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

Most students will use material from Unit 1, Issue 1, Project 1 and Unit 1, Issue 2, Project 1 to address this competency. Farley’s writings will help students trace the history of the separation between theological studies and the life of the churches. All the readings from Unit 1 contribute to an understanding of the impact this separation has had on churches and church leaders. Additionally, pay attention to the discussion that is surfaced by Unit 5, Issue 2. The project guide entitled “The Separation of Theology (Doctrine) From the Life and Ministry of the Churches” is a good example to build on.

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

Most students will use material from Unit 2 Projects to address the competency. The Unit 2, Issue 1, Project 1 has the student reflect upon the critical concept of sound doctrine and how it differs from merely correct doctrine. Unit 2, Issue 2, Project 1 asks the student then to identify habits or disciplines that all believers must possess to progress soundly in the faith. Unit 2, Issue 3, Project 1 expands on this by asking the student to identify corporate, family, and individual disciplines that help an entire church to progress soundly. Note that the competency asks the student to identify habits needed to be sound as individuals AND as churches. Material on spiritual discipline today tends to be highly individualistic and reduced to a dozen or so standard categories. If these projects are done thoughtfully, the student should be able not only to identify habits that are carried out by individuals but also habits which are practiced by the church family as a whole.

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

Students normally use material generated by the discussions and projects of Unit 3 in order to address this competency. This competency also has two parts. To address the first part, students often draw on Unit 3, Issue 2, Project 1. This project asks that you identify key habits that are necessary to “discipline yourself for the purpose of godliness”. Originally part of Paul’s instruction to Timothy, this phrase relates to leaders carrying out their responsibilities and fulfilling their ministries. For the second portion of the competency, students usually expand upon Unit 3, Issue 3, Project 1. It is important to note that the projects asks you chart out your own timeline. This alone will not address the competency. You will also need to take a step back and reflect on the developmental stages that are true of leaders generally. Robert Clinton’s articles are very helpful here. Then, having done this, think about the developmental strategies that need to be employed at each stage.

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

Most students will use material from their Unit 4 Projects to address this competency. The three projects of this unit help the student identify principles related to a reading habit, critical skills for effective reading, and the outlines of a lifelong reading/study program. Additionally, in the Project Guides section of the course students will find “A Detailed Guide to Building a Reading Program”, “Carl Henry’s Reading Plan”, and “A Personal Study and Reading Program”. None of these examples are complete in themselves, but they each capture elements that the student will want to incorporate into the work which is posted for this competency.

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

Most students will utilize Unit 5, Issue 3, Project 1 to address this competency. Material that is relevant to this competency will have been developed throughout the entire course. Here is where students will develop an integrated strategy that includes habits for individuals, families, and churches. The project guide entitled “Habits in the Churches: Developing a Community Strategy” shows a possible framework.