You can post anything that you think demonstrates each competency, but here are some of the more common ways that Antioch School students do so.

The projects for Unit 1 all contribute to your development of this competency of established (or strengthening) churches. Issue 1 helps you deal with the concept, Issue 2 helps you dig deep into the biblical data, and Issue 3 helps you begin thinking about ministry strategy that is properly aligned with the biblical teaching. However, recognize that this is only the first unit. The competencies of most students develop much farther during the course. For instance, the project for Unit 2 Issue 1 (“Write a one-page annotated description of a New Testament local church. Begin with the phrase “A New Testament Local Church Is . . .. The norms that you write should be written from the perspective that they would be true for all churches, at any time, in any culture.”) is all about how to think through the issues of what is normative and what is cultural. So, don’t merely complete these projects in an initial provisional manner in Unit 1 and expect them to demonstrate your best competency.

Most students will revise (and/or replace) these projects as they proceed through the course in order to be able to demonstrate their best competency at the end.

Many students merely describe what a local church is (drawing on their work for Unit 2, Issues 1 and 2), but don’t connect it with the “overall plan and eternal purpose of God.” This competency is never explicitly related to a specific project, but is closely connected with the Socratic discussion questions, such as the first one for Unit 3, Issue 1 (“What were the core elements of Paul’s job description? What role did Paul play in regards to the “administration of the mystery?” Explain why you believe that the concept of “the administration of the mystery” has been largely ignored and not understood in today’s church.”). So, in order to earn credit for demonstrating this competency, you may need to draw on notes and work done related to the Socratic discussion, not necessarily any project in the course.

The projects for Unit 5 Issue 2 should also help fine-tune your demonstration of this competency.

Units 3 and 4 are all about this competency. The project for Unit 3, Issue 2 (“Write an annotated summary of the relationships and responsibilities of each group listed in the household texts. Categorize them according to both individual households (a family) and the household of God (a local church). Follow Paul’s categories within those groups: for families—husbands, wives, parents, children, slaves; for churches—ministers of the gospel, elders, deacons, older men, older women, younger women and younger men, and women who assist deacons and widows.”) is intended to help you produce a demonstration of this competency.

The first project for Unit 4, Issue 1 (“Write an annotated summary of the core normative household guidelines and implications for the church of the twenty-first century. Include principles and accompanying implications for the church of the twenty-first century for each of the categories listed in the “Biblical Passages” section of this unit.”) helps a student move beyond a biblical understanding to a contemporary application that is aligned with that biblical understanding.

The second project for Unit 4, Issue 2 (“Evaluate your church’s policy manual or constitution in light of your annotated summary of core guidelines from the above project. List any church policies or practices that are not in line with the household guidelines listed above, and continue to build upon your renewal strategy that you began in the last unit.”) and the projects for Unit 5 will help you meet the criteria of implementation and critical (as you compare your actual ministry experience and context to the biblical teaching).