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6 Weeks





Preparing missional leaders requires careful examination of the ideologies and cultural milieu of contemporary society. This course explores the emerging discussion at the intersection of biblical studies, cultural studies, and media environments. It also examines the main features of postmodern culture, the meaning of faithfulness to the gospel, the good news of God’s salvation, and the nature and mission of the Church. The church’s witness and service to the world is studied not as one of the functions of the church but as its essential nature. Missional leadership takes seriously the calling of all God’s people to minister in every sphere of life as faithful witnesses to the gospel of salvation.


At the end of the course, students will be able to gain:


  1. Students will develop a familiarity with the ideas and concerns that cluster around the issue of “gospel and cultures,” particularly as related to public theology and congregational leadership in civil society.
  2. Evaluate conflicting viewpoints between traditional cultural assumptions about the church and a post-Christendom / post-congregational understanding of Christian community incorporating biblical principles in their analysis
  3. Students will develop a working vocabulary and set of tools from biblical studies, theology, leadership theory, cultural studies and media studies for Christian public leadership that responds to the needs of contemporary religious communities as they arise within their wider environments.

Experience (Skills)

  1. Apply skills in cultural analysis to identify the challenges of community transformation through studying different research and community awareness strategies.
  2. Explain their understanding of the uniqueness of Indian or other culture as a context for mission.
  3. Collaborate with peers on learning how to communicate and teach using emerging digital tools (blogs, podcasts, digital storytelling, wikis, virtual communities, and so on). 

Relational (Attitude & Behaviour) 

  1. Actions and attitudes that reflect a Biblical approach to leadership that is also informed by current leadership theory and practices. 
  2. Identify personal biblical leadership behaviours required for congregations to thrive in the post-Christendom realities of the context.
  3. Demonstrate attitudes for an adaptive leadership skill necessary to lead a church or ministry organization towards participating with God in his mission.

Spirituality (Devotion & Passion)

  1. The course expects the students to develop devotion towards meaningful way of engaging with people with the gospel through using proper media in a culture.
  2. The course encourages students to engage in spirituality that will bring an ability to move the church through commitment towards God’s mission and develop a passion for righteousness, truth, and justice relevant to the context.
  3. Theological education on Gospel, culture & media is complete only when we trust in God and maintain a personal devotion with Him beside all our academic exercises with smart works, because He is the ultimate giver of wisdom and true knowledge.
  4. Christian Spirituality is developed based on proper Biblical knowledge, guidance of the Holy Spirit and proper execution in the context.



Bosch, David. Transforming Mission: Paradigm Shifts in Theology of Mission. Maryknoll, NY: Orbis, 1991. 

Carson, D.A. Christ & Culture Revisited. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1991.


Newbigin, Lesslie. Foolishness to the Greeks. Grand Rapids, MI: Eerdmans, 1986

Van Gelder, Craig. The Essence of the Church. Grand Rapids, MI: Baker, 2000. 

Bakke, Ray. A Theology as Big as the City. Downers Grove, IL: IVP, 1997.

Bauckham, Richard. Bible and Mission: Christian Witness in a Postmodern World. Grand Rapids, MI: Baker Academic, 2003.

Bauman, Zygmunt. Community: Seeking Safety in an Insecure World. Cambridge: Polity, 2001.

______. Liquid Modernity. Cambridge: Polity, 2000.

Bevans, Stephen B. Models of Contextual Theology. Maryknoll, NY: Orbis, 1992.

Bevans, Stephen B., and Roger P. Schroeder. Constants in Context: A Theology of Mission for Today. Maryknoll, NY: Orbis, 2004.

______. Prophetic Dialogue: Reflections on Christian Mission Today. Maryknoll, NY: Orbis, 2011.

Bolger, Ryan K. The Gospel after Christendom: New Voices, New Cultures, New Expressions. Grand Rapids, MI: Baker Academic, 2012.

Bosch, David. Transforming Mission: Paradigm Shifts in Theology of Mission. Maryknoll, NY: Orbis, 1991.

Branson, Mark Lau, and Juan F. Martínez. Churches, Cultures, and Leadership: A Practical Theology of Congregations and Ethnicities. Downers Grove, IL: IVP Academic, 2011.

Clapp, Rodney. A Peculiar People: The Church as Culture in a Post-Christian Society. Downers Grove, IL: IVP, 1996.

Eagleton, Terry. The Idea of Culture. Malden, MA: Blackwell, 2000.

Fuellenbach, John. Church: Community for the Kingdom. Maryknoll, NY: Orbis, 2002.

______. The Kingdom of God: The Message of Jesus Today. Maryknoll, NY: Orbis, 1995.

Grenz, Stanley J. A Primer on Postmodernism. Grand Rapids, MI: Eerdmans, 1996.

Harvey, Barry. Another City: An Eccelesiological Primer for a Post-Christian World. Harrisburg, PA: Trinity Press International, 1999.

Hegeman, David Bruce. Plowing in Hope: Toward a Biblical Theology of Culture. Moscow, ID: Canon Press, 1999.

Jenkins, Philip. The Next Christendom: The Coming of Global Christianity. Oxford, UK: Oxford University Press, 2002.

Kirk, J. Andrew. The Mission of Theology and Theology as Mission. Harrisburg, PA: Trinity Press International, 1997.

______. What is Mission? Theological Explorations. Minneapolis, MN: Augsburg Fortress, 2000.

Kostenberger, Andreas J., and Peter T. O’Brien. Salvation to the Ends of the Earth: A Biblical Theology of Mission. Downers Grove, IL: IVP, 2001.

Kraemer, Hendrik. A Theology of the Laity. Philadelphia, PA: Westminster Press, 1958.

Lundin, Roger. The Culture of Interpretation: Christian Faith and the Postmodern World. Grand Rapids, MI: Eerdmans, 1993.

Newbigin, Lesslie. The Open Secret: An Introduction to the Theology of Mission. Rev. ed. Grand Rapids, MI: Eerdmans, 1995.

______. The Gospel in a Pluralistic Society. Grand Rapids, MI: Eerdmans, 1989.

______. The Household of God. London: SCM Press, 1953; Carlisle, UK: Paternoster Press, 1998.

______. Truth and Authority in Modernity. Harrisburg, PA: Trinity Press International, 1996.

Niebuhr, H. Richard. Christ and Culture. New York, NY: Harper, 1951.

Oden, Thomas C. After Modernity…What? Grand Rapids, MI: Zondervan, 1990.

Pickard, Stephen K. Liberating Evangelism: Gospel Theology and the Dynamics of Communication. Harrisburg, PA: Trinity Press International, 1999.

Ritzer, George. The McDonaldization of Society. Thousand Oaks, CA: Pine Forge Press, 2000.

Roxburgh, Alan J., and Fred Romanuk., Joining God, Remaking Church, Changing the World: The New Shape of the Church in Our Time. New York: Morehouse, 2015.

Sampson, Philip, Vinay Samuel, and Chris Sugden, eds. Faith and Modernity. Oxford, UK: Regnum, 1994.

Sanneh, Lamin O. Religion and the Variety of Culture. Harrisburg, PA: Trinity Press International, 1996.

Sanneh, Lamin O. Translating the Message: The Missionary Impact on Culture. 2nd ed. Maryknoll, NY: Orbis, 2009.

Smith, C. Christopher, and John Pattison. Slow Church: Cultivating Community in the Patient Way of Jesus. Downers Grove, IL: InterVarsity, 2014.

Stassen, Glen, D.M. Yeager, and John Howard Yoder. Authentic Transformation: A New Vision of Christ and Culture. Nashville, TN: Abingdon, 1996.

Sunquist, Scott W., and Amos Yong, eds. The Gospel and Pluralism Today: Reassessing Lesslie Newbigin in the 21st Century. Downers Grove, IL: IVP Academic, 2015.

Van Gelder, Craig, and Dwight J. Zscheile. The Missional Church in Perspective: Mapping Trends and Shaping the Conversation. Grand Rapids, MI: Baker, 2011.

Vanhoower, Kevin J., (eds.). Everyday Theology: How to Read Cultural Texts & Interpret Trends. Grand Rapids: Baker Academic, 2007. 

Walls, Andrew F. The Missionary Movement in Christian History: Studies in the Transmission of Faith. Maryknoll, NY: Orbis Books, 1996.

Wright, Christopher J. H. The Mission of God: Unlocking the Bible’s Grand Narrative. Downers Grove, IL: IVP Academic, 2006.


We anticipate our students to have varied viewpoints which will enrich the discussions in our learning community. Therefore, we ask our students to be charitable and respectful in their interactions with each other, and to remain focused on the topic of discussion, out of respect to others who have committed to being a part of this learning community.


  1. Discussion Forum

A. Weekly Discussions and Written Responses:  200 Words Initial Response and 100 peer responses (Total 42%)

Late responses are not accepted. Each week’s initial response is due on Wednesday (11:59pm) and interactions with other responses are due on Saturday (11:59pm)

Attendance in this course is demonstrated by regular log-ins and up-to-date participation in forums.

Every Monday a weekly discussion question will become visible. Each student will read through the question and take time to formulate a response.

Aim for responses that display a thorough understanding of the textbooks and primary sources relevant to each question and a clear engagement with the class discussions and lectures, especially identifying areas of your understanding of each week’s themes that have challenged, changed, and/or enriched you. This is not a summary of the readings and the lectures, but a response to particular themes/arguments. Be specific and brief, but not superficial.

The initial response should be 200 words but there is no set limit on words for the subsequent interactions between students. In order to maximize the benefit of this element of the course, the student should post his/her initial response by 11:59 pm on Wednesday of the week and then spend the remainder of that week interacting with their colleagues in the class until Saturday at 11:59pm.

Each weekly questions and themes will be discussed on following week during optional class meetings

Discussion Forum and Grading Rubric (see the General Grading from FBC Grading standards)

Areas of Evaluation
Grade A
Grade B
Grade C
Grade D
Completeness of post
Addresses all parts of question; meets and did not exceed word limit; comprehensive response
Addresses all parts of question; respectable length & did not exceed limit; somewhat comprehensive
Addresses some parts of question; shorter length; incomplete post
Rarely addresses question; far too short or far too long; incomplete post
Clarity of post
Clear and concise posts; grammatically correct with rare
Clear, but can be more concise; a few grammatical or spelling errors
Somewhat clear, but with significant number of errors in spelling and grammar
Unclear, poor spelling and grammar in most posts
Critical engagement with class material (lectures, readings)
Thoughtful; opinions and ideas are substantiated with class material and additional resources (quotations and/or references); active reflection & questioning; obvious integration with one’s context
Thoughtful; opinions and ideas are occasionally substantiated with class material; some reflection & questioning; some integration
Less thoughtful; opinions and ideas are sometimes substantiated with class material; insufficient reflection & questioning; less integration with one’s context
Opinions and ideas are not substantiated with class material; no reflection & questioning; no integration with one’s context
Promptness & quality of responses
Posting on time; responds to all group members’ comments on your post, interacting with other students’ postings in timely manner; thoughtful responses
Posting on time; responds to some of group members’ comments on your post, limited interaction with other students’ postings in timely manner; somewhat thoughtful responses
Posting mostly on time; interaction with only 1-2 students’ postings; less thoughtful responses
Late posting; rarely responds to group members’ comments on your post and/or students’ postings; responses not thoughtful

B. Quiz (weekly or daily quiz) 18%weightage:

A self-assessment quiz that consists of multiple-choice, true/false questions, short answers, text with feedback. Note that quizzes are used for self-assessment and not formal exams – so formative. These quizzes are based on video lectures, reading assignments, multimedia content, etc.

C. Book Review on D. A. Carson* (15%)  500-800 words, Due on the last day of 3rd Week.

Read 300 pages from the “Recommended Source” list in this syllabus (above). Prepare a critical book review with less than 3 pages. 

Carson, D.A. Christ & Culture Revisited. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1991.

Write a critical book review of any of the books from Recommended Readings mentioned above.

The review needs to concentrate more on the ideas than on the details. Talk about (1) the author’s overall theme and thesis of the book, (2) the author’s purpose and/or agenda of the book, (3) the book’s structure and/or order of the materials and its relation to the purpose of the book, (4) the book’s strengths and shortcomings, and (5) the book’s contributions and implications. To address these areas, you will need to include some content, but try to focus on the main issues that he raises and deals with.

D. Essay/Research Paper: 1000-1200 Words, 25%. Due on the last day of classes.

Based on your biblical and missional overview, discuss the validity of the contextualization today and how it should be part of our mission. Identify a particular contemporary cultural development and respond to it from a Christian missional perspective.

This paper should be approximately 5 pages. Write an essay/research paper that directly engages with one of the issues, themes, events, or people encountered in the course using secondary sources. In other words, research is required for this paper. The paper must be transparent, meaning that you will clearly state what your primary and secondary sources are, and how you have gone about turning them into “data” for your argument.

You need to demonstrate familiarity with the specifics and details of the issues, themes, events, or people you selected, as well as demonstrate your ability to place your topic within the larger context of Christian history. The paper should not simply report, summarize, or review materials, but demonstrate thoughtful analysis and reflection and embody an argument (thesis), which will be a summary of the paper’s argument, early in the introduction. The body of the paper will support your thesis. Show how your argument is drawn from the primary and secondary sources you used by carefully documenting it.


Evaluation is based upon the completion of the following assignments:


Weekly Discussions and Responses

42 %





Critical Book Review

15 %


Research/Essay Paper

25 %


Total Grade

100 %


Submission: Papers to be submitted electronically in .doc or .docx format via Global Classroom

Late Submission Penalties:

  1. Weekly Responses and Primary Source Analysis Paper will NOT be accepted as late.
  2. All other late assignments will be penalized 1% (1 point) per day.

Citing References

In all assigned work, proper style guidelines must be used and followed exactly; failure to do so will render the submitted assignment unacceptable.

For proper citation style, consult the FBC Style Guide or the full edition of the MLA Handbook for Writers of Research Papers: Seventh Edition, especially chapters 5 and 6 for arrangement of entries through in-text citations and Works Cited.

Academic Integrity

Integrity in academic work is required of all our students. Academic dishonesty is any breach of this integrity, and includes such practices as cheating (the use of unauthorized material on tests and examinations), submitting the same work for different classes without permission of the instructors; using false information (including false references to secondary sources) in an assignment; improper or unacknowledged collaboration with other students, and plagiarism.

Global Classroom takes seriously its responsibility to uphold academic integrity, and to penalize academic dishonesty. 


Global Classroom values quality in the courses it offers its students. End-of-course evaluations provide valuable student feedback and are one of the ways that Global Classroom works towards maintaining and improving the quality of courses and the student’s learning experience. Student involvement in this process is critical to enhance the general quality of teaching and learning.

Before the end of the course, students will receive an email with a link to the online course evaluation. The link can also be found in the left column on the course page. The evaluation period is 2 weeks; after the evaluation period has ended, it cannot be reopened.


Course Evaluation results will not be disclosed to the instructor before final grades in the course have been submitted and processed. Student names will be kept confidential and the instructor will only see the aggregated results of the class.


The readings can be found as PDF files on the course web page at under “Materials”.

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