development preconventional, conventional, and postconventional.  Individuals in the preconventional level are generally four to ten years of age.  Those individuals in the conventional stage are usually ten to thirteen years of age. Those in the postconventional stage are usually over thirteen years old (Estep and Kim, 2010, pg. 132). The preconventional level is motivated by consequences and rewards, while the conventional stage is impacted external standards, such as laws or rules, and the postconventional stage is driven by a sense of justice (Wilhoit and Dettoni, 1995, pg. 64).  Kohlberg’s theory suggests that the benefit of answering some moral questions: What are some consequences and rewards?  Why does God want us to do this?  What are the societal and/or congregational benefits of this? What does God (Ten Commandments) and the church (as an external provider of guidelines) say about this?  How does this relate to a sense of justice?  Addressing these questions provide motivation for children and adolescents to take the suggestions/topic to heart.  Rather than lamenting that children and adolescents aren’t more “virtuous” RUMC can use Kolberg’s theory to motivate young people at their level, and challenge them to consider a slightly more mature moral understanding. 

Addressing  Multiple Developmental Stages

It is likely that in any given ministry context multiple levels of development will be present.  This means that RUMC must be intentional at communicating the lesson from multiple developmental levels.  Steve Argue (personal correspondence, November 20, 2014), the Life Development Director at Mars Hill Church in Grandville,  suggests that this is done  looking at a concept or theme for several developmental levels.  For example, offering moral motivation from more than one of Kohlberg’s stages (ie. a personal benefit, an external standard, and an implication for justice).  RUMC needs to continually ask the question “does this lesson resonate in some way with all the developmental stages represented?”

Wilhoit, J. C., & Dettoni, J. M. (Eds.) (1995). Nurture that is Christian: Developmental perspectives on Christian education. Grand Rapids, MI: BridgePoint Books.