By Lyle E. Schaller
This writer tackles one of many least taught matters in seminary and but one of many parts commonest to difficulties for cutting-edge clergy. a truly necessary education and resourcing device.
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Or try this question: What is it we need to try to teach and learn in the church education ministries? If we are only concerned about cognitive teaching and learning, why not develop our own version of "Sesame Street" and use the tube as our medium? Then a select cast of professionals could do the entire job. There are, however, many who feel that, though a limited amount of professional help may be necessary, our chief hope for changing the way people feel and behave does not lie with an all-pro corps, but with many nonpaid leaders and teachers, struggling, learning, helping one another in the pilgrimage.
In general, the congregations most likely to grow in membership following relocation are those which before relocation is proposed have developed the capability of reaching and assimilating unchurched persons, rather than those which relocate in order to perpetuate an institutional name and a congregation of people. The last in this set of examples of planning by clich is developed more adequately in chapter 10, but it should be mentioned here because it is heard so frequently. " Occasionally this does happen.
What Makes People Act or React? What causes an impetus which operates on one's will and drives one to action? There are no simple answers to such a complex question. Motivation research volumes could almost fill a library. The factors seem to be too many and too varied to afford any one line of explanation. More often than not, persons seem to act as a result of an amalgam of motives. " Like a swinging pendulum on a clock, however, there is the "tock" side. With persons, there are many, many sides.