Getting Practical

How does this impact us as we write our messages or plan our programs? First, we must have very clear objectives. What exactly are we trying to instill/teach/grow/develop in those we teach? Sometimes the content is clear, but we do not often think in other dimensions. Each teaching should include three objectives.

The first is for the head: "What do I want them to understand, know, think through, apply and judge?" For example: The students should understand how to steward gifts, time and money.

The second objective is for the heart or affect: "What emotion, desires and values should be instilled through this teaching?" (Example: Students will value people rather than possessions.)

The third objective concerns the hands: "What behaviors, skills, habits and actions am I trying to produce?" (Example: Students will tithe regularly to support a youth group mission.)

When we are absolutely clear and concise about what we are trying to accomplish, we drastically improve the probability of making it a reality. Once we have objectives in all three areas, then we ask: How we can develop these in our teaching?

Here is a concrete stewardship example: Give each student a fake $1,000 bill. Have each write a list of what he or she would buy with the money if it were real. Next, use a song that advocates the "good life" (such as Weezer's "Beverly Hills"), but display pictures of the poor, disenfranchised and hurting while the song plays. Present a message about stewardship then have students rewrite their wishful spending list in small groups. Have the groups brainstorm ways to support the project your youth ministry is supporting. Allocate time and resources to carry out their actions.

Generally Speaking

Head: There are many ways to communicate rational truth. In addition to lectures, do we engage students in questioning and owning their faith? How about panel discussions, memorization, debate, lectio divina, playing devil's advocate and posing rhetorical questions? Are we more worried about content than developing godly wisdom? One way to do this is move beyond recall and comprehension. Students should be able to apply, analyze, synthesize, judge and create new combinations with the information. The most important thoughts we will have are our thoughts about God.

Heart: There are many approaches to find a direct experience with God. Do we or our teens ever engage in personal retreats, quiet times, solitude, listening for God's voice, contemplation, introspection or meditation? We must slow down and make space. I once heard someone say, "We do so much talking in our prayers that I wonder if we can even hear God when He speaks." Some of these concepts are easily included within messages and are powerful in new spaces such as retreats and mission trips.

Hands: There are many approaches to live out the justice of God in our ministries. Do we reach out to the poor and disenfranchised, call students to sacrificial giving, take them to soup kitchens or encourage them to sit with the lonely during lunch? Do we take out the widow's garbage? Do we preach evangelism and allow for students to practice sharing their faith and testimonies in youth group? If we tell them they have gifts to give and a unique identity, we must allow them to express their identity and use their gifts. If your youth group left your town, would the town notice the gap? The sit-and-soak approach to teaching cultivates passivity. Active teaching involving the hands promotes obedience to the Word.

In the past, I would inform those I taught, which was simple addition of information. The threefold approach modeled and taught in Scripture calls us to teach in a way that transforms. My guess is that in your ministry you have had moments when these three combined into a powerful work of God. When all three dimensions work together, we are awed and in wonder about God transforming lives within our ministries.