“This I Believe” about the Good Life What it Means to an...

Everyone desires to live a good life and people are always searching for ways to do so. In my case, by moving to the United States, I now have the opportunity to live a good life, but my definition differs from everyone else’s. I believe that living a good life means getting a good education, working hard, family support, willing to adapt new environment, having a leader, and becoming a self-made individual. My family and I moved from Pakistan eleven years ago in search of a better life. Their main purpose in moving here in the U. S. was to send me to an American college to gain a first-class education. My father ran a convenient store and a medical store for over 20 years. I remember that he used to walk to his shop to work†¦show more content†¦On the opposite end of the spectrum, Americans follow the proverb ‘time is money.’ Everyone works hard and people are motivated to achieve their goals. Although, in every country the rich are getting richer and the poor are getting poorer. It is possible to change that by working hard. One can live a good life if he or she works hard. A good example to support this is Benjamin Franklin. He was a great citizen of America and worked hard in order to live up to his definition of a good life. His father was a candle maker and Franklin was not satisfied with it, then he decided to work in the printing press. He made his trip to England, and while he was there, he found a job in the printing industry so he decided to stay there. He stayed in England more than five years and developed very good relations with Englishmen. Franklin was also sent to France to negotiate a treaty of commerce and stayed there nine years. He became a hero to the French. He was a scientist, inventor, philosopher, musician, and economist. He has proven this ideal to be true, people do not inherit their social status; they attain it. Many of us are inspired by his great work and want to follow his footsteps. I follow his philosophy of living a good life, by becoming a self-made man. He worked hard throughout his life in order to succeed. I really admire his work and I will become a self-made person just like him. Ever since I cameShow MoreRelatedImmigration Has An Immense Impact On Our Nation s History935 Words   |  4 Pagesnation’s history. At some point in our lives, one of our ancestors immigrated to Ame rica. During the 19th century many Europeans came on a ship to Ellis Island in the hopes of having a better life in America. Nowadays people are crossing borders illegally, but the thing that hasn’t changed is the hope of a better life in America. People from different countries see America as the land of opportunity and are in search of the American dream. People save up all their money just to come and live here, knowingRead MoreImmigration Senior Project1544 Words   |  7 PagesOutline 1. Introduction What is my topic? Why I chose it? What do I already know about my topic? 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Since Mexico s economy was inadequate, my father was unable to find a job and talked with my aunt. My aunt suggested my father to come to the United States to work in her company that she had, but we never imagine that after two years my father was going to go back to Mexico to pick us up in order for us to not be separated again. In 2004, we came to the United States my parents knew what they were doing; however, my brother and I had not other choice than comeRead MoreSociology - Immigration1606 Words   |  7 Pagesorigin for many reasons. Whether it is for a better job, better education, or simply to be with loved ones, immigrants have come to th e United States with dreams of living a better life. The United States is none other than a make up of immigrants from diverse countries. Immigrants have been coming to the United States since its founding and have shaped the way this country is today. Some immigrants pursue the legal route – getting a visa in order to work for the status of a citizen while others illegallyRead MoreAnalysis Of The Book Youth Held At The Border By Lisa Patel1018 Words   |  5 Pagesstory of young immigrant who are come to U.S in different ages, and how they struggle with the difference in cultures. This book is very important to understand the difficult situation of Childhood arrival in the United States. It uses the thought of individual people in various cultures to create the images of challenges of young adult ,who are described as a minor to this country, have to face. The book focus on the youth immigrant and how they come across the bother. The border in this book does notRead MoreReflection Of Enriques Journey1720 Words   |  7 PagesDid you know that people in other countries have jobs that can not even sustain life? This is a very detrimental problem for the country and the family within that country. 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Organic Milk Attitudes and Consumption Patterns - 6587 Words

The current issue and full text archive of this journal is available at http://www.emeraldinsight.com/0007-070X.htm BFJ 104,7 CASE STUDY 526 Organic milk: attitudes and consumption patterns Manchester Metropolitan University Business School, Department of Retailing and Marketing, Manchester, UK Keywords Organic food, Milk, Consumer behaviour Abstract This article considers consumer attitudes and motivation towards organic food, and milk specifically. This is then linked to the resulting purchase behaviour. Based on a combination of secondary and primary research, the results indicate the dynamics between these concepts. The resulting discussion highlights the importance of the associated internal and external factors within†¦show more content†¦Milk market overview The dairy market consists of milk, butter, cream, yoghurt, dairy desserts and cheese. In value terms, the market is dominated by milk, a large commodity BFJ 104,7 528 Figure 2. Most populat organic foods product, accounting for 43.5 per cent of all sales in 1997. The share held by milk of total sales has been falling throughout the 1990s (Market Review, 1998, pp. 16567). The dairy market has been suffering over the last four years as falling prices has meant that farmers are receiving less than the cost of production for their milk at payments of around 16ppl (price per litre). Since 1995/1996 farmers prices have dropped by about 40 per cent from 26ppl peak (Crosskey, 2000, p. 4). The 1990s saw a shift away from whole milk towards semi-skimmed milk, in line with consumers concerns about health. This now accounts for more than a half of all fresh milk sales. Furthermore, the market has stabilised at this position, as whole milk continues to play an important role in the diet of young children and also in the prevention of osteoporosis among older women (Market Intelligence, 2000, p. 4). However some of the reasons for the overall decline in milk consumption have been due to the decrea se of consumption of tea, coffee and cereals, which are normally added to these products. For future growth, the marketShow MoreRelatedOrganic Food4050 Words   |  17 PagesAn introduction to organic foods In spite of the increasing popularity of Organic food these days, most of the people do not have a clear idea regarding the definition of organic food. In simple words, Organic foods are those foods that are produced, processed and packaged without using chemicals. They have been accepted due to their perceived health benefits over conventional food. The organic industry is growing rapidly and has caught the attention of farmers, manufacturers and, above all, consumersRead MoreFast Food Industry Research Proposal1593 Words   |  7 PagesResearch Proposal (Fast Food Industry) To study the attitude towards consumption of healthy food within the fast food industry Background We are a marketing research team of a fast food chain store. With increasing awareness about healthy food among the masses and with consumer preferences changing towards healthy food, we intend to launch a health food segment to cater to this need of the customers. We are also concerned about the pricing of the product that whether it should be priced same asRead MoreFamily Health Assessment : Family Assessment Essay1469 Words   |  6 Pagesprevention and promotion. A Family Assessment by Gordon’s Eleven Health Patterns Gordon’s health patterns are family assessment information’s emphasis on developmental phases and the risk factors affected in the family’s health. 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The product is said to have low fat of about 1%. i am really interested in this organization since it is near to my place of residence and it is easier for data collection . the company is said to be currently involved in reductionRead MoreBlah4489 Words   |  18 PagesJournal of Advertising, 43(1), 18–32 Copyright C 2014, American Academy of Advertising ISSN: 0091-3367 print / 1557-7805 online DOI: 10.1080/00913367.2013.799450 â€Å"I Eat Organic for My Beneï ¬ t and Yours†: Egoistic and Altruistic Considerations for Purchasing Organic Food and Their Implications for Advertising Strategists Ioannis Kareklas Washington State University, Pullman, Washington, USA Jeffrey R. Carlson University of Connecticut, Storrs, Connecticut, USA Darrel D. Muehling WashingtonRead MoreVitasoy – Sparkling Soy Milk3500 Words   |  14 PagesVITASOY – Sparkling soy milk †¢ Executive summary †¢ Background of Studies †¢ Environmental scanning †¢ Advertising and Promotion strategies/ tactics †¢ Conclusion †¢ Reference †¢ Appendices †¢ Executive summary †¢ Background of Studies In 1940, Vitasoy was established by Dr K.S. Lo in Hong Kong. Soya bean is the main source of protein for Chinese people for 4,000 years. Mr. Lo brought this big idea to Hong Kong market, he began to sell his Soya bean milk from delivery in fresh to customers’Read MoreSwot Analysis Of Mountain Dew And Coca Cola Amatil Essay1847 Words   |  8 Pages(Frucor, 2015). Situational Analysis Background of the Market â€Å"New Zealanders spend $1.2 billion a year on non-alcoholic cold beverages, consuming 640 million litres of soft drinks, fruit juice, bottled water, sports and energy drinks, and flavoured milk.† (NZJBA, 2015). The carbonated drinks market was â€Å"dominated by two major players in 2014: Coca-Cola Amatil (NZ)†, with a market share of 36.9%, and Frucor Beverages, with a market share of 36.9%. Competition between the two companies remained fierceRead MoreThe International Organic Food Market2319 Words   |  10 Pagesof organic food industry globally has become one of the evidence proving that people emphasize more in eating well, sanely, healthfully and even ethically nowadays (Bittman, 2009).An estimation of US$ 47.2 billion is expected to grow in the international organic food market within 5 years from 2010 to 2015 (Transparency Market Research, 2014). Consumers are willing to pay more for organic, environmentally-friendly or natural products even during recessi on (Cummings, 2008). Demand for organic productsRead MoreHealth Drink1869 Words   |  8 PagesExecutive summary: 1.1 Background India, the world’s largest malt-based drinks market, accounts for 22% of the world’s retail volume sales. 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The Firm Essay Research Paper The Firm free essay sample

The Firm Essay, Research Paper The Firm Sydney Pollack s movie The Firm is a play based on an desire to get away from the jurisprudence house ( Berndini, Lambert, and Lock ) from which he was hired. The comparatively little but affluent house vinos and dines the ambitious Harvard Law Graduate s ( played by Tom Cruise ) with money and gifts in order to do him portion of their squad. Overwhelmed by the gracious intervention and significant offer Mitch McDeere takes the offer to be portion of the Firm. The steadfast gets them caught up in a flush life style that they neer thought they could populate. Once involved n the twenty-four hours to twenty-four hours workings of the house McDeere began to acquire elusive intimations of a corruptness with a Mafia rabble client. McDeere gets a clasp of some information that he shouldn T have had entree to that supports his intuitions. When an FBI agent confronts him with grounds of corruptness and slaying within the house, Mitch forms a program to write the spouses of the house by garnering information on overbilling of the houses clients. The houses clients files contained information that could destruct both the house and most of their rabble clients. Berndini, Lambert, and Lock had a past history of passing big amounts of money on their new attorneies so one time they got used to the good life the house would allow them in on the corruptness that when on. The house had a tight control over their spouses. They knew everything about their personal life every bit good as their work life. All their places were wired and their phones tapped. They besides had entree to information on their spouses household and friends. With such tight controls over their lives they had a power to command their every move. Temptations of flight were smothered by menaces of injury. In two instances the menaces of injury led to slayin g. A reoccurring subject of political relations and power emerged throughout the movie. For this ground it seems most logical to analyse The Firm based on chapter 12 of Stephen Robbins book Organizational Behavior. Power is defined as A capacity that A has to act upon the behaviour of B so that B does things he or she would non otherwise bash. The focal point of this paper is traveling to based on the power that the house had over its employees. In order to better understand the construct of power and where it comes from two published research workers named J.R.P. Gallic Jr. and B. Raven came up with a five-category categorization. The five classs are as follows ; coercive power, wages power, legitimate power, adept power, and referent power. The house practiced all five of these classs to derive control over their employees actions. The top spouses of the house possessed a great coercive power over their subsidiaries. Coercive power is defined as a power based on fright. The lead chara cter Mitch McDeere was in fright of his life and his household s life if he failed to follow to the houses demands. The foundation of coercive behaviour # 8230 ; remainders on the application, or the menace of application, of physical countenances such as the imposition of hurting, the coevals of defeat through limitation of motion, or the controlling by force of basic physiological or safety demands. Throughout the movie there were many deductions a negative result to certain actions that the caput spouses felt were contrary to the success of the house. Another categorization of power, wages power, is based on conformity achieved based on the ability to administer wagess that others view as valuable. As stated in the chapter coercive and wages behaviour are opposite numbers of each other. In the film they were used together. The book describes coercive power as the power to take away something of positive value or to give something of negative value. It goes farther to explicate reward power as the power to give something of positive value or to take something off of negative value. Under this position one could presume that the house took off Mitch McDeeres value of freedom. During the last few scenes of the film the FBI agent asked Mitch why he went to all the problem to make what he did. His answer was # 8230 ; now I have a life. A life of my ain, non person else s. At the same clip the house gave Mitch many things of great value such as a houses, auto, and six figure wage. Another signifier of power that emerges in The Firm is Legitimate power. Legitimate power is the power that a individual receives a s a consequence of his or her place in the formal hierarchy of an organisation. Tom Cruise did an first-class occupation of word picture his characters function in the organisation. Mitch was a fledgling to the house, but he was a really smart person and a gifted attorney. Because Mitch was such an intelligent individual with a strong educational background he exhibited an elusive intimation haughtiness. Even with this chesty attitude when confronted by the senior spouse Tom Cruise s character showed his low-level place with his organic structure linguistic communication and his usage of power tactics such as ground, friendliness assertiveness, and higher authorization. These power tactics are to the full explained on page 472 of Organizational Behavior. The senior spouse s authorization over Mitch is a good illustration of Legitimate power. Mitch McDeere besides exhibited a power referred to as adept power. This type of power is a signifier of influence based on particular accomplishments or cognition. Mitch and the remainder of the attorneies in the house had a adept power over the remainder of the people in the film. Their clients respected their sentiment. Expert power exists because certain people have educational backgrounds that enable them to give advise to others that the mean individual would non cognize. Expert knowledge merely exists on a narrow spectrum. A attorney has a adept advantage over a physician when the subject of jurisprudence is discussed. When the subject of medical specialty is discussed the tabular array is turned to the physician s advantage. The concluding class of power listed is referent power. Referent power is defined as an influence based on ownership by an person of desirable resources or personal traits. Referent power emerges as a consequence of esteem of another person. Since McDeere started of as a character with small money he got caught up in the flush lifestyle really rapidly. This was because he saw something in the other spouses that he wished that he had. He admired his colleges the nice autos, large houses and expensive suits. The fact that he suit in so rapidly was due to the fact that he was influenced by the other spouses referent power over him. Berndini, Lambert, and Lock made it a point to keep a certain image amongst their clients. This image that they tried to keep could best be explained by a procedure called feeling direction. Impression direction is defined as the procedure by which persons attempt to command the feeling others signifier of them. The house used feeling direction to act upon their clients and their new recruits. The house encouraged strong household values and close engagement with the company. There are seven techniques that the book lists to assist an single addition a positive image or feeling others position of an person. Although the book focused on single feeling direction techniques I believe that companies are frequently really concerned with their image direction. As a little house Berndini, Lambert, and Lock had a comparatively easy occupation of keeping a image of a organisation that hires merely professional, household oriented persons with strong values. As a jurisprudence house Berndini, Lambert, and Lock felt it was of import to do a strong attempt to extinguish the negative intensions that many people think of when they hire a attorney. They accomplished this by keeping the pattern of feeling direction. Power and political relations is something that will ever be around us. Equally long as there are a assortment of people in this universe with a limited degree of resources it will be as a signifier of distribution of these limited resources. Power exists in many signifiers. Some are done deliberately and some are done without even cognizing it. If used right power can assist some to progress faster in their occupations and heighten their societal position. If used falsely power can ache the people it has its influence on. A individual that is under the influence of another individuals power is at the clemency of the 1 in authorization. This raises the topic of moralss and power. How far should you travel to derive power over another person in order to heighten your place in a company, societal scene, or even a relationship? The reply to this and many more ethical inquiries lie within every persons head and Hart. So the following clip you come in contact with person who you feel has a powerful influence on your actions inquire yourself ; Do they hold my purposes in head or their ain?

The Message of Discipleship Looking at the Teaching of Paul Peter Essay Example

The Message of Discipleship: Looking at the Teaching of Paul Peter Essay Liberty University The Message of Discipleship: Looking at the Teaching of Paul amp; Peter A paper submitted to Dr. Clark In partial fulfillment of the Requirements for the course DSMN 500 Liberty Theological seminary By Sean Hadley Lynchburg, Virginia Saturday, November 6th, 2010 Jesus is inviting those who would eventually become His disciples to simply follow Him. It was very practical, decidedly nontheological†¦He already had begun His ministry of showing people hints of the new kingdom by healing, by casting out demons, by challenging the religious orders of the day to rethink and reprioritize, and by turning the social order upside down through His contacts with the poor, sick, demon possessed, and otherwise marginalized sections of the society. Then, having exemplified these different ways of living, He invites others to simply follow Him. Richard Dahlstrom, O2: Breathing New Life Into Faith 2008 In his book Leading, Teaching, and Making Disciples, Dr. Michael Mitchell examines the methodology behind forming a solid cirriculum and path of study to form Christian character in believers. He writes that â€Å"the sources of a message are found in tradition, observation, participation, and inspiration. † He goes on to explain the the manner in which a message is formed, similar to the molecule H2O, takes on multiple forms depending on what is necessary. We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The message can be experienced in one of these basic forms: â€Å"1) the lesson’s subject matter, 2) the class environment, 3) the student’s life (experiences), and 4) the example of the teacher (model). † By examining the sources that a disciple-maker uses to prepare their lesson, and then by making an effort to choose the most adequate format to present the lesson in, the teacher creates the most conducive situation in which a person can hear the message of Christ and respond appropriately. While surveying twenty-four different churches and their successful discipleship programs, George Barna discovered that, â€Å"while each church we studied had its own way of communicating what ‘successful discipleship’ means, the nature of their descriptions were similar. † It is difficult in my mind to separate experience out from any of the sources mentioned by Mitchell. Tradition, observation, participation, and inspiration all rely on personal experience in order for the information gained to become a genuine message. â€Å"Experience is the only way we can interpret and relate to what we have read. We read a book on tragedy when we have walked through the valley of the shadow ourselves. Experience that has been understood and reflected upon informs and enlightens our study. † This of course, feeds into Mitchell’s third message form: life experience. While this is certainly not the only format to present truth, it is paramount to grasp the impact of experience on not only our own lives, but on the lives of those we teach. Mitchell outlines this in chapter 9 of his book, but it is significant enough to bear repeating. Undoubtedly, the best example of teaching from the four sources, and utilizing the four forms as well, is the teachings of Jesus. Jesus’ teaching does not lay out safe generalizations by which we can engineer a happy life. Instead, it is designed to startle us out of our prejudices and direct us into a new way of thinking and acting. It’s designed to open us up to experience the reign of God right where we are, initiating an unpredictable process of personal growth in vivid fellowship with him. Think of the Beatittudes. Jesus was not only a living example of what this meant (and He equally lived out the rest of the Sermon on Mount as well), but He related the information in such a way that it could be grasped. Much of the confusion of those who heard His message, including his own disciples, lies in the factor that they did not comprehend: the Cross. As Paul puts this in I Corinthians 1:22-23, â€Å"For indeed Jews ask for signs and Greeks search for wisdom; but we preach Christ crucified, to Jews a stumbling block and to Gentiles foolishness. The context of Jesus’ message was vital to understanding His mission. Significantly enough, the context was not hidden from the Jews or the Gentiles (Isaiah 53 stands as evidence of that, as well as numerous Psalms), yet because the minds of those listening were so accustomed to what they thought should be, that they missed what Jesus was telling them would be. It is participation in Christ’s suffering, the â€Å"follow me† of His message , that must be heeded in the life of every disciple. Bearing this in mind, I believe the most important source of the message of discipleship is participation. Tradition did not avail the disciples, because their living traditions conflicted with the Scriptural ones that pointed to Jesus’ fulfillment of Scriptures, and observation only produced depression in their lives, as they sulked away from Jesus’ crucifixion (it is harder to explain why participation is more important than inspiration, cheifly because I think inspiration plays a serious role in each of the sources). Paul writes, I was with you in weakness and in fear and in much trembling, and my message and my preaching were not in persuasive words of wisdom, but in demonstration of the Spirit and of power, so that your faith would not rest on the wisdom of men, but on the power of God. And again, For I will not presume to speak of anything except what Christ has accomplished through me, resulting in the obedience of the Gentiles by word and deed†¦ Clearly, Christ’s actions, His participation in our lives and the lives of all the Saints, produced a staggering effect that Paul felt it necessary to communicate. Something about the power of God speaks in a way that words simply cannot. Although, it is clear that Paul taught using words, and that aspect of his ministry (as well as our own) should not be diminished, Paul implies in these verses that his actions spoke loudest, and Christ’s even more so. Paul is not the only New Testament author to tune into the source of participation though. John’s epistles, though circular at times, attest to Jesus’ command that loving one another is not a part of Christian living, but is Christian living. Turing to the letters of Peter, the role of participation in the life of a disciple, and the message of their teacher, is brought up again. â€Å"For we did not follow cleverly devised tales when we made known to you the power and coming of our Lord Jesus Christ, but we were eyewitnesses of His majesty. † But what does Peter mean by this? A few verses earlier, he describes in detail the activity of a Christian’s life, as gifted by God Himself. Now for this very reason also, applying all diligence, in your faith supply moral excellence, and in your moral excellence, knowledge, and in your knowledge, self-control, and in your self-control, perseverance, and in your perseverance, godliness, and in your godliness, brotherly kindness, and in your brotherly kindness, love. For if these qualities are yours and are increasing, they render you neither useless nor unfruitful in the true knowledge of our Lord Jesus Christ. As N. T. Wright pens concerning these verses, â€Å"All these characteristics lead to one another, of course. The point is not to spend some years acquiring the first, and then move on to the second, and so on; they work together. † Peter is also implying here, just as Paul did above, that it is the how of Christian living that presents such a compelling Gospel. How Jesus lived, as well as how Paul and Peter lived, proved to be crucial parts of their arsenal in teaching people the Truth of Jesus Christ. Many could argue against the message (remember I Corinithians 1:22-23), but arguing against the power of that message as seen in the manner in which Paul and Peter lived their lives (and how they encouraged other Christians to live as well) was difficult to argue against. Bearing all of this mind, we must ask oursleves, what form is best suited for a message of discipleship, which finds its most valid source of information through the participation in that message of the teacher? Based on Mitchell’s writing, the teacher model would certainly be the best. As a â€Å"representation of reality,† relying the modeling aspect allows room for instruction and particpation, which is of course the same manner in which Jesus taught as illustrated earlier. A cirriculum based on this would be best suited for young adults (typical youth groups being included in this), and in a semi-formal setting. Obviously, this message can be gleaned elsewhere, but this particular environment seems the most fitting. With that in mind, figuring out the resources and skills needed to impart this message of discipleship, and how to arrange them into something coherent, will vary as the groups and relationships change. However, as with Barna’s examination of the twenty-four successful churches, the basic message will always remain the same, stem from the same passages of Scripture, and have the same outward appearance. Peter’s description of the power of God in a Christian’s life is not only the material, but is also the very essence of the message. It is as good a place to start as any. Bibliography Barna, George. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ. Colorado Springs, Colorado: WaterBrook Press, 2001. Dahlstrom, Richard. O2: Breathing New Life into Faith. Eugene, Oregon: Harvest House Publishers, 2008. Foster, Richard J. Celebration of Discipline: the Path to Spiritual Growth. 3rd. New York: HarperOne, 1998. Mitchell, Dr. Michael R. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home. Bloomington, Indiana: CrossBooks Publishers, 2010. Willard, Dallas. The Spirit of the Disciplines: Understanding How God Changes Lives. New York: HarperOne, 1988. Wright, N. T. After You Believe: Why Christian Character Matters. New York: HarperOne, 2010. [ 1 ]. pp. 281 [ 2 ]. Pp. 286 [ 3 ]. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ 2001, p. 110 [ 4 ]. Foster, Celebration of Discipline: the Path to Spiritual Growth 1998, p. 68 [ 5 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 286 [ 6 ]. Willard, The Spirit of the Disciplines: Understanding How God Chanes Lives 1988, p. 205 [ 7 ]. Matthew 10:38 (NASB) [ 8 ]. I Corinthians 2:3-5 (NASB) [ 9 ]. Romans 15:18 (NASB) [ 10 ]. II Peter 1:16 [ 11 ]. II Peter 1:5-8 [ 12 ]. After You Believe: Why Christian Character Matters 2010, p. 179 [ 13 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 287 The Message of Discipleship Looking at the Teaching of Paul Peter Essay Example The Message of Discipleship: Looking at the Teaching of Paul Peter Essay Liberty University The Message of Discipleship: Looking at the Teaching of Paul amp; Peter A paper submitted to Dr. Clark In partial fulfillment of the Requirements for the course DSMN 500 Liberty Theological seminary By Sean Hadley Lynchburg, Virginia Saturday, November 6th, 2010 Jesus is inviting those who would eventually become His disciples to simply follow Him. It was very practical, decidedly nontheological†¦He already had begun His ministry of showing people hints of the new kingdom by healing, by casting out demons, by challenging the religious orders of the day to rethink and reprioritize, and by turning the social order upside down through His contacts with the poor, sick, demon possessed, and otherwise marginalized sections of the society. Then, having exemplified these different ways of living, He invites others to simply follow Him. Richard Dahlstrom, O2: Breathing New Life Into Faith 2008 In his book Leading, Teaching, and Making Disciples, Dr. Michael Mitchell examines the methodology behind forming a solid cirriculum and path of study to form Christian character in believers. He writes that â€Å"the sources of a message are found in tradition, observation, participation, and inspiration. † He goes on to explain the the manner in which a message is formed, similar to the molecule H2O, takes on multiple forms depending on what is necessary. We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Message of Discipleship: Looking at the Teaching of Paul Peter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The message can be experienced in one of these basic forms: â€Å"1) the lesson’s subject matter, 2) the class environment, 3) the student’s life (experiences), and 4) the example of the teacher (model). † By examining the sources that a disciple-maker uses to prepare their lesson, and then by making an effort to choose the most adequate format to present the lesson in, the teacher creates the most conducive situation in which a person can hear the message of Christ and respond appropriately. While surveying twenty-four different churches and their successful discipleship programs, George Barna discovered that, â€Å"while each church we studied had its own way of communicating what ‘successful discipleship’ means, the nature of their descriptions were similar. † It is difficult in my mind to separate experience out from any of the sources mentioned by Mitchell. Tradition, observation, participation, and inspiration all rely on personal experience in order for the information gained to become a genuine message. â€Å"Experience is the only way we can interpret and relate to what we have read. We read a book on tragedy when we have walked through the valley of the shadow ourselves. Experience that has been understood and reflected upon informs and enlightens our study. † This of course, feeds into Mitchell’s third message form: life experience. While this is certainly not the only format to present truth, it is paramount to grasp the impact of experience on not only our own lives, but on the lives of those we teach. Mitchell outlines this in chapter 9 of his book, but it is significant enough to bear repeating. Undoubtedly, the best example of teaching from the four sources, and utilizing the four forms as well, is the teachings of Jesus. Jesus’ teaching does not lay out safe generalizations by which we can engineer a happy life. Instead, it is designed to startle us out of our prejudices and direct us into a new way of thinking and acting. It’s designed to open us up to experience the reign of God right where we are, initiating an unpredictable process of personal growth in vivid fellowship with him. Think of the Beatittudes. Jesus was not only a living example of what this meant (and He equally lived out the rest of the Sermon on Mount as well), but He related the information in such a way that it could be grasped. Much of the confusion of those who heard His message, including his own disciples, lies in the factor that they did not comprehend: the Cross. As Paul puts this in I Corinthians 1:22-23, â€Å"For indeed Jews ask for signs and Greeks search for wisdom; but we preach Christ crucified, to Jews a stumbling block and to Gentiles foolishness. The context of Jesus’ message was vital to understanding His mission. Significantly enough, the context was not hidden from the Jews or the Gentiles (Isaiah 53 stands as evidence of that, as well as numerous Psalms), yet because the minds of those listening were so accustomed to what they thought should be, that they missed what Jesus was telling them would be. It is participation in Christ’s suffering, the â€Å"follow me† of His message , that must be heeded in the life of every disciple. Bearing this in mind, I believe the most important source of the message of discipleship is participation. Tradition did not avail the disciples, because their living traditions conflicted with the Scriptural ones that pointed to Jesus’ fulfillment of Scriptures, and observation only produced depression in their lives, as they sulked away from Jesus’ crucifixion (it is harder to explain why participation is more important than inspiration, cheifly because I think inspiration plays a serious role in each of the sources). Paul writes, I was with you in weakness and in fear and in much trembling, and my message and my preaching were not in persuasive words of wisdom, but in demonstration of the Spirit and of power, so that your faith would not rest on the wisdom of men, but on the power of God. And again, For I will not presume to speak of anything except what Christ has accomplished through me, resulting in the obedience of the Gentiles by word and deed†¦ Clearly, Christ’s actions, His participation in our lives and the lives of all the Saints, produced a staggering effect that Paul felt it necessary to communicate. Something about the power of God speaks in a way that words simply cannot. Although, it is clear that Paul taught using words, and that aspect of his ministry (as well as our own) should not be diminished, Paul implies in these verses that his actions spoke loudest, and Christ’s even more so. Paul is not the only New Testament author to tune into the source of participation though. John’s epistles, though circular at times, attest to Jesus’ command that loving one another is not a part of Christian living, but is Christian living. Turing to the letters of Peter, the role of participation in the life of a disciple, and the message of their teacher, is brought up again. â€Å"For we did not follow cleverly devised tales when we made known to you the power and coming of our Lord Jesus Christ, but we were eyewitnesses of His majesty. † But what does Peter mean by this? A few verses earlier, he describes in detail the activity of a Christian’s life, as gifted by God Himself. Now for this very reason also, applying all diligence, in your faith supply moral excellence, and in your moral excellence, knowledge, and in your knowledge, self-control, and in your self-control, perseverance, and in your perseverance, godliness, and in your godliness, brotherly kindness, and in your brotherly kindness, love. For if these qualities are yours and are increasing, they render you neither useless nor unfruitful in the true knowledge of our Lord Jesus Christ. As N. T. Wright pens concerning these verses, â€Å"All these characteristics lead to one another, of course. The point is not to spend some years acquiring the first, and then move on to the second, and so on; they work together. † Peter is also implying here, just as Paul did above, that it is the how of Christian living that presents such a compelling Gospel. How Jesus lived, as well as how Paul and Peter lived, proved to be crucial parts of their arsenal in teaching people the Truth of Jesus Christ. Many could argue against the message (remember I Corinithians 1:22-23), but arguing against the power of that message as seen in the manner in which Paul and Peter lived their lives (and how they encouraged other Christians to live as well) was difficult to argue against. Bearing all of this mind, we must ask oursleves, what form is best suited for a message of discipleship, which finds its most valid source of information through the participation in that message of the teacher? Based on Mitchell’s writing, the teacher model would certainly be the best. As a â€Å"representation of reality,† relying the modeling aspect allows room for instruction and particpation, which is of course the same manner in which Jesus taught as illustrated earlier. A cirriculum based on this would be best suited for young adults (typical youth groups being included in this), and in a semi-formal setting. Obviously, this message can be gleaned elsewhere, but this particular environment seems the most fitting. With that in mind, figuring out the resources and skills needed to impart this message of discipleship, and how to arrange them into something coherent, will vary as the groups and relationships change. However, as with Barna’s examination of the twenty-four successful churches, the basic message will always remain the same, stem from the same passages of Scripture, and have the same outward appearance. Peter’s description of the power of God in a Christian’s life is not only the material, but is also the very essence of the message. It is as good a place to start as any. Bibliography Barna, George. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ. Colorado Springs, Colorado: WaterBrook Press, 2001. Dahlstrom, Richard. O2: Breathing New Life into Faith. Eugene, Oregon: Harvest House Publishers, 2008. Foster, Richard J. Celebration of Discipline: the Path to Spiritual Growth. 3rd. New York: HarperOne, 1998. Mitchell, Dr. Michael R. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home. Bloomington, Indiana: CrossBooks Publishers, 2010. Willard, Dallas. The Spirit of the Disciplines: Understanding How God Changes Lives. New York: HarperOne, 1988. Wright, N. T. After You Believe: Why Christian Character Matters. New York: HarperOne, 2010. [ 1 ]. pp. 281 [ 2 ]. Pp. 286 [ 3 ]. Growing True Disciples: New Strategies for Producing Genuine Followers of Christ 2001, p. 110 [ 4 ]. Foster, Celebration of Discipline: the Path to Spiritual Growth 1998, p. 68 [ 5 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 286 [ 6 ]. Willard, The Spirit of the Disciplines: Understanding How God Chanes Lives 1988, p. 205 [ 7 ]. Matthew 10:38 (NASB) [ 8 ]. I Corinthians 2:3-5 (NASB) [ 9 ]. Romans 15:18 (NASB) [ 10 ]. II Peter 1:16 [ 11 ]. II Peter 1:5-8 [ 12 ]. After You Believe: Why Christian Character Matters 2010, p. 179 [ 13 ]. Leading, Teaching, and Making Disciples: World-Class Education in the Church, School, and Home 2010, p. 287