You may use any evidence you have to demonstrate this or any competency.

Most students will use something associated with their work on Unit 1, Issue 2, Project 1 (“Do a mini-theology of Paul’s concept of establishing the churches and believers in sound doctrine) as well as Unit 1, Issue 3, Project 1 (“Attempt to write a one-page summary of the kerygma and the didache”). Ideally, these two projects become integrated into a single work similar to the project example entitled Tradition, Patterns, and Sound Doctrine in the Early Church found in the Project Guides and Models section of the course. The project example entitled Establishing the Thessalonian Community is also relevant. In addressing this competency it is important to remember that you are not only looking back to the early church but are also articulating why a sound understanding of the kerygma and didache is critical to the establishing of churches in every generation.

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.

You may use any evidence you have to demonstrate this or any competency.

For this competency it is best to actively revise (and/or replace) your preliminary work as you proceed through the course. Several projects guide you through this process. You create a first draft of a kerygma/didache statement in Unit 1, Issue 3, Project 1. You will refine your statement in Unit 2, Issue 4, Project 1. You will refine it further in Unit 3, Issue 4, Project 1 and a final time in Unit 5, Issue 1, Project 2. This is not meaningless redundancy. Rather, you keep refining your statement as you move across the history of the church, from the 1st century until now, examining the battlefronts which the church has faced through the centuries and the tools developed to fight those battles. Only after this full process will you be able to evaluate whether your statement addresses historically common distortions while also covering the breadth of the apostolic teaching and being framed in a way that makes it a useful tool for today.

You may use any evidence you have to demonstrate this or any competency.

Most students will draw their projects and reading from Units 2 and 3. The readings do a good job summarizing the battles faced by the church across the centuries, the defenses which were developed, and the tools which were used. In this instance, a reading not included in the Theological Reader is highly recommended. Christian Thought Revisited by Justo Gonzalez traces the historical emergence of three types of theology which influence the church to this day and why one type, driven by pastoral concern for the churches, is much needed. Additionally, Church-Based Theology: Creating a New Paradigm by Jeff Reed contains an example of capturing in chart form how the church contended for the faith over the centuries.

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.

You may use any evidence you have to demonstrate this or any competency.

You should have this competency in mind at all times as you move through the course. Unit 1 surfaces principles that need to undergird any strategy. Units 2 and 3 help you to understand the benefits and shortcomings of methods that the church has historically used to contend for the faith. Unit 4 draws you into examination of major contemporary issues that any strategy must deal with. Building on this, student usually draw on their work from Unit 5 to fully address the competency. Take care not to neglect the last portion of the competency related to understanding how the BILD curriculum grows out of the didache. The point here isn’t to elevate the BILD curriculum but rather for you to demonstrate the capacity to assess how well a curriculum delivers the didache.