Academic literature on the topic 'Christian leadership Christian leadership Group ministry Christian communities'

Given the increasing numbers of U.S. lives lost to suicide, it is imperative to identify factors that can help protect against suicide. While regular religious service attendance has been found to be protective against suicide, faith communities have taboos against suicide which may be associated with stigma. Nine Christian faith leaders and congregants and one moral psychologist completed interviews on suicide stigma in Christian faith communities. Themes that emerged included internal, interpersonal, and theological components and group differences related to suicide stigma in Christian faith communities. Participants proposed seven barriers and seven corresponding ways to address suicide stigma in Christian faith communities: talk about suicide, address skill deficits, practice vulnerability, get leadership on board, address the theology of suicide, appreciate that faith communities have a unique contribution to make to suicide prevention, and address cultural/systemic issues.

This three-part series considers the current and widespread trend of church-based small groups for adult spiritual formation. It is proposed that a focus on relationships must be kept in balance with learning and application of biblical truth in order for greater spiritual growth to result. The mini-series appears in three parts: The first article (Spring 2008) assesses small group ministries for an understanding of the current state of its sometimes blemished practice. In addition, a review of Christian-oriented small group literature is included, as well as an annotated bibliography of non-Christian-oriented small group literature. The second article (Fall 2008) is intended to augment small group practice by adapting key educational insights from the academic disciplines of group dynamics, communication theory, and educational psychology. The third article (Spring 2009) anchors small group practice by delving into the unique spiritual aspects of learning and addresses the biblical/theological apologetic for the centrality of Scripture. Finally, suggested applications are given for small group leaders and trainers of leaders as to how adults may be more effectively stimulated to learn and grow through such group involvement.

While Christianity in France continues to decline overall, the Roman Catholic Diocese of Paris seems to be experiencing a small-scale revival among a “creative minority” of often younger Christians. Rooted in the vision and leadership of Jean-Marie Cardinal Lustiger, these pockets of vitality exhibit several common themes, among them intentional formation, rootedness in prayer, the importance of beauty, pilgrimage, and the influence of monastic or neo-monastic movements. Despite many French cultural distinctives, some of the emphases of these flourishing communities and initiatives might be useful as American Episcopalians attempt to reshape ministry and community life for an increasingly post-Christian culture.

Gender construction in Nigeria is culturally constructed, gender processes are inculcated through the family, school, religion, peer group etc, as such women are relegated on their line of actions culturally. Thus, gender inequality has gained momentum. However, in the Pentecostal doctrines and dogma women position have change drastically giving credence to equal partnership with the men. Hence, this research aims at showing that Pentecostalism adapting itself as a Christian denomination that saturate itself as a possible gospel, involved in the rejuvenation of humanity have tendencies towards the appreciation and equivalent status women enjoys with the men counterpart, dominantly recognizing the important role women can play in the church and the society, as such priding the feminine role as a necessary complement to the masculine role. As such, women are allowed to own their parishes, women ministry, women pastorate, women counselors, women wing, and side by side leadership role with men etc. This serves as advocacy mechanism by Pentecostal ministry to reconstruct the cultural/traditional construct of gender in Nigeria.

AbstractAcross the cities of Europe, there are new and growing Christian communities with leadership originating from Asia, Africa and Latin America. In recent years, the formation of SKIN (Samen Kerk in Nederland — Together Church in the Netherlands) and the publication of a book entitled Geboren in Sion (Born in Sion) have contributed to our understanding. However, it remains a major challenge for the indigenous churches to relate to their life and spirituality. Can we learn from Biblical models of heterogeneous and multicultural Christian communities in the New Testament? Different aspects of the identity and contrasting types of so-called migrant churches are explored in this paper which was first presented to the migrant study group at the Landelijke Diensten Centrum (National Service Centre) of the Protestantse Kerken in Nederland (Protestant Churches in the Netherlands) in Utrecht on November 15, 2004. Some examples have been cited from the city of Rotterdam and questions raised in order to how to recognize and receive their spiritual gift in the Netherlands.

This three-part series considers the current and widespread trend of church-based small groups for adult spiritual formation. It is proposed that a focus on relationships must be kept in balance with learning and application of biblical truth in order for greater spiritual growth to result. The mini-series appears in three parts: The first article (Spring 2008) assesses small group ministries for an understanding of the current state of its sometimes blemished practice. In addition, a review of Christian-oriented small group literature is included, as well as an annotated bibliography of non-Christian-oriented small group literature. The second article (Fall 2008) is intended to augment small group practice by adapting key educational insights from the academic disciplines of group dynamics, communication theory, and educational psychology. The third article (Spring 2009) anchors small group practice by delving into the unique spiritual aspects of learning and addresses the biblical/theological apologetic for the centrality of Scripture. Finally, suggested applications are given for small group leaders and trainers of leaders as to how adults may be more effectively stimulated to learn and grow through such group involvement.

Abstract With the growing acceptance of same-sex marriage among Christian communities and the increasing concern of the influence of the LGBTQIA communities upon politics, there has been a resurgent concern to reaffirm “male headship” for church, state and marriage. Emphasizing so-called biblical gendered roles has become a way to argue against feminism and same-sex marriage. Along with the resurgence of the traditional understanding of divine order as patriarchy comes an undermining of women in leadership roles, especially in ministry. Pentecostals generally have been more liberal (challenging the tradition of patriarchy as related to ministry) than conservative (maintaining that females should be silent in church and subject to male authority) regarding females in ministry. In this article we will state fairly and accurately the two contemporary positions—complementarian and egalitarian—by drawing primarily from their official websites and key theologians, and then present a pentecostal reading/hearing of Ephesians 5:21–33. We will exegetically engage the passage and then raise important questions concerning these understandings in light of a pentecostal hermeneutical perspective that privileges Luke-Acts, especially Acts 2. The goal will be to understand the passage and then move toward a pentecostal egalitarian understanding of humanity and society, thus affirming the beauty and dignity of female and male without affirming the hierarchical position of patriarchy or matriarchy.

In Cambodia, the government's response to the COVID-19 crisis intersected with religious practice this year, as April played host both to the Christian Holy Week and the Cambodian New Year holiday, rooted in Cambodian Buddhism and indigenous religions. Typically, the Cambodian New Year celebration involves the near-complete shutting down of Phnom Penh, allowing for residents of the capital city to spend the New Year with their families in the countryside. Many Christians stay with their parents or other relatives, who remain primarily Theravada Buddhist, in the rural provinces throughout Holy Week, missing Easter Sunday services to participate in New Year's festivities at their ancestral homes. In light of the government's precautionary cancellation of the all-encompassing festivities surrounding the Cambodian New Year this spring, Christians who have previously spent Easter Sunday addressing controversial questions of interreligious interaction notably focused this year, through online broadcasting, on the resurrection of Jesus. In the United States, the near elimination of in-person gatherings has blurred the boundaries between the ministry roles of recognised church leaders and lay Christians, often women, who have long been leading unofficial services and devotionals over the phone and internet. In this article, I argue that the COVID-19 crisis, with its concomitant mass displacement of church communities from the physical to the technological realm, has impacted transnational Cambodian evangelicalism by establishing greater liturgical alignment between churches in Cambodia and in the diaspora, democratising spiritual leadership and increasing opportunities for interpersonal connectedness within the Cambodian evangelical community worldwide.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

That ministry is to be given back to the laity is a laudable proposition. However, the level of development in many township and village communities is still such that a strong leadership and management facilitation role is demanded of the pastor. In such contexts, the pastor is also the only one who is always available for church tasks. The point of departure of this article was that the pastor is primarily a facilitator who assumes the tasks of a leader, a manager and a servant. The Trinitarian office of Christ is taken as model. Christian leadership, as discussed from a systems perspective, is seen as enabling rather than hegemonic. The pastor fulfils the seven leadership functions in order to equip the saints for their Christian service. Church management is redefined as a process which takes place in meaningful collaboration with others, over against the objectification found in conventional definitions which focus on ‘getting things done through people’. This article discussed servant leadership and service provision as the central purpose of Christian leadership.

The formation of a pastorally effective clergy was a central concern of early modern Catholic reformers. Thanks to the specialist training demands imposed by their foundational interest in the Catholic overseas mission, the Jesuits developed a formation programme for their members that drew heavily on both Christian humanism and Ignatius’ distinctive vision of community life, the latter designed to prepare students for active pastoral ministry and community leadership. In the 1550s, as the reforming papacy, local hierarchies and Catholic monarchs were beset by the challenges and successes of the Protestant reformation, they looked to the Jesuits not only to provide a model for training more pastorally effective clergy but also to accept responsibility for managing new institutions dedicated to their formation. One of the earliest of these was the Germanicum, established in Rome 1552 to cater for clergy from the German lands. The early years of the Germanicum were marked not only by the zeal of its Jesuit and secular founders but also by poverty, papal neglect and secular indifference. Within the college itself there were even deeper tensions between, on the one side, the traditional clerical careerism of the student body and their patrons, and, on the other, the communitarian, pastoral and intellectual priorities of its Jesuit and secular clerical patrons. As the Germanicum came, in time, to act as a model for at least some other ‘abroad colleges’ in Rome and further afield, these institutions faced similar challenges and contradictions.

This chapter covers the pilot project summer of the Student Interracial Ministry and the seven students (three white males, one white female, and three black males) who worked in the south during the summer of 1960. Of particular note is Jane Stembridge’s work with Ella Baker to start up the first office for SNCC in Atlanta, Georgia. This chapter also covers the creation of the founding charter for the organization and the establishment of SIM as an official civil rights group during the academic year 1960-1961, supported by the National Council of Churches and the Interseminary Movement and endorsed by Martin Luther King, Jr., and the Southern Christian Leadership Council.