Untitled

P E D A G O G Y T U T O R I A L

PRACTICAL

OPERATIONS MANUAL

Research Paper

Research Assembly

Summer '72

PEDAGOGY TUTORIAL MANUAL

INTRODUCTION …………………………………………………………………… 1

PRACTICAL DEFINITION

I. Theological Intensification ……………………………………………………… 3

1. Rational Objective

2. Existential Aim

3. Sociological Grounding

4. Corporate Dialogue

II. Indirect Pedagogy ……………………………………………………………… 6

1. Art Form Method

2. Meal Constructs

3. Short Courses

4. Worship Construct

III. Intellectual Methods …………………………………………………………… 8

1. Intentional Presentation

2. Charting Methods

3. Lesson Planning

4. Lecture Building

IV. Intensify Journey ……………………………………………………………….. 9

1. Pedagogy Roles

2. Spirit Analysis

3. Intentional Assignment

4. Critique Design

OPERATION

Introductory Pedagogy Tutorial ……………………………………….…..……… 12

1. Description

2. Rational Objective

3. Existential Aim

4. Procedures

VI. Fundamental Tutorial ……………………………………………..……………… 14

1. 8 Session 44 Hour Design

2. 8 Session 28 Hour Design

3. 4 Session 44 Hour Format

4. 4 Session Academy

VII. Advanced Pedagogy TutoriaI …………………………………………………… 41

1. 8 Session 44 Hour

2. 8 Session 28 Hour

3. 4 Session 44 Hour

4. 4 Session 28 Hour

VIII. Addendum ………………………………………………..……………………… 48

1. Charting Methods Chart

2. Lesson Planning Format

3. Lecture Building Outline

4. Spirit Analysis Chart

5. Intentional Assignment Chart

6. Critique Design

PRACTICAL

CONCLUSION …………………………………………………………………………… 64

BIBLIOGRAPHY …………………………………………………………………………. 66

INTRODUCTION

DESCRIPTION Massive upheavals rack our world. -- The whole globe is in revolution heretofore unknown in the history of man. It is a violent disturbance in the deeps of consciousness itself. Only its radicalness matches the vastness of its scope. The race at large is hurled into a great struggle to invent, as if from the beginning' what it means to be human. In the midst of these massive upheavals the world cries for the word of possibility.

MISSIONAL
CONTEXT
The destiny of the Spirit Movement is to articulate that Word to all men. In order to meet this demand across the globe, 2,000 first teachers and a multiplicity of second, third and fourth teachers must appear on the battlefront by 1975. This manual addresses itself to that demand by providing practical constructs and methods for training pedagogues.

RATIONAL
OBJECTIVE
This manual is for the use of first teachers and master pedagogues who will function as pedagogy tutors in training 4th through 2nd teachers to teach RS1. A common fundamental pedagogy training for all pedagogues on a global basis is the focus of Pedagogy Tutorial. The Pedagogy Tutorial is not a substitute for the Academy and Academy training will be considered a partial completion of fundamental pedagogy training.

STRUCTURED FORMATS The formats for Pedagogy Tutorial start with the 8 weekend, 44 hour fundamental model and extend to four additional f`<ndamental formats, five advanced formats and one format for introductory Pedagogy Tutorial. Time design. also have been produced for each of these formats. The practical operation section of this manual contains these formats and time designs under the appropriate headings.

OPERATING
PRINCIPALS
As an indication of interest in Introductory Pedagogy, attendance as a participant observer at an RS1 course within the previous six months is required. It is understood that all pedagogue participants are setting out or continuing a journey to become first teachers. All pedagogues operate within a corporate faculty and with a common format. Methods, rather than gimmicks, are employed to push to spirit deeps of the pedagogues. Through objective passion for life and compassion for neighbor the pedagogue zives witness of living his life on behalf of all men.

MANUAL
CONTEXT
This manual has two basic parts. First, Practical Definitions which has four subparts, Theological Intensification, Indirect Pedagogy, Intellectual Methods and Intensify Journey, and second, Practical Operation, which includes the three forms of Pedagogy Tutorials, lntroductory, Fundamental and Advanced and an Appendix for the entire manual. Theological Intensification shows the rational objective, existential aim, sociological grounding, and corporate dialogue in the weekend format. Indirect Pedagogy is demonstrated through the art form method, meal constructs, short courses and the context of the worship. Intellectual Methods include intentional preparation, charting method, lesson planning and lecture building as preparation keys. Intensify Journey clarifies spirit analysis, pedagogy roles, prescriptive assignment and critique design.

I. THEOLOGICAL INTENSIFICATION

Theological intensification is one of the primary objectives of the pedagogy tutorial manual. It is through the Pedagogy Tutorial that the pedagogue participants acquire the intensification which allows them to deal with RS1 course participants in the bowels of their spiritual deeps. The Pedagogy Tutorial allows the pedagogue participants to intensify their theological grounding under the direction of a master tutor by dealing minutely with their rational objective, existential aim, sociological grounding and the corporate dialogue which must be determined for the effectiveness of the RS1 course.

I. RATIONAL OBJECTIVE

FINAL
MYSTERY
The pedagogue participant must establish the rational objective of everything he is communicating to the group. The initial question all men must confront is the limits and possibilities of life in the encounter with the final mystery of life which is experienced within and beyond all limits and possibilities. Each man names for himself that reality which is finally an articulation of the relationship he takes to his own life. He will have an image of that reality as developed in the course construct.

LIFE
POSSIBILITY
The pedagogue participant is responsible for relating the Christ Event Drama to the RS1 course participants and insuring that they deal with their life experience and acknowledge the Word of Possibility that exists for everyman. The rational objective at this point is to push the RS1 course participant through the Christ Event in order to ground the knowing that grace is common to mankind and gain objectivity upon the resources of his own life.

HUMAN LIFE
STYLE
The RS1 course participant will be enabled through papers and seminars to know that freedom and obedience are corresponding concepts which require decisions to be made by all men through an authentic decision making process which the pedagogue participant has intentionally taught through the Bonhoeffer paper.

HISTORICAL
DYNAMIC
Furthermore, the pedagogue participant will be shown how to break down the traditional concepts of the Church so that it can be reimaged as an historical dynamic. He will see how he must convey that the 20th century perversions have given way to a revolution in which the Church has accepted the task of mission through the commitment of the People of God on behalf of all.

2. EXISTENTIAL AIM

ARTICULATE DEEPS RS1 recognizes that man, the human creature, is a deeply conscious being who constantly blocks that consciousness from erupting into the humanness that he is. The existential aim of the construct is designed to free everyman so that he may articulate the very deeps of his own life encounters as being the experience of the human situation as it is, and not something to be achieved or superimposed on life. Every life experience needs to be drawn through the papers.

AUTHENTIC
SELFHOOD
The pedagogue participant is directing his thrust as the individual life that is bound bg illusions of what he should be in order that the RS1 course participant may realize his authentic selfhood and be the free one that creation burst forth, instead of negating the givenness of situation and being.

EMBRACE
OBLIGATION
In the midst of the chaos that man always finds his destiny, the pedagogue participant has the responsibility for enabling the RS1 course participant to stand in that fate and embrace the obligation that is his by the fact of being.

DECIDE
EXPENDITURE
The task of the pedagogue participant is to enable the RS1 course participant, through the weekend construct, to see his life as the life given him with all its possibilities as the great one it is in history and that to embrace his given obligation requires that a decision be made to place and expend his life in a particular situation on behalf of the global mission.

3. SOCIOLOGICAL GROUNDING

CLASSICAL
ILLUSTRATION
In order to be authentic and to relate to the spirit deeps of his RS1 course participants, the pedagogue participant must articulate his own sociological grounding in any aspect he brings into the course. The pedagogue participant can help ground an existential point through references to his classical heritage; however, if he uses a literary quotation to clarify his point he must be well grounded in the background, context and meaning of that quote. The loose usage of classical references allows a course to collapse and the pedagogue participants come off as inauthentic due to the unserious juggling of the RS1 course participants' lives.

CONTEMPORARY
ILLUSTRATION
Some selected appropriate illustrations from the contemporary world are clearly related to the lives of RS1 course participants. However, the pedagogue participant must know exactly what he is talking about or else he'll be caught up in a factual discrepancy which will ruin any basis for trust and confidence that might have been established. Moreover, a highly controversial reference or one that doesn't precisely fit the context in which it is used should never be developed. No reference at all is better than one which detracts from the point or doesn't speak to the reality of man.

PERSONAL
ILLUSTRATION
One of the best ways a tutor has of addressing the lives of his participants is through the use of personal illustrations from his own life. However, once again, the tutor must be extremely selective in his choice of experiences and the way he relates them. This is a good way for the pedagogue participant to interject humor into his presentation, but he must constantly be aware of the fact that his only objective is to penetrate the spirit deeps of his RS1 participants. He is not there to entertain, nor is he there to spill his guts out on the table.

SCRIPTURAL
STORIES
It is also extremely helpful in many cases to pull the type of life experiences dealt with in RS1 through the scriptures. While for some people this correlation is merely psychologically comforting, it is essential for showing the universal Word of life. Each life is unique in history, but the participant must be made to realize that man's experience is the same for all ages. Each man must eternally decide how he relates to life's experiences. However, once again, the pedagogue participant must be well grounded in the theology of the scriptures he choses to use. He must never use scriptures or any other type of illustration for its own sake. The only rationale is theological grounding and intensification of the participants' journey through RS 1.

CORPORATE DIALOGUE

RESOLVE
UNCLARITY
In order that theological intensification in the pedagogical tutorial may take place for each pedagogue participant, it is necessary that the tutor enable them to gain clarity on theological points that are the key emphases of this 44hour weekend. Theological misunderstanding must be seriously dealt with so that the life questions will be addressed.

PRACTICAL
DETAILS
The RS1 construct is totally related to the life question with every session carefully honed to enable all RS1 participants at all times to participate in the decision of their lives. Details such as mood of the RS1 participants, timing of particular sessions, background references and any difficulties arising, need to be carefully considered in the corporate dialogue between tutor and pedagogue participants so that human lives are treated with great care.

CREATIVE
DIALOGUE
It is necessary that a decision be made about what dialogue needs to go on at any time during the course. The tutor is responsible for helping pedagogue participants to make that decision relative to every minute of every seminar. A pedagogue participant must be clear about what type of discussion is essential to the effectiveness of a certain section of the course, as well as when discussion should be discouraged for the sake of mood or emphasis.

CRITICAL
HAPPENING
Furthermore, there is a certain reaction which should occur in each seminar which may be called the critical happening. If it does not occur, the paper might fail to reach the RS1 course participants at all, and almost certainly not on the spiritually deep level it was meant to address. The tutor must be able to convey the nature of these critical happenings in each section to the pedagogue participants by grounding them in their lives and guide them in learning how to create

CONCLUSION Therefore, the underlying strength of the pedagogue participant will be his internalization or the theological thrust and existential aim that enables the 20th century man to be his authentic humanness that creates the future for all men.

II. INDIRECT PEDAGOGY

Indirect pedagogy deals with the necessary but intermediate concerns of the pedagogue for the RS1 course participants. Through the use of the Art Form Method, Meal Construct, Short Courses and Worship Context, the RS1 course participants will be given permission to freely engage in the direct teaching of the weekend. Pedagogy tutorial w_ll ground the pedagogue participant in the rationale and practical use of the several methods of indirect pedagogy.

1. ART FORM METHOD

LIFE
RELATIONSHIPS
The Art Form Method is a type of conversation model and, therefore, has no content to teach but rather enables RS1 course participants to engage selfconsciously with the deep issues of their lives. The underlying conversation model used in RS1 is the Art Form Method which includes a series of questions progressing from objective through reflective to interpretive approaches to a selfconscious relationship to life. The first endeavor is to get out impressionistic responses to release the group to participate in the conversation with authentic risk. Next comes the reflective stage in which the participant takes a relation to what has been raised, making some personal decisions about the issue. The third stage is that of the interpretation in which the depth grappling is done drawing forth and challenging the RS1 participants to deal with the implications of the conversation and forge new directions for the future. (See Art Form Paper in Appendix, which further explains this method.)

Through the Art Form Method the participant ir RS1 is given the opportunity to enter into _70rate reflection on life experience as objectified by a particular art form conversation construct. The RS1 pedagogue will use many techniques and styles in articulating the questions used in this conversation method in order to bring to each participant's awareness his particular struggle. The mood of the group will be directed by the RS1 pedagogue who will remain sensitive to the group struggle and will set the pace of the conversation. The conversation will end with the group aware of its continuing struggle with the life issues raised through this Art Form Method.

2. MEAL CONSTRUCTS

Another part of the indirect teaching of the RS1 course is held in the meal celebrations during the weekend. The meal introduction rationale in the RS1 Manual clarifies the flow of the meal introductions in relation to each other and the total course. It is crucial for pedagogue participants to be grounded in the context of the meal itself as the corporate meals are a significant activity of the whole weekend. Conversation constructs enable clarity and grounding of the rational objective of each conversation which is the key pedagogical aspect of each meal. Singing contexts also are necessary to enable the participants to re-appropriate as 20th century churchmen what it means to dramatically participate in joyful, corporate singing. Thus, the meal celebration enables the participants to recover tne significance of the meal ritual in the life of the church and man.

3. SHORT COURSES

Short courses on the methodologies of prayer, theology, study and group dialogue during the RS1 weekend courses are essential to the man of faith in our day. Setting the context is very helpful in enabling the RS1 course participants to re-appropriate as 20th century churchmen what it means to creatively participate in the RS1 weekend journey. The snort course rationale would be the intellectual understanding of the short course methodology and the internal structure of the short courses contained in the RS1 Manual. In preparing short courses the pedagogue uses the workshop methodology to hold categories in order to objectify his understanding and to ground and illustrate his own experience. The order in which the short courses are given g1ve a flow to the seminars during the weekend. It is to be remembered that this is in the seminar and indirect teaching, thus communicable in short sentences.

4. WORSHIP CONSTRUCT

The purpose of worship on the RS1 weekend is to immerse the participants in common worship as a cultic act, acquaint them with what common worship is its structure, style, and form. The introductory lecturette deals with the general purpose of worship and describes the particular dynamics and moods of cultic worship. The Geneva Offices have a particular history as an experimental worship form, and are a key introductory vehicle to the worship experience of the RS1 weekend. The Daily Office is an inclusive experiment in cultic worship punctuated with helpful introductions and contemporary witnesses to the activity of God. One of the critical dynamics of the RS1 weekend is giving permission to the participants to engage in the experimental worship events. The structure of each introduction or witness is a short part of a total course taught indirectly throughout the weekend.

CONCLUSION

Indirect pedagogy, while dealing with varied aspects of the RS1 course, nevertheless is important to the weekend as a whole. Never knowing where a course will turn for the RS1 participant, it is imperative that the indirect teaching that goes on in art form conversations, short courses, meal constructs and worship be as carefully prepared and as dramatically presented as the seminar and lecture sections of the course.

III. INTELLECTUAL METHODS

The intellectual methods presented in Pedagogy Tutorial provide the basic foundation for teaching the RS-I course. The elements of intentional presentation, charting methods, lesson planning, and lecture building are the backbone of the course and give form to the material presented. These intellectual methods are crucial to RSl, for without them, teaching RSl becomes little more than a superficial attempt to engage people in Life dialogue rather than a serious effort to awaken the consciousness of 20th century man. These methods provide a structure by which the RSl materials presented in a manner which is effective and easily understood. Thus, the RSI course becomes a common global penetration instrument and its continual improvement and refinement is enabled.

1. INTENTIONAL PRESENTATION

Intentional presentation is crucial in developing a style that enables the various intellectua1 methods to be effectively received by RSI course participants. Stylistic instruction, imaginal board images, obtaining a chart from the group, and enabling the group to help a struggling participant are effectively employed in the construct. The pedagogue participant decides what his intentional emphasis is acquired through the development of method prowess. The key tool that enables this development is the Art Form Method. This objectifies the thinking process. It is applied in the arenas of pedagogue participant with a tactical methodology to engage the group in depth dialogue with the paper and with his lecture.

2. CHARTING METHODS

There are four levels, or stages, of charting - topical, functional, propositional, and existential. The topical stage states the key points of the objective data of a specific section, paragraph, or sentence. The functional stage is a description of the relations of the paragraphs to one another. The propositional stage is an individual statement of the subject of each topical section. The existential stage is the reflection with the author about the effect on the reader, the key image, the response, the decision about the effect and the critique of the paper. A corporate chart evolves out of a three-fold dialogue between individual and group, individual and paper, and individual and pedagogue.

3. LESSON PLANNING

Building and giving a lecture are related activities, but it is a different dynamic to solve the problem of preparing the content that needs to be put in the lecture. The first critical procedure in lecture building is initial brainstorm of life experiences and insights to use as illustrations for grounding a lecture. Next the basic RS1 4 x 4 constructs are placed over the brainstormed data to order it for the lecture. Then the lecture plan 4 x 4 x 4 is built adding transition, introduction, and conclusion, intentionally planned to address the particular group. Lecture presentation, the orchestration of the lecture before the group, is then able to be constructed. Every pedagogue has to find his own way of communicating as a teacher by intentionally planning his facial expressions, voice control, and his peculiar mannerisms.

CONCLUSION

Common intellectual methods are necessary to maintain the depth study dynamic of RS1. Pedagogy Tutorials are designed to enable pedagogue participants to develop skill in both preparation and presentation of the material of RS1. Mastery of intellectual methods is crucial to the development of pedagogues needed to meet the increasing global demand for RS1 courses.

IV. INTENSIFY JOURNEY

Intensification of the pedagogical journey enables the tutor by providing structures of analysis to determine areas of pedagogical competence and unclarity. The tutor will make assignments in pedagogy tutorials and rank pedagogue participants using the spirit analysis construct, the prescriptive assignment construct, and the critique design construct which are provided in the appendix. In order to produce the trained pedagogues needed to teach RS-I across the globe, the journey of all pedagogue participants must be intentionally charted and intensified.

PEDAGOGY ROLES
Pedagogy roles are necessary in order to define teacher ratings within the Pedagogy Tutorial. The first teacher teaches all dimensions of the course having already taught all dimensions as a 2^nd teacher. He has a grasp of the overall dynamics of the course and has demonstrated a decision to be responsible for the total course. The 2^nd teacher has prepared all seminars, at least two lectures, all conversations, short courses and worship contexts. He has an adequate gras~ of the total content of the course, and is in constant evaluation, moving toward becoming a first teacher. The third teacher has prepared at least two seminars and all conversations and worship contexts. He demonstrates the decision to teach, exhibits a willingness to be shoved in his teaching style, and is willing to pick up any role including enablement. The fourth teacher has prepared all conversations, Geneva contexts and Daily Office roles. He is struggling with the decision to teach and uses the opportunity to teach as a learning experience in which he incorporates pedagogy skills. Pedagogy roles provide skill guidelines which give pedagogue participants a clear definition of the RS1 roles and their rating in those roles.

SPIRIT
ANALYSIS
In intensifying the journey of all pedagogues, it is crucial to carefully analyze their spirit struggle to determine where they need to be pushed in the spirit deeps. The Master Pedagogue must first clarify the external impact or the point of address in terms of the external events and experiences in history that have addressed the life of the pedagogue participant. His internal response to this impact determines his relationship to the givenness he experiences. It must be understood which of man's various escape routes he has chosen in response to this internal crisis. Finally, the decision demanded of the pedagogue participant in order to become an intentional pedagogue must be determined (Appendix, Spirit Analysis Construct). The analysis of the spirit struggle is necessary to delineate the areas in which the pedagogue participant needs to be pushed on his journey in becoming a master RS1 pedagogue.

INTENTIONAL
ASSIGNMENTS
Intentional assignments are a direct concrete way of intensifying the pedagogue participant's journey by enabling him to use his gifts and his weak points. What he needs to teach is determined by an analysis of his spirit struggle, a record of his RS1 and Pedagogical Tutorial experience and by the total needs of the group. A conscious attack on this need is made in the form of an inclusive pedagogy assignment. A corrective evaluation is made on his assignment to determine his progress and the areas where further work is required. This revised need is then met by a relational assignment that will further intensify his pedagogical journey. Intentional assignment of pedagogue participants enables a continuing flow of assignments (see Appendix, Intentional Assignments) to meet changing pedagogical need and equip him with the skills needed to first teach RS1.

CRITIQUE
DESIGN

The tutor must check for theological clarity in the pedagogical participant's use of relevant illustrations and in his grounding of the paper or lecture in his own life experience. The pedagogue participant's group prowess is determined by the use of different teaching techniques to come at one issue and by the effectiveness with which he establishes and shifts the mood of the group. In grading the intentional presentation of pedagogues, body posture, eye contact, use of voice, board work and forcefulness would be among criteria used. The effectiveness of the pedagogue's personal style must be evaluated, putting particular concern on his decision or nondecision to teach. The critique of the pedagogue participants enables a picture of the progression being made in their teaching skills and provide criteria for future assignments (See Appendix, Critique Design) in both tutorials and RS1.

CONCLUSION It is presupposed by the tutor that the pedagogue participants in the tutorial have decided to be the Church. He understands that faith is always a decisional relationship to whatever state of consciousness a participant may have. Therefore, his aim is always to push the participant to the spirit deeps by addressing his life through the whole pedagogy tutorial scope which will allow him to see his destiny as a first teacher for the sake of articulating the Gospel to all men.

V. INTRODUCTORY PEDAGOGY TUTURIAL

INTRODUCTION Before we can expect the commitment of eight consecutive weekends of pedagogy tutorial, an introductory course is designed to lay out the course details and to give a rationale for the need for continued training and to provide an arena for regional prospective pedagogues to gain experience teaching before a group and to be motivated to carry on their journey by a master pedagogue.

DESCRIPTION Those who will be in attendance at the Introductory Tutorial are
RS1 grads who have had recent experience at a weekend RS1 course as
participant observers. They are imaged as "pedagogue participants" who
have made an initial response to the call to be pedagogues and who have
come for no other purpose than to have their lives addressed that they may begin their pedagogical journey. Classes should be limited to 10 people.

RATIONAL
OBJECTIVE
The rational objective of the tutorial is to give the participants an overview of the course explaining the charting method, the structure and interrelationship of the components and to stress rational theological clarity.

EXISTENTIAL
AIM
The existential aim of the Introductory Tutorial session is to give participant pedagogues an experience of being on stage before a group in a teaching situation and dealing with RS1 content and methods, to intensify their experience of grounding theology in their lives, to excite their imaginations and interest them in further pedagogy tutorial experience and finally, to call fourth their decision to teach.

PROCEDURES The RS1 manual is the basic instrument and the pedagogue participant should have one in hand. On Friday evening the tutor does the introduction and opening conversation. Following the meal, context and assignments are laid out in 15 minutes. Participants study until 10:00 P.M. and after a closing Geneva worship are sent out to complete assignments. On Saturday and Sunday, the daily office, worship introduction, witness, etc. are assigned to pedagogue participants. Meal introductions and conversations are assigned with a brief 10 minute critique following. The structure for the major segments of the weekend will follow the format: Lecture/Evaluation/Intensification/Break/Seminar/Evaluation/ Intensification. (See accompanying time design.) Evaluation includes group and tutor critiques. (See intensify journey in Appendix). The closing meal on Sunday is led by the tutor on imperatives and evaluation of the weekend, followed by a "Pedagogy Tutorial" story and pitch to enable a decision by the participant pedagogues to attend the 8 week Fundamental Tutorial. Included in the Introductory Tutorial is a time design for more than 10 participants.

CONCLUSION The Introductory Tutorial is imaged as exactly that, introductory. Its purpose is to excite, entice and draw forth a decision to be a pedagogue through participants doing teaching and getting a sense after the methodology, as well as further depth grounding of their theology.

INTRODUCTION
DESCRIPTION	Massive upheavals rack our world. -- The whole globe is in revolution heretofore unknown in the history of man. It is a violent disturbance in the deeps of consciousness itself. Only its radicalness matches the vastness of its scope. The race at large is hurled into a great struggle to invent, as if from the beginning' what it means to be human. In the midst of these massive upheavals the world cries for the word of possibility.
MISSIONAL CONTEXT	The destiny of the Spirit Movement is to articulate that Word to all men. In order to meet this demand across the globe, 2,000 first teachers and a multiplicity of second, third and fourth teachers must appear on the battlefront by 1975. This manual addresses itself to that demand by providing practical constructs and methods for training pedagogues.
RATIONAL OBJECTIVE	This manual is for the use of first teachers and master pedagogues who will function as pedagogy tutors in training 4th through 2nd teachers to teach RS1. A common fundamental pedagogy training for all pedagogues on a global basis is the focus of Pedagogy Tutorial. The Pedagogy Tutorial is not a substitute for the Academy and Academy training will be considered a partial completion of fundamental pedagogy training.
STRUCTURED FORMATS	The formats for Pedagogy Tutorial start with the 8 weekend, 44 hour fundamental model and extend to four additional f`<ndamental formats, five advanced formats and one format for introductory Pedagogy Tutorial. Time design. also have been produced for each of these formats. The practical operation section of this manual contains these formats and time designs under the appropriate headings.
OPERATING PRINCIPALS	As an indication of interest in Introductory Pedagogy, attendance as a participant observer at an RS1 course within the previous six months is required. It is understood that all pedagogue participants are setting out or continuing a journey to become first teachers. All pedagogues operate within a corporate faculty and with a common format. Methods, rather than gimmicks, are employed to push to spirit deeps of the pedagogues. Through objective passion for life and compassion for neighbor the pedagogue zives witness of living his life on behalf of all men.
MANUAL CONTEXT	This manual has two basic parts. First, Practical Definitions which has four subparts, Theological Intensification, Indirect Pedagogy, Intellectual Methods and Intensify Journey, and second, Practical Operation, which includes the three forms of Pedagogy Tutorials, lntroductory, Fundamental and Advanced and an Appendix for the entire manual. Theological Intensification shows the rational objective, existential aim, sociological grounding, and corporate dialogue in the weekend format. Indirect Pedagogy is demonstrated through the art form method, meal constructs, short courses and the context of the worship. Intellectual Methods include intentional preparation, charting method, lesson planning and lecture building as preparation keys. Intensify Journey clarifies spirit analysis, pedagogy roles, prescriptive assignment and critique design.
I. THEOLOGICAL INTENSIFICATION Theological intensification is one of the primary objectives of the pedagogy tutorial manual. It is through the Pedagogy Tutorial that the pedagogue participants acquire the intensification which allows them to deal with RS1 course participants in the bowels of their spiritual deeps. The Pedagogy Tutorial allows the pedagogue participants to intensify their theological grounding under the direction of a master tutor by dealing minutely with their rational objective, existential aim, sociological grounding and the corporate dialogue which must be determined for the effectiveness of the RS1 course. I. RATIONAL OBJECTIVE
FINAL MYSTERY	The pedagogue participant must establish the rational objective of everything he is communicating to the group. The initial question all men must confront is the limits and possibilities of life in the encounter with the final mystery of life which is experienced within and beyond all limits and possibilities. Each man names for himself that reality which is finally an articulation of the relationship he takes to his own life. He will have an image of that reality as developed in the course construct.
LIFE POSSIBILITY	The pedagogue participant is responsible for relating the Christ Event Drama to the RS1 course participants and insuring that they deal with their life experience and acknowledge the Word of Possibility that exists for everyman. The rational objective at this point is to push the RS1 course participant through the Christ Event in order to ground the knowing that grace is common to mankind and gain objectivity upon the resources of his own life.
HUMAN LIFE STYLE	The RS1 course participant will be enabled through papers and seminars to know that freedom and obedience are corresponding concepts which require decisions to be made by all men through an authentic decision making process which the pedagogue participant has intentionally taught through the Bonhoeffer paper.
HISTORICAL DYNAMIC	Furthermore, the pedagogue participant will be shown how to break down the traditional concepts of the Church so that it can be reimaged as an historical dynamic. He will see how he must convey that the 20th century perversions have given way to a revolution in which the Church has accepted the task of mission through the commitment of the People of God on behalf of all.
2. EXISTENTIAL AIM
ARTICULATE DEEPS	RS1 recognizes that man, the human creature, is a deeply conscious being who constantly blocks that consciousness from erupting into the humanness that he is. The existential aim of the construct is designed to free everyman so that he may articulate the very deeps of his own life encounters as being the experience of the human situation as it is, and not something to be achieved or superimposed on life. Every life experience needs to be drawn through the papers.
AUTHENTIC SELFHOOD	The pedagogue participant is directing his thrust as the individual life that is bound bg illusions of what he should be in order that the RS1 course participant may realize his authentic selfhood and be the free one that creation burst forth, instead of negating the givenness of situation and being.
EMBRACE OBLIGATION	In the midst of the chaos that man always finds his destiny, the pedagogue participant has the responsibility for enabling the RS1 course participant to stand in that fate and embrace the obligation that is his by the fact of being.
DECIDE EXPENDITURE	The task of the pedagogue participant is to enable the RS1 course participant, through the weekend construct, to see his life as the life given him with all its possibilities as the great one it is in history and that to embrace his given obligation requires that a decision be made to place and expend his life in a particular situation on behalf of the global mission.
3. SOCIOLOGICAL GROUNDING
CLASSICAL ILLUSTRATION	In order to be authentic and to relate to the spirit deeps of his RS1 course participants, the pedagogue participant must articulate his own sociological grounding in any aspect he brings into the course. The pedagogue participant can help ground an existential point through references to his classical heritage; however, if he uses a literary quotation to clarify his point he must be well grounded in the background, context and meaning of that quote. The loose usage of classical references allows a course to collapse and the pedagogue participants come off as inauthentic due to the unserious juggling of the RS1 course participants' lives.
CONTEMPORARY ILLUSTRATION	Some selected appropriate illustrations from the contemporary world are clearly related to the lives of RS1 course participants. However, the pedagogue participant must know exactly what he is talking about or else he'll be caught up in a factual discrepancy which will ruin any basis for trust and confidence that might have been established. Moreover, a highly controversial reference or one that doesn't precisely fit the context in which it is used should never be developed. No reference at all is better than one which detracts from the point or doesn't speak to the reality of man.
PERSONAL ILLUSTRATION	One of the best ways a tutor has of addressing the lives of his participants is through the use of personal illustrations from his own life. However, once again, the tutor must be extremely selective in his choice of experiences and the way he relates them. This is a good way for the pedagogue participant to interject humor into his presentation, but he must constantly be aware of the fact that his only objective is to penetrate the spirit deeps of his RS1 participants. He is not there to entertain, nor is he there to spill his guts out on the table.
SCRIPTURAL STORIES	It is also extremely helpful in many cases to pull the type of life experiences dealt with in RS1 through the scriptures. While for some people this correlation is merely psychologically comforting, it is essential for showing the universal Word of life. Each life is unique in history, but the participant must be made to realize that man's experience is the same for all ages. Each man must eternally decide how he relates to life's experiences. However, once again, the pedagogue participant must be well grounded in the theology of the scriptures he choses to use. He must never use scriptures or any other type of illustration for its own sake. The only rationale is theological grounding and intensification of the participants' journey through RS 1.

RESOLVE UNCLARITY	In order that theological intensification in the pedagogical tutorial may take place for each pedagogue participant, it is necessary that the tutor enable them to gain clarity on theological points that are the key emphases of this 44hour weekend. Theological misunderstanding must be seriously dealt with so that the life questions will be addressed.
PRACTICAL DETAILS	The RS1 construct is totally related to the life question with every session carefully honed to enable all RS1 participants at all times to participate in the decision of their lives. Details such as mood of the RS1 participants, timing of particular sessions, background references and any difficulties arising, need to be carefully considered in the corporate dialogue between tutor and pedagogue participants so that human lives are treated with great care.
CREATIVE DIALOGUE	It is necessary that a decision be made about what dialogue needs to go on at any time during the course. The tutor is responsible for helping pedagogue participants to make that decision relative to every minute of every seminar. A pedagogue participant must be clear about what type of discussion is essential to the effectiveness of a certain section of the course, as well as when discussion should be discouraged for the sake of mood or emphasis.
CRITICAL HAPPENING	Furthermore, there is a certain reaction which should occur in each seminar which may be called the critical happening. If it does not occur, the paper might fail to reach the RS1 course participants at all, and almost certainly not on the spiritually deep level it was meant to address. The tutor must be able to convey the nature of these critical happenings in each section to the pedagogue participants by grounding them in their lives and guide them in learning how to create
CONCLUSION	Therefore, the underlying strength of the pedagogue participant will be his internalization or the theological thrust and existential aim that enables the 20th century man to be his authentic humanness that creates the future for all men.

	Indirect pedagogy deals with the necessary but intermediate concerns of the pedagogue for the RS1 course participants. Through the use of the Art Form Method, Meal Construct, Short Courses and Worship Context, the RS1 course participants will be given permission to freely engage in the direct teaching of the weekend. Pedagogy tutorial w_ll ground the pedagogue participant in the rationale and practical use of the several methods of indirect pedagogy.
1. ART FORM METHOD
LIFE RELATIONSHIPS	The Art Form Method is a type of conversation model and, therefore, has no content to teach but rather enables RS1 course participants to engage selfconsciously with the deep issues of their lives. The underlying conversation model used in RS1 is the Art Form Method which includes a series of questions progressing from objective through reflective to interpretive approaches to a selfconscious relationship to life. The first endeavor is to get out impressionistic responses to release the group to participate in the conversation with authentic risk. Next comes the reflective stage in which the participant takes a relation to what has been raised, making some personal decisions about the issue. The third stage is that of the interpretation in which the depth grappling is done drawing forth and challenging the RS1 participants to deal with the implications of the conversation and forge new directions for the future. (See Art Form Paper in Appendix, which further explains this method.) Through the Art Form Method the participant ir RS1 is given the opportunity to enter into _70rate reflection on life experience as objectified by a particular art form conversation construct. The RS1 pedagogue will use many techniques and styles in articulating the questions used in this conversation method in order to bring to each participant's awareness his particular struggle. The mood of the group will be directed by the RS1 pedagogue who will remain sensitive to the group struggle and will set the pace of the conversation. The conversation will end with the group aware of its continuing struggle with the life issues raised through this Art Form Method.
2. MEAL CONSTRUCTS
	Another part of the indirect teaching of the RS1 course is held in the meal celebrations during the weekend. The meal introduction rationale in the RS1 Manual clarifies the flow of the meal introductions in relation to each other and the total course. It is crucial for pedagogue participants to be grounded in the context of the meal itself as the corporate meals are a significant activity of the whole weekend. Conversation constructs enable clarity and grounding of the rational objective of each conversation which is the key pedagogical aspect of each meal. Singing contexts also are necessary to enable the participants to re-appropriate as 20th century churchmen what it means to dramatically participate in joyful, corporate singing. Thus, the meal celebration enables the participants to recover tne significance of the meal ritual in the life of the church and man.
3. SHORT COURSES
	Short courses on the methodologies of prayer, theology, study and group dialogue during the RS1 weekend courses are essential to the man of faith in our day. Setting the context is very helpful in enabling the RS1 course participants to re-appropriate as 20th century churchmen what it means to creatively participate in the RS1 weekend journey. The snort course rationale would be the intellectual understanding of the short course methodology and the internal structure of the short courses contained in the RS1 Manual. In preparing short courses the pedagogue uses the workshop methodology to hold categories in order to objectify his understanding and to ground and illustrate his own experience. The order in which the short courses are given g1ve a flow to the seminars during the weekend. It is to be remembered that this is in the seminar and indirect teaching, thus communicable in short sentences.
4. WORSHIP CONSTRUCT
	The purpose of worship on the RS1 weekend is to immerse the participants in common worship as a cultic act, acquaint them with what common worship is its structure, style, and form. The introductory lecturette deals with the general purpose of worship and describes the particular dynamics and moods of cultic worship. The Geneva Offices have a particular history as an experimental worship form, and are a key introductory vehicle to the worship experience of the RS1 weekend. The Daily Office is an inclusive experiment in cultic worship punctuated with helpful introductions and contemporary witnesses to the activity of God. One of the critical dynamics of the RS1 weekend is giving permission to the participants to engage in the experimental worship events. The structure of each introduction or witness is a short part of a total course taught indirectly throughout the weekend.
CONCLUSION
	Indirect pedagogy, while dealing with varied aspects of the RS1 course, nevertheless is important to the weekend as a whole. Never knowing where a course will turn for the RS1 participant, it is imperative that the indirect teaching that goes on in art form conversations, short courses, meal constructs and worship be as carefully prepared and as dramatically presented as the seminar and lecture sections of the course.
III. INTELLECTUAL METHODS
	The intellectual methods presented in Pedagogy Tutorial provide the basic foundation for teaching the RS-I course. The elements of intentional presentation, charting methods, lesson planning, and lecture building are the backbone of the course and give form to the material presented. These intellectual methods are crucial to RSl, for without them, teaching RSl becomes little more than a superficial attempt to engage people in Life dialogue rather than a serious effort to awaken the consciousness of 20th century man. These methods provide a structure by which the RSl materials presented in a manner which is effective and easily understood. Thus, the RSI course becomes a common global penetration instrument and its continual improvement and refinement is enabled.
1. INTENTIONAL PRESENTATION
	Intentional presentation is crucial in developing a style that enables the various intellectua1 methods to be effectively received by RSI course participants. Stylistic instruction, imaginal board images, obtaining a chart from the group, and enabling the group to help a struggling participant are effectively employed in the construct. The pedagogue participant decides what his intentional emphasis is acquired through the development of method prowess. The key tool that enables this development is the Art Form Method. This objectifies the thinking process. It is applied in the arenas of pedagogue participant with a tactical methodology to engage the group in depth dialogue with the paper and with his lecture.
2. CHARTING METHODS
	There are four levels, or stages, of charting - topical, functional, propositional, and existential. The topical stage states the key points of the objective data of a specific section, paragraph, or sentence. The functional stage is a description of the relations of the paragraphs to one another. The propositional stage is an individual statement of the subject of each topical section. The existential stage is the reflection with the author about the effect on the reader, the key image, the response, the decision about the effect and the critique of the paper. A corporate chart evolves out of a three-fold dialogue between individual and group, individual and paper, and individual and pedagogue.
3. LESSON PLANNING
	Building and giving a lecture are related activities, but it is a different dynamic to solve the problem of preparing the content that needs to be put in the lecture. The first critical procedure in lecture building is initial brainstorm of life experiences and insights to use as illustrations for grounding a lecture. Next the basic RS1 4 x 4 constructs are placed over the brainstormed data to order it for the lecture. Then the lecture plan 4 x 4 x 4 is built adding transition, introduction, and conclusion, intentionally planned to address the particular group. Lecture presentation, the orchestration of the lecture before the group, is then able to be constructed. Every pedagogue has to find his own way of communicating as a teacher by intentionally planning his facial expressions, voice control, and his peculiar mannerisms.
CONCLUSION
	Common intellectual methods are necessary to maintain the depth study dynamic of RS1. Pedagogy Tutorials are designed to enable pedagogue participants to develop skill in both preparation and presentation of the material of RS1. Mastery of intellectual methods is crucial to the development of pedagogues needed to meet the increasing global demand for RS1 courses.
IV. INTENSIFY JOURNEY
	Intensification of the pedagogical journey enables the tutor by providing structures of analysis to determine areas of pedagogical competence and unclarity. The tutor will make assignments in pedagogy tutorials and rank pedagogue participants using the spirit analysis construct, the prescriptive assignment construct, and the critique design construct which are provided in the appendix. In order to produce the trained pedagogues needed to teach RS-I across the globe, the journey of all pedagogue participants must be intentionally charted and intensified.
PEDAGOGY ROLES	Pedagogy roles are necessary in order to define teacher ratings within the Pedagogy Tutorial. The first teacher teaches all dimensions of the course having already taught all dimensions as a 2^nd teacher. He has a grasp of the overall dynamics of the course and has demonstrated a decision to be responsible for the total course. The 2^nd teacher has prepared all seminars, at least two lectures, all conversations, short courses and worship contexts. He has an adequate gras~ of the total content of the course, and is in constant evaluation, moving toward becoming a first teacher. The third teacher has prepared at least two seminars and all conversations and worship contexts. He demonstrates the decision to teach, exhibits a willingness to be shoved in his teaching style, and is willing to pick up any role including enablement. The fourth teacher has prepared all conversations, Geneva contexts and Daily Office roles. He is struggling with the decision to teach and uses the opportunity to teach as a learning experience in which he incorporates pedagogy skills. Pedagogy roles provide skill guidelines which give pedagogue participants a clear definition of the RS1 roles and their rating in those roles.
SPIRIT ANALYSIS	In intensifying the journey of all pedagogues, it is crucial to carefully analyze their spirit struggle to determine where they need to be pushed in the spirit deeps. The Master Pedagogue must first clarify the external impact or the point of address in terms of the external events and experiences in history that have addressed the life of the pedagogue participant. His internal response to this impact determines his relationship to the givenness he experiences. It must be understood which of man's various escape routes he has chosen in response to this internal crisis. Finally, the decision demanded of the pedagogue participant in order to become an intentional pedagogue must be determined (Appendix, Spirit Analysis Construct). The analysis of the spirit struggle is necessary to delineate the areas in which the pedagogue participant needs to be pushed on his journey in becoming a master RS1 pedagogue.
INTENTIONAL ASSIGNMENTS	Intentional assignments are a direct concrete way of intensifying the pedagogue participant's journey by enabling him to use his gifts and his weak points. What he needs to teach is determined by an analysis of his spirit struggle, a record of his RS1 and Pedagogical Tutorial experience and by the total needs of the group. A conscious attack on this need is made in the form of an inclusive pedagogy assignment. A corrective evaluation is made on his assignment to determine his progress and the areas where further work is required. This revised need is then met by a relational assignment that will further intensify his pedagogical journey. Intentional assignment of pedagogue participants enables a continuing flow of assignments (see Appendix, Intentional Assignments) to meet changing pedagogical need and equip him with the skills needed to first teach RS1.
CRITIQUE DESIGN	The tutor must check for theological clarity in the pedagogical participant's use of relevant illustrations and in his grounding of the paper or lecture in his own life experience. The pedagogue participant's group prowess is determined by the use of different teaching techniques to come at one issue and by the effectiveness with which he establishes and shifts the mood of the group. In grading the intentional presentation of pedagogues, body posture, eye contact, use of voice, board work and forcefulness would be among criteria used. The effectiveness of the pedagogue's personal style must be evaluated, putting particular concern on his decision or nondecision to teach. The critique of the pedagogue participants enables a picture of the progression being made in their teaching skills and provide criteria for future assignments (See Appendix, Critique Design) in both tutorials and RS1.
CONCLUSION	It is presupposed by the tutor that the pedagogue participants in the tutorial have decided to be the Church. He understands that faith is always a decisional relationship to whatever state of consciousness a participant may have. Therefore, his aim is always to push the participant to the spirit deeps by addressing his life through the whole pedagogy tutorial scope which will allow him to see his destiny as a first teacher for the sake of articulating the Gospel to all men.
V. INTRODUCTORY PEDAGOGY TUTURIAL
INTRODUCTION	Before we can expect the commitment of eight consecutive weekends of pedagogy tutorial, an introductory course is designed to lay out the course details and to give a rationale for the need for continued training and to provide an arena for regional prospective pedagogues to gain experience teaching before a group and to be motivated to carry on their journey by a master pedagogue.
DESCRIPTION	Those who will be in attendance at the Introductory Tutorial are RS1 grads who have had recent experience at a weekend RS1 course as participant observers. They are imaged as "pedagogue participants" who have made an initial response to the call to be pedagogues and who have come for no other purpose than to have their lives addressed that they may begin their pedagogical journey. Classes should be limited to 10 people.
RATIONAL OBJECTIVE	The rational objective of the tutorial is to give the participants an overview of the course explaining the charting method, the structure and interrelationship of the components and to stress rational theological clarity.
EXISTENTIAL AIM	The existential aim of the Introductory Tutorial session is to give participant pedagogues an experience of being on stage before a group in a teaching situation and dealing with RS1 content and methods, to intensify their experience of grounding theology in their lives, to excite their imaginations and interest them in further pedagogy tutorial experience and finally, to call fourth their decision to teach.
PROCEDURES	The RS1 manual is the basic instrument and the pedagogue participant should have one in hand. On Friday evening the tutor does the introduction and opening conversation. Following the meal, context and assignments are laid out in 15 minutes. Participants study until 10:00 P.M. and after a closing Geneva worship are sent out to complete assignments. On Saturday and Sunday, the daily office, worship introduction, witness, etc. are assigned to pedagogue participants. Meal introductions and conversations are assigned with a brief 10 minute critique following. The structure for the major segments of the weekend will follow the format: Lecture/Evaluation/Intensification/Break/Seminar/Evaluation/ Intensification. (See accompanying time design.) Evaluation includes group and tutor critiques. (See intensify journey in Appendix). The closing meal on Sunday is led by the tutor on imperatives and evaluation of the weekend, followed by a "Pedagogy Tutorial" story and pitch to enable a decision by the participant pedagogues to attend the 8 week Fundamental Tutorial. Included in the Introductory Tutorial is a time design for more than 10 participants.
CONCLUSION	The Introductory Tutorial is imaged as exactly that, introductory. Its purpose is to excite, entice and draw forth a decision to be a pedagogue through participants doing teaching and getting a sense after the methodology, as well as further depth grounding of their theology.