This is the first presentation in the Facilitator Training Course of SATS.

1. By Kevin G. Smith
Our Philosophy of Ministry
Facilitator Training

2. Introduction
Our mission is to provide
Bible-based, Christ-centred ‘distance education
and training to Christians, and leaders in
particular’. Our ministry is mediated via distance
education. We did not haphazardly choose this
method of training. Distance education was a
strategic choice for several reasons.

3. The Four C’s
We can summarise our philosophy of ministry using
four C’s and four mottos.
• Community: ‘taking the distance out of distance
education’.
• Church: ‘training for ministry in ministry’.
• Context: ‘teaching theory practically and practice
theoretically’
• Caring: ‘servants of God who serve His people’.

4. COMMUNITY
Taking the distance out of distance education

5. Community
Questions for discussion
1. Why are some theological educators sceptical
about offering theology by distance education?
2. How would you evaluate the validity of their
concerns, and what measures can be used to
overcome the valid ones?
3. As a facilitator with SATS, what practical things can
you do to overcome some weaknesses of DE?

6. Community
The major objection has been that spiritual formation
can only happen in life-on-life contexts.
However, theological training can be greatly formative
if we capitalise on two greats:
1. Great content:
Bible-based, Christ-centred, Spirit-led teaching.
2. Great context: the local church as a community
for in-service learning.

7. Community
We help by working to
take the distance out
of distance education
by helping our
students to feel like
part of a community of
learning.

8. Community
1. We should help our students to know that we are
real people who love Jesus.
2. We must maintain an active presence on the course
page.
3. We must provide quick, helpful feedback on the
students’ assignments.
4. We need to be as proactive as possible in
identifying students and risk, and going the extra
mile to secure a win-win result.

9. CHURCH
Training for ministry in ministry

10. Church
• ‘God’s household’ is the local church (1 Tim.
3:14-16).
• Biblical examples of leadership development
reflect an apprenticeship model.
• Distance education can keep the church and
apprenticeship in focus: students prepare for
ministry in ministry and learn while doing.

11. Church
The advantages of keeping students in their local
church for their theological training include:
• There is a natural integration of theory and
practice that takes place.
• There is a tendency for them and their
church to grow together instead of growing
apart.

12. Church
The student
• learns while serving actively in a real ministry context,
• enters into dialogue with others in his church
community,
• performs ministry-based assignments in the context of
his church,
• learns theory and practice in a dynamic, integrated
interaction, and
• grows with the church, so that both benefit from the
training.

13. CONTEXT
Teaching theory practically and practice theoretically

14. Context
Good theory gives birth to sound practice, and
good practice is grounded in sound theory.
Therefore, we strive to teach theory practically
and practice theoretically. We strive to integrate
theory and practice.

15. Challenging work-based assignments
• Research shows that ‘challenging work-based
assignments’ are the most formative learning
experiences.
• We hope to re-introduce ministry assignments
in many courses. We need to work out a
method of assessing them.

16. Action-reflection pedagogy
Reflection on Practice
Practice does not make
perfect. Practice makes
permanent. Evaluated
practice makes for
progress.
Howard Hendricks
Assessment of Reflection
“People do not do what
you expect; they do what
you inspect” (Proverb).
• Self-assessment
• Supervisor assessment
• Academic assessment

17. CARING
Servants of God who serve his people

18. Service Delivery
• ‘Service delivery’ is a key concept with both a
ministry and a business foundation.
• ‘The core business of educational institutions
is not so much content as it is service’ (Neil
Butcher).
• In the evolution of an institution, the guiding
principle is the survival of the fastest.

19. Teaching for Lifechange
• Our core business is changing lives, empowering
believers for a Bible-based, Christ-centred, Spirit-led
life and ministry.
• Our highest priority is teaching for lifechange.
Everything we do has the ultimate goal of helping
our students to deepen their knowledge of the
Scriptures, their relationship with the Son, and the
ministry in the Spirit.

20. People Matter
• ‘People don’t care what you know until they know
that you care.’
• We need to communicate not only professorial
insight, but also pastoral concern for our students.
• Many gifted academics feel more comfortable in the
library than amongst the living. We are great at
explaining principles, but less so at encouraging
people.

21. Questions for Reflection
1. How is distance education different from correspondence
training?
2. Are you able to give the time needed to go the extra mile to
build a community of learning with your online students?
3. What practical steps do you intend to take to ‘take the
distance out of distance education’ when you facilitate an
online course?
4. How positive is your attitude towards local church as the
agent of God’s mission on earth? How active and
constructive is your personal engagement with your local
church?

22. Questions for Reflection
5. What do you consider the best ways to teach theory
practically and practice theoretically? If you were in charge
of SATS’ training, how would you make this goal a reality?
6. Considering the other responsibilities that demand your
time and attention, how will you be able to maintain the
standards of service delivery towards which SATS aspires?
7. If you were to formulate Ten Commandments for interacting
with students in a way that shows them that ‘people
matter’, what would your ten be? To what extent do you
think you can apply them in your teaching at SATS?