M.Th. Missiology · Source-based learning

Miss 2: History of Mission

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Area B · History of Mission · Miss 2

History of Mission

M.Th. Missiology · Source syllabus with original formative learning enrichment

Course description

An analysis of the major developments in the history of Christian Mis­sions with a view to understand different types or models of mission as they relate to their respective contexts in history. This shall include a study of missions in India since the 16th century AD.

Course objectives

The purpose of this course is a missiological interpretation of the his­tory of Christianity worldwide, and the application of the insights that emerge to formulate strategies of mission. The theological and institu­tional developments of the church will be studied only as they contrib­ute to the missions of the Church, particularly as it witnesses to non­members of the Church. Special attention will be paid to movements of renewal, mission structures, methods, key leaders of foreign and particularly Indian origin, extend of incultura­tion and, as far as practicable, the inter-effect of Christianity and the environments.

This course attempts to accomplish the following goals:

To model an approach to the study of the history of Christianity so as to encourage students to recognize the importance of the dy­namic principles underlying the witness of the Church.

To model how to recognize the dynamic principles and practices involved in mis­sions with a view toward giving the students skills to do the same for the segment of the history of Christianity of which they are pres­ently a part.

To challenge students to apply the dynamic underlying principles seen in history to formulate strategies of mission as far as practicable.

To challenge students in their commitment to God's purposes for our world by exposing them to many who have "served their genera­tion in the will God" (Heb. 13:7, 8), and by reminding them of God's desire to use this exposure in their own lives.

The goals are broken down into several measurable course objectives as follows:

Each student will develop the ability to

Think his/her way through an overview of the Church's Mission which involves seeing the major movements and events in the history of Christianity that promoted missions.

Recognize the major geographical and cultural areas into which the gospel had been introduced - how they took place and why, and their lasting results.

Identify the renewal movements and the dynamics underlying them, and how they influenced the expansion of Christianity.

Identify persons, particularly local men and women who were significantly used by God in the ever- widening witness of the Church.

Identify structures of mission, which God has used.

Analyze how different peoples have accepted Christianity, and the extent of inculturation in selected countries and peoples.

Analyze methods used to spread Christianity and planting of churches, selection and training of leaders.

8. Recognize theoretical implications of the material being studied so as to deduce principles, theories and implications of these for today's strategies of mission.

Source methods and requirements

Reproduced source instructions, not newly scheduled LMS deadlines or extra formative assessments.

Method of Teaching
Combination of lectures and seminars which consists of paper presentations, critical responses and group discussions.

Original AGBS learning enrichment

Think beyond the outline.

These new exercises are formative suggestions, not changes to your official syllabus, deadlines or assessment weights. Your faculty decides which activities to use in class.

Your study record

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Use fictional or anonymised ministry cases. Do not enter another person’s counselling, medical or private family details.

My unit checklist

0 of 1 sections marked studied by you. This is self-reported learning progress.

Reflect

Pause and make a connection.

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Create and collaborate

Curate a mission-history evidence exhibition

Choose a period or movement in the source, compare authorised accounts and build a contextual timeline. Distinguish actors' motivations, historical evidence and your own evaluation; include local agency and revise the exhibit after a peer challenges its framing.

  1. 1. Prepare
    Read the relevant source unit and record your evidence.
  2. 2. Make
    Create a draft, diagram, dialogue or teaching resource.
  3. 3. Revisit
    Invite peer feedback in class; revise and explain what changed.

Check your understanding

What research approach does the source request for each period?

Practice only. No marks are posted to the gradebook.