It's good advice for scouts May not be available in Canada. The fact that you picked up this book in the first place says a lot about you. Everything around us is changing. Ministry methods. How can we keep up? The people whose words and ideas appear in this book are wise students of kids, their culture, and making the gospel relevant for today. We believe that God passionately loves children and has a special place in his heart for them. Group's Emergency Response Handbook for Children's Heartfelt Thanks: Notecards.
Making Scripture Memory Fun. Children's Ministry Pocket Guide to Discipline. Why do you teach Sunday School?
It‘s an ’Orange’ World: A Look at the New Sunday School Curriculum
To answer this fully I must go back a few years. I came to Christ during the summer before starting middle school which made for a very challenging transition to say the least as my new nature clashed with the new surroundings and people and attitudes I encountered. Instead of thriving I nearly withered under near daily bullying of both physical and emotional kinds from the kids — some of whom had been my friends only months before in elementary school.
This went on for 3 years.
Still, God was with me through it all. I had some peace the last 2 years of school, but while the physical bruises may go away mentally they remained. It was hard to hold my head up and I struggled with a terrible bitter attitude. I promised Him that I would use any opportunity He sent me. I have been blessed to have the honor of teaching or speaking in a couple of local churches and even in Romania — to God be the glory! Children bring life to our churches and give us an inner peace.
Go today and begin their journey. Participation is essential, but we also have another challenge. Although it has grown weak in some cases, it persists. Every church has incredibly dedicated individuals serving in these ministries.
They could, of course, benefit from even more help strengthening the institution, but nevertheless, they carry on. Whatever it is, it is a real tragedy and a real dilemma for both the parents and the local churches. Should parents stay and invest in their church in the hopes that it will get better?
Or do they search for another place for their children? The clock is ticking with our kids. We have a finite window. The single most important area of investment for our churches is in the education and spiritual enlightenment of children.
Sunday School, grades K through 6
In a previous column, I discussed generations that have now drifted , who were beneficiaries of functioning Sunday schools. As a result ,we have churches today with declining or barely functioning schools. Dramatic action is required. How does the Armenian church expect to survive without children educated in our Christian Armenian faith? What will be the impact for a generation without a spiritual education? I urge our leaders at the Diocese, Prelacy and parish levels not to subordinate the practical needs of our parishes, and to lead us into meaningful action to reverse these trends.
We must not lose this generation of parents and children. If we, as a church, are not focused on these real issues, then we need to re-examine how we spend our time and allocate resources. There are two sides to every equation. For every action by parents, there must be a reciprocal move by the church in the form of outreach and building infrastructure. A future column will be devoted to the challenges of our parishes, but suffice it to say that bold action is needed by the church nationally, regionally and locally to reverse this trend.
Here are some actions I suggest:. In order to support assertive action, we need to have internalized the problem. This is no criticism of those that are maintaining our church today. Every parish is filled with incredibly devoted and faithful individuals. We must honor their work and give our children a gift by investing and building for our future.
Why are there fewer people in church these days? In my case, I learned the Jesus story when my parents and I went to Paris. I have read your recent articles with great interest. Thank you for all that you have done and continue to do. I have tried to contact you privately but without success, so I would like to offer these thoughts on this public site. You have posited that it would be wonderful to minimize, if not to eliminate, the divisiveness between the two jurisdictions.
And, you have just written about the universal issue with our Sunday School challenges. Please, therefore, allow me to propose an interesting solution.
On Strengthening Our Sunday Schools
Our jurisdictional division is strictly administrative. There is no theological difference between the two jurisdictions. Therefore, the doctrine and the dogma which should be taught and preached and proclaimed ought not only to be the same, but ought to be standardized across all of the parishes in the jurisdictions. At the moment, the Armenian Apostolic Church in the United States does not have a revised Catechism, and the majority of Sunday School programs are without standard curricula and supporting textbooks for both teachers and students.
More to the point, the instructional material has not been prepared based upon parallel educational techniques and technology concurrently available to the very same students in their Monday through Friday school systems. If the two jurisdictions are convened through the forum of Sunday School Curriculum, and if the two jurisdictions set to the task of creating a single, unified, and applicable system to be used across all of the parishes, then we might finally achieve two objectives: we would have a kindergarten-through-twelfth grade standardized curriculum for every Armenian Christian child in the United States, and we would greatly reduce the stress of division between the two jurisdictions by emphasizing our single doctrine and creed.
It would be so helpful if, for instance, we would give the standard parable of the Prodigal Son Luke to an assembly of qualified teachers. Then, ask a teacher whose specialization is First Grade to prepare a format by which the parable should be taught to a child at the First Grade level. Do the same for a teacher whose expertise is for Seventh Graders, and another for Eleventh Graders.