- Page 1 and 2: An Exploration of the Emerging-Miss
- Page 3 and 4: ISBN 978 90 5972 623 9 Eburon Acade
- Page 5 and 6: promotor: copromotor: prof.dr. R.R.
- Page 8 and 9: vii CONTENTS FOREWORD XVII CHAPTER
- Page 10 and 11: CHAPTER 4. DISCERNING THE TIMES: TH
- Page 12 and 13: xi 7.3 Church Structures 174 7.4 Au
- Page 14 and 15: xiii 10.1.2 Focus Groups 278 Exhibi
- Page 16: xv 12.7 What Are Salient Views and
- Page 19: xviii At different stages, I receiv
- Page 23 and 24: 2 mes contextually obsolete and irr
- Page 25 and 26: 4 more. 15 Participants in the Emer
- Page 27 and 28: 6 Movement “because it goes beyon
- Page 29 and 30: 8 creative thinking originated in t
- Page 31 and 32: 10 This questioning is important, b
- Page 33 and 34: 12 the EMC when they affirm that fo
- Page 35 and 36: 14 1.2 The Problem, Purpose, Object
- Page 37 and 38: 16 way, the potential that the conc
- Page 39 and 40: 18 In the typology of practical the
- Page 41 and 42: 20 in any sophisticated way, 88 nor
- Page 43 and 44: 22 1.3.2 From Methodology to Strate
- Page 45 and 46: 24 1.3.3 Sources The primary source
- Page 47 and 48: 26 Part B focuses on leadership iss
- Page 50: PART A. CHARACTERISTICS OF THE EMER
- Page 53 and 54: 32 Reflection on these recent devel
- Page 55 and 56: 34 Darrell Guder characterizes this
- Page 57 and 58: 36 2.2.2 Emergent Village and the W
- Page 59 and 60: 38 nally rethinking and re-imaginin
- Page 61 and 62: 40 tive’ path. These communities
- Page 63 and 64: 42 As Mark Driscoll acknowledges,
- Page 65 and 66: 44 Influenced as they are by pre-mo
- Page 67 and 68: 46 sing theology; 102 the Irish the
- Page 69 and 70: 48 Clearly the revisionist stream i
- Page 71 and 72:
50 vement (2.4.1.) Next we discuss
- Page 73 and 74:
52 terized by a “polycentric and
- Page 75 and 76:
54 is more typical of the ‘releva
- Page 77 and 78:
56 lop the correct definition of mi
- Page 79 and 80:
58 themselves dependent on traditio
- Page 81 and 82:
60 2.5.1.1 Positive Rhetoric A seco
- Page 83 and 84:
62 more appropriate to say that the
- Page 85 and 86:
64 koinonia. 215 There are several
- Page 87 and 88:
66 communitas and structure to buil
- Page 90 and 91:
69 CHAPTER 3. LOOKING UNDER THE SUR
- Page 92 and 93:
ship, 14 leader education 15 - or e
- Page 94 and 95:
73 uses of the term include a “Su
- Page 96 and 97:
found in a wide range of literature
- Page 98 and 99:
most enduring and most controversia
- Page 100 and 101:
tasks is to help uncover operating
- Page 102 and 103:
shape our thoughts, despite coming
- Page 104 and 105:
World Student Christian Federation
- Page 106 and 107:
mental claim typical of the EMC is
- Page 108:
tice (among other things our approa
- Page 111 and 112:
90 The central problem of this chap
- Page 113 and 114:
92 chart a course forward that clea
- Page 115 and 116:
94 contemporary cultural terrain ov
- Page 117 and 118:
96 Roxburgh, “helps some make sen
- Page 119 and 120:
98 4.3.2 ‘Enlightenment’ as Gra
- Page 121 and 122:
100 cumstances, this is interpreted
- Page 123 and 124:
102 study are the changing experien
- Page 125 and 126:
104 Three caveats are in order, how
- Page 127 and 128:
106 ter 3, a paradigm. In addition,
- Page 129 and 130:
108 which Christianity is dominant,
- Page 131 and 132:
110 undermine our attempts to re-im
- Page 133 and 134:
112 4.5.2 ‘Secularization’ and
- Page 135 and 136:
114 “In little more than a genera
- Page 137 and 138:
116 Although EMC authors seldom dis
- Page 139 and 140:
118 tendom condition. More pointedl
- Page 142 and 143:
121 CHAPTER 5. DANCING DINOSAURS: M
- Page 144 and 145:
123 and 5.4 are concerned with the
- Page 146 and 147:
125 using metaphors and painting wo
- Page 148 and 149:
127 When taken literally and in iso
- Page 150 and 151:
129 the Emerging-Missional milieu.
- Page 152 and 153:
131 Of the many metaphors used in t
- Page 154 and 155:
133 tion. 94 In leadership scholars
- Page 156 and 157:
135 ‘deep’ metaphors, ‘root
- Page 158 and 159:
137 5.4.2 Holistic Metaphors, Rheto
- Page 160 and 161:
139 category of so-called paradigma
- Page 162 and 163:
141 exploration of the genuinely cr
- Page 164 and 165:
143 being an authentic Christian. T
- Page 166 and 167:
145 CHAPTER 6. “OBSERVE THE ANTS.
- Page 168 and 169:
147 fashions. Among these cutting e
- Page 170 and 171:
149 operative dynamic by a common p
- Page 172 and 173:
151 stressed by the new science the
- Page 174 and 175:
153 than innovate; interpret change
- Page 176 and 177:
155 called complexity sciences. 59
- Page 178 and 179:
157 Change, moreover, is not direct
- Page 180 and 181:
159 nature; they should not be set
- Page 182 and 183:
161 identity, vision, polity, lifes
- Page 184 and 185:
163 and leadership can itself be co
- Page 186 and 187:
165 amplification, and disseminatio
- Page 188:
PART B. LEADERSHIP
- Page 191 and 192:
170 missional communities, and why
- Page 193 and 194:
172 cerning leadership, dispersed (
- Page 195 and 196:
174 Again, there is some overlap he
- Page 197 and 198:
176 page....They take the person as
- Page 199 and 200:
178 of connection and dialogue.”
- Page 201 and 202:
180 That being said, visitors to em
- Page 203 and 204:
182 tives of Jesus Christ and his d
- Page 205 and 206:
184 The second emphasis is on a var
- Page 207 and 208:
186 tute for Sustainable Leadership
- Page 209 and 210:
188 (i.e. dispute resolution), figh
- Page 211 and 212:
190 the four paradigms appear to be
- Page 213 and 214:
192 8.Adaptability 9. Matching stru
- Page 215 and 216:
194 Second, the fact that there are
- Page 217 and 218:
196 do not wish to be innovative or
- Page 220 and 221:
199 CHAPTER 8. ENVISIONING MISSION:
- Page 222 and 223:
201 The rest of this chapter discus
- Page 224 and 225:
203 sional leadership, because very
- Page 226 and 227:
205 gest that missional leadership
- Page 228 and 229:
207 sions. 41 In the terms of pract
- Page 230 and 231:
209 Another Dutch ethnographic stud
- Page 232 and 233:
211 8.5 Spiritual Formation An equa
- Page 234 and 235:
213 norms, and roles.” 87 The ‘
- Page 236 and 237:
215 The triangle symbolizes a local
- Page 238 and 239:
217 ging churches may risk being, o
- Page 240 and 241:
219 restrain action in some aspects
- Page 242 and 243:
221 In reality, without missional l
- Page 244 and 245:
223 ward.” 141 Likewise, the Sola
- Page 246:
PART C. LEADER EDUCATION
- Page 249 and 250:
228 sed on theological education in
- Page 251 and 252:
230 opinion, is to educate students
- Page 253 and 254:
232 Many schools have spent large a
- Page 255 and 256:
234 and between personal and commun
- Page 257 and 258:
236 institutes of theological educa
- Page 259 and 260:
238 ses. 83 Thus, a paradigm revisi
- Page 261 and 262:
240 duces and reproduces knowledge
- Page 263 and 264:
242 ching about leadership is easie
- Page 265 and 266:
244 the competency-focused approach
- Page 267 and 268:
246 Likewise, Susan Willhauck advoc
- Page 269 and 270:
248 less striking than the many sim
- Page 271 and 272:
250 missional communities of Jesus
- Page 273 and 274:
252 In a schooling culture, experts
- Page 275 and 276:
254 this concerns a unique living s
- Page 277 and 278:
256 9.3.4 What Is Emphasized in Reg
- Page 279 and 280:
258 thought to value the ‘gown’
- Page 281 and 282:
260 Missiology entails “looking a
- Page 283 and 284:
262 sion and ecclesial contexts; an
- Page 285 and 286:
264 Furthermore, the concept of ‘
- Page 287 and 288:
266 ning centers for the church lea
- Page 289 and 290:
268 may also be important - then th
- Page 291 and 292:
270 2. Cultural formation. The cult
- Page 293 and 294:
272 flexible, experiential and info
- Page 295 and 296:
274 formed Churches in the Netherla
- Page 297 and 298:
276 3. What is the vision concernin
- Page 299 and 300:
278 Consensual validation was sough
- Page 301 and 302:
280 PThU and just one each for the
- Page 303 and 304:
282 according to plans), and leader
- Page 305 and 306:
284 There could well be relations b
- Page 307 and 308:
286 former churches, the Netherland
- Page 309 and 310:
288 After this interview, four more
- Page 311 and 312:
290 remarked. “The urgency that t
- Page 313 and 314:
292 one hand, and for the deep, eve
- Page 315 and 316:
294 mutual sharing of personal beli
- Page 317 and 318:
296 and pastoral work are conducted
- Page 319 and 320:
298 8. What qualifications do the t
- Page 321 and 322:
300 Both teachers and students agre
- Page 323 and 324:
302 2. What is the ideal or vision
- Page 325 and 326:
304 for the church, for local congr
- Page 327 and 328:
306 8. What qualifications do the t
- Page 329 and 330:
308 earlier, viz. that some of the
- Page 331 and 332:
310 low and functional view of chur
- Page 333 and 334:
312 5b. In what ways are students p
- Page 335 and 336:
314 any homosexuals. The pastoral d
- Page 337 and 338:
316 ting that it is “critical for
- Page 339 and 340:
318 goal of the education of future
- Page 341 and 342:
320 In regard to teaching methods,
- Page 343 and 344:
322 Faced with this outcome, the PT
- Page 345 and 346:
324 it currently does. 20 In short,
- Page 347 and 348:
326 search: “We need more plentif
- Page 349 and 350:
328 questions may surface, which fa
- Page 351 and 352:
330 tual sense. This kind of theolo
- Page 353 and 354:
332 ching, methods should be seen a
- Page 355 and 356:
334 with leadership fundamentals.
- Page 357 and 358:
336 Furthermore, the integration of
- Page 360 and 361:
CHAPTER 12. CHURCH, LEADERSHIP, AND
- Page 362 and 363:
341 12.2.2 The Missional Church Mov
- Page 364 and 365:
343 * an holistic faith that is - b
- Page 366 and 367:
345 of ‘paradigm-language’ with
- Page 368 and 369:
347 merist mentality, and so on. Th
- Page 370 and 371:
349 world of disillusionment and co
- Page 372 and 373:
351 work or at play, may respond mo
- Page 374 and 375:
353 concerned with, among other thi
- Page 376 and 377:
355 In the Organic paradigm, furthe
- Page 378 and 379:
357 authority from God.” 47 Our q
- Page 380 and 381:
359 12.5.1 Concluding Reflections L
- Page 382 and 383:
361 leaders in traditional churches
- Page 384 and 385:
363 9. Students. It is acknowledged
- Page 386 and 387:
365 Utrecht; 67 the Theological Uni
- Page 388 and 389:
367 interest of persons who suit th
- Page 390 and 391:
369 BIBLIOGRAPHY Abrams, Jerold J.
- Page 392 and 393:
371 Baughman, Mike. “Emerging fro
- Page 394 and 395:
Bommerez, Jan (with René Hoppenbro
- Page 396 and 397:
375 Bush, Tony, and Derek Glover.
- Page 398 and 399:
377 Clevinger, Edward. “The Impli
- Page 400 and 401:
Davie, Grace. Europe: The Exception
- Page 402 and 403:
------. “A Pastoral Perspective o
- Page 404 and 405:
Finlayson, D.S. “School Climate:
- Page 406 and 407:
385 Ghachem, Malick W. “Montesqui
- Page 408 and 409:
Groothuis, Douglas. Truth Decay: De
- Page 410 and 411:
Heifetz, Ronald A. Leadership Witho
- Page 412 and 413:
Holmes, Peter R. Trinity in Human C
- Page 414 and 415:
Jinkins, Michael. “Mission Possib
- Page 416 and 417:
Kinsler, F. Ross, and Desmond Tutu,
- Page 418 and 419:
gan Dale Lambert, Mary E. Gardner a
- Page 420 and 421:
399 Malcolm, Lois. “Teaching as C
- Page 422 and 423:
McLeod, Hugh. Religion and the Peop
- Page 424 and 425:
Muijen, Heidi S.C.A. Metafoor tusse
- Page 426 and 427:
Olson, Deborah A., and Deborrah Jac
- Page 428 and 429:
------. “Practical Theology and E
- Page 430 and 431:
Roberts, Vaughan S. “Sensemaking,
- Page 432 and 433:
Schein, Edgar H. Organizational Cul
- Page 434 and 435:
Smith, Alan. God-Shaped Mission: Th
- Page 436 and 437:
------. SoulSalsa: 17 Surprising St
- Page 438 and 439:
417 Verest, Ad. “Vele bloemen in
- Page 440 and 441:
Willhauck, Susan. “Cultivating a
- Page 442 and 443:
421 SAMENVATTING [SUMMARY IN DUTCH]
- Page 444 and 445:
423 De pijlen en de open schotten t
- Page 446 and 447:
425 De eerste lijn benadrukt het po
- Page 448 and 449:
427 onderlinge afhankelijkheid en
- Page 450 and 451:
429 sionair’ [missional]; visievo
- Page 452 and 453:
431 sche Universiteit Apeldoorn (TU
- Page 454 and 455:
433 Het hoofdstuk eindigt met een o
- Page 456:
Churches in many Western countries