This course studies the idea and practice called “family discipleship.” It presents a framework in which a family leader can disciple household members beyond spiritual comprehension to a personal appropriation of the apologetic and application of Scripture. Attention will be given to the family leader’s responsibilities toward spiritual leadership and biblical discipleship, specifically to responsibilities regarding the Gospel, basic doctrine, systematic theology, the Great Commission, spiritual disciplines, practical Christian living, and worldview/philosophy. Various techniques for family discipleship will be examined, including family devotions, drill and catechism, Scripture memory, storytelling, teaching moments, relational example and intentional rehearsal.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
The purpose of this course is two-fold. The first is that it will equip students who are or will be facing the responsibility of leading his/her family through biblical discipleship. The second purpose is to effectively teach ministry leaders to equip others in the discipleship of their own families via church ministry, both in modeling and strategic planning. Discipleship in the family is a vital qualification of a New Testament pastor (1 Timothy 3:4; Titus 1:6). Families who reflect the fruit that comes from biblical discipleship will be witnesses in our world of the goodness, hope, reconciliation, and redemption offered to all through submission to Christ.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Evaluate biblical approaches and methodologies to family discipleship.
- Synthesize current literature on family discipleship with the practical application of family discipleship.
- Analyze the strengths and weaknesses of the family discipleship that took place among biblical characters.
- Explain solutions that can address various challenges commonly found in a family discipleship strategy.
- Identify specific objectives that should be included in a holistic family discipleship plan.
- Create a family discipleship plan that incorporates specific activities and exercises that facilitate training a child in the way they should go.
Textbook readings and lecture presentations/notes
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
The student is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 300 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be at least 150 words. (MLOs: A, B, D)
Church Discipleship Assessment Assignment
The student will complete a 4–5 page essay explaining how his/her current church approaches family discipleship and evaluating its perceived success. The Church Discipleship Assessment Assignment must include formal and informal strategies, parental involvement, training, outcomes, and communication/promotion. In the absence of any strategic efforts in his/her church setting, the student must evaluate the consequences that the lack of a plan has within his/her local church setting. A minimum of 3 course textbooks/materials or outside sources must be cited in current Turabian format. (MLOs: A, B)
Family Discipleship Outcomes Assignment
The student will complete a 4-5 page essay assignment on desired outcomes of family discipleship that answers the following questions:
- How can parent holistically educate and train their children in developing the identified outcomes?
- What is the Biblical support for the outcomes you have selected?
- What aspects of family discipleship are out of the control of the parent?
- How do parents prepare children for life challenges and temptations?
- How is family discipleship contextualized based on the age of the child?
This essay will be comprised of three sections in addition to an introduction and summary/conclusion. The first section should introduce the reader to at least 3–5 specific desired outcomes from a Family Discipleship Strategy that impacts “Knowing” (Cognition). The second section should introduce the reader to at least 3–5 specific desired outcomes from a Family Discipleship Strategy that impacts “Doing” (Psychomotor Skills). The third section should introduce the reader to at least 3–5 specific desired outcomes from a Family Discipleship Strategy that impacts “Being” (Affective/Beliefs). Each outcome will be followed with a brief paragraph that explains why this outcome is significant for a disciple.
At least 3 course textbooks/materials or peer-reviewed sources must be cited in current Turabian format. (MLOs: A, E, F)
4MAT Book Review Assignment
The student will critique the Tripp and Tripp textbook, Instructing a Child’s Heart, using the 4MAT Book Review system. The book review must: be 4–6 pages and must be submitted as a Microsoft Word document. The paper must follow current Turabian format. (MLOs: B, C, E)
Research Paper Assignment (2)
Annotated Bibliography Assignment
The student will submit an annotated bibliography for his/her paper. The bibliography must contain 10 sources pertinent to the topic being studied with a brief annotation/synopsis of each source. The sources must be current and cited in current Turabian format.
Final Submission Assignment
The student will write a 10–15 page research-based paper in current Turabian format. The paper must include at least 10 references in addition to the course textbooks and the Bible. (MLOs: A, B, C, D, E, F)
The quiz will cover the Reading & Study materials for Modules 1-6: Weeks 1-6. The exam will be open-book/open-notes, contain 30 multiple-choice and 20 true/false questions, and have a 1 hour and 30 minute time limit. (MLOs: C, D)
Quiz: Topic and Thesis Statement
Topic and Thesis Statement Quiz
The student will write and submit his/her topic and thesis statement for the final research paper. This portion of the assignment must clearly communicate to the instructor where the student is directing his/her paper.