Research Paper

MOVEMENT

D E S I G N S

INTENSI FIE D

TRAINING

SYSTEMR

Research Assembly

Summer '72

Summer '72 Research Assembly

Primary Design Five

37

provides religious and cultural training locally

ZQ

provides vision, theologicai grounding and methods

39

ADVANCED ACADEMY

develops mastery and ecumenIcal statesmanship

GLOBAL

INING DESIGN

P FnAG()(~ Y TllTn

maintains continuing pedagogical development

41

trains in intellectual, social, and sPirTt methods

focuses training on particular situat ior . and n~?n~ic;

AZ

July 1972

Movement Designs

Church ­

incorporates edge wisdom into curriculum and style

44

TRA I N I NG COnRn I NATF

schedules courses and assigns faculty

45

supervises teacher rat i nqs

ualIty and commonness

Introduction to Design

1

C13: Academic Program Complex 4

­Weekend Courses 7

­Church Academy 8

­Advanced Academy 11

­Conclusion 13

C14: Methods Education Complex 14

­Pedagogy Tutorial 17

­Methods Practicum 18

­Tailored Formats 19

­Conclusion 21

C15: Quality Maintenance Complex 22

­Research Post 25

­Training Coordinate 26

­Corporate Faculty 28

­Cnnr1 Ile:i nn ~q

Conclusion to Design

~n

RENENED

''OCATION

V: GLOBAL TP~AININO DPaTr~N

SOCIAL PHILOSOPHY

P~DIS~

­ NNESS

FAITH

DECISION

The Global Training Design is the Movement's basic Instruction design for the Church. Its component forms enable restvline of the new ~l­­i~

The world has always placed great emphasis on the need for training its citizens so that the on­going social processes might be sustained, with the primary focus on the practical needs of society. One might point to military training, vocational schools, the vast public education machine and professional schools as examples of a trend toward specialization in order to crease the experts needed. The Global Training Design of the Movement has been created to shift the social consciousness relative to vocation. Vocation will be understood as a life posture whereby every man, by using the tools of comprehensive process analysis and spirit remotivation methods, will be able to be the responsible and creative human being that he is.

The historical church hen always eniployed a direct scheme of training in its attempt ro create moralistic individuals. The Movement has forged the Global Training Design as a primary step in re­discovering man's humanness. This design will offer the church a basic ideology which will catalyze its metamorphosis. The People of God must re­emphasize the Word in all of life, revitalize the spirit through symbols, internalize disciplined corporateness, and re­image a life's voc~tion as significant if it is to train troops for the reconstruction of the world. The intent of the design is to enable the church to create global men who' in the likeness of Paul, would catalyze the universal resurgence of hunanness.

Historical movements, e.g. the Wesleyan Societies, have always designed training programs as a way to mobilize their forces to impact society witn their concepts of humanness. The Wesleyans focused their attention on addressing the Nord to every man's life. Consequently, the Society's meetings were constructed to catalyze this dynamic. The Global Training Design focases on eliciting a man's faith~8tance and his subsequent decision to take full responsibility for the globe. This training design has re­appropriated the ~se of symbology as a method of creating corporate discipline expertise and of releasing spirit motivity. Every colleague will be pedagogy itself ­ embracing methods imbued with symbols relevant to every hu 2an situation.

Only through the creation of a ,,ighly trained and intensely disciplined force of church revolutionaries is there any hope of bringing man to ful] self­co ~cious~i~:ss. This self~cor.sciousness will allow him to create the Gtructures of society which enable the Great Resurgence or Human hotivity.

V: GLOBAL TRAININn n~T~N

HISTORICAL CONTRADICTIONS

ECONOMIC

ORIENTATION

LOST

SYMBOLS

INADEQUATE

PREPARATION

The Global Training Design operates in the general social arena of instruction. The historical contradiction which the Global Training Design impacts is seen by examining its relationship to the metamorphosis of the PeoPle of God.

Among the historical contradictions in the world that have made the Training Design necessary are the economically oriented and unstrategic methods of training that now exist. In a world of perpetual change man has almost severed the gifts of his cultural heritage and stands confused at the threshhold of having to create new roles. Styles accentuating individualism, combined with deadening life symbols and rituals, foster the mediocrity mindset and freeze the possibility of radical engagement.

The church is in the midst of recovering its role as mission, but lacks adequately trained grass roots churchmen to carry out the tasks demanded by the times. It finds itself without a language to articulate human depth experience, or symbols and rituals of adequate power to hold man before his infinite possibility. It has forgotten its ancient image as trainer, and preserver of cultural herita~e.

At a time when the historical church and people outside the church are looking to the Movement for inspirational teaching' the structures are inadequate to assume this throughout the Movement. Models which relate the overall strategies of the Movement to the systematic training of all colleagues are haphazard and uncoordinated. Troops are sent to front lines inadequately prepared because they are unaware of the Movement's specific future needs.

Therefore the principle historical contradictions over which the Global Training Design operates relative to the Globe, the Church and the Movement is that the preparation of troops is haphazardly related to overall strategies. Inclusive training models are ahsent

GLOBAL

CONTEXT

V: GLOBAL TRAINING DESIGN

RT~ATFrTO nRTPrTT~

CORPORATE CLERGY

INCLUSIVE HO DEL

The Global Training Design is created to effect an intensively trained and disciplined corps of pedagogues to act as a catalytic agent in the metamorphosis of the Church and to act as a sign to the People of God as to what can be done.

The strategic objective of the training design is to give local man the tools and methods which he needs to be able to deal systematically with the political, cultural, and economic structures in which he lives. The training design gives local man the global context which he must have if effective and long lasting social structures are to be recreated. To so train the local man this design has the objective of a mobile faculty whose teachers will be available anywhere in the world and thoroughly trained for any culture into which they are sent. Finally, however, the Hovement cannot rely on its mobile faculty, but rather must motivate local leadership in every area of the globe, enabling them to embody the vision of creatinz the new society.

A primary strategic objective of the Global Training Design at the local church level is the invention of methods through which man's depth human experiences can be apprehended and verbalized. Another objective is to enable the church to engrain man with the awareness of the presence of the Word in every aspect of his life. The tnird objective is to develop a corporate cleric in the church which will embody a disciplined life­style that the church might be the sign, the spirit, and the servant for the wo.ia. This will entail the creation of a parish model which through religious and cultural training will enable the church to constitute a primal influence on the community.

"Here is my servant, whom I uphold, my chosen one in whom I delight...."

The strategic objective of the Training Design concerning the Movement is an inclusive training model creating expertise in guruship, priorship, recruitment, hosting, development, coordination, public relations, and pedagogy. This model will administer such training according to Movement priorities. Also, breakthroughs and common Movement memory will be disseminated to all colleagues to keep their training current.

In sum, the strategic objective of the Global Training Design is to provide for the embodiment and implementation of the tools and methods required to enable everyman to experience as raw creative freedom in the world.

VEEK­END COURSES

V. GLOBAL TRAINING DESIGN

C ­ 13 ACADEMIC PROGRAM

The Advanced Program Complex is composed of three forms: Week­end Courses, Church Academy, and Advanced Academy. The Week­end Courses provide religious and cultural training locally. The Church Academy provides vision, theological grounding and methods. The advanced Academy develops mastery and ecumenical statesmanship. The Academic Program Complex operates in the general social area of Global Training Design. The historical contradiction which the Academic Program Complex impacts is seen by examining its relationship to contemporary education forms and methods in the life of the church. The Academic Program Complex is designed to articulate the comprehensive twentieth century religious and cultural form of education locally through week­end structures, with theological grounding and imaginal methods, continually through Church Academy and globally through the development of pedagogical mastery and ecumenical statesmanship nurtured by the Advanced Academy.

The impact of Week­end Courses is experienced in the intentional time design and unity of the parts, so that the entire course is taught in forty­four hours from Friday evening through Sunday noon. Courses are held on week­ends to facilitate attendance of adult church members, the source of necessary church leadership. The religious and cultural curriculum meets the need for comprehensive twentieth century Christian adult education for churchmen. Grounding the curriculum in the Word of possibility enables each participant to articulate the decision to be the church.

The local churchman is unable to articulate authentic grounding of the Christian Church in twentieth century terms. Local church leadership is immobilized by ineffective group methods and inadequate image of themselves as the people of God. Failure by the local church to appropriate the gift of disciplined corporateness dissipates individual response to the Word. The local church is unable to tactically deploy membership and resources for engagement with the parish.

Week­end Courses provide a comprehensive twentieth century education for the church. The local church is enabled to have a clear global vision of itself as responsible for the world. Reawakened local man is equipped with practical methods for engagement in the local church. Week­end Courses allow local church leadership to reimage themselves as disciplined corporate troops who can create history.

- 4 -

V. GLOBAL TRAINING DESIGN

CHURCH

ACADEMY

ADVANCED

ACADEMY

To speak to the church's need for competent church leadership, the Global Movement has intentionally designed the Church Academy. Contextual clarity on the comprehensive mission of the church is essential in order to release the church to adequately care for the world. Twentieth century churchmen must possess the pedagogical skills of articulating the radicality of the gospel and its practical application in history. Finally, the corporate discipline required to reconstruct the earth is gained in probing the depth spirit journey and is grounded in corporate living and the corporate leadership dynamic.

Inadequate practical social methods have blocked local church leadership prowess. Churchmen today are trapped in nineteenth century metaphoric theological images with no way to ground them in present day secular life. The practical missional image of the church as responsible for the whole world has collapsed. And the local churchman has lost the gift of corporate style in that he does not see that to be the church is to be a corporate community in missional task.

The Church Academy creates mature pedagogues who are able to articulate the Word in clear everyday terms that local man is able to grasp. Spirit giants are called forth to embody the depth grounding of their theological heritage in a twentieth century secular world view. The church knows itself as servant to the world. With practical methods the power of corporate style within the church is recovered by demonstrating what it means to be a corporate community in mission.

Crucial to the accomplishment of the missional task is the provision, by the Advanced Academy, of master pedagogues who can teach any course anywhere with expertise and are able to train other pedagogues. Also essential is the training of gurus skilled in spirit methods. Movement social engineers are also needed in training churchmen to think sociologically. The Advanced Academy provides the crucial demonstration by a faculty of what it means to embody the disciplined corporate style.

Inability to articulate authentic global humanness has blocked the creation of the spokesman for all the inhabited earth role in the historic church. Individualistic over emphasis blocks the necessary societal dynamic of maintaining foundational corporateness. The loss of the historical memory in the area of disciplining the interior consciousness has blocked the creation of the twentieth century guru. The perverted image of master pedagogue as intellectual giant has blocked Movement pedagogues from creating this needed role.

V. GLOBAL TRAINING DESIGN

The Advanced Academy develops Moremental)ecumenical spokesmen who are able to articulate authentic global humanness for the historic church. The corporate dynamic of society will be maintained through the training of movemental priors. The Advanced Academy will produce master pedagogues able to articulate the Word anywhere across the globe. The recovery of past spirit wisdom of the historic church will enable the re­establishment of the guru role in the historic church.

Only by constructing the academic program of the Training Design on comprehensive, futuric, intentional presuppositions will contemporary training birth the metamorphosis of the church. Awakening the deeps of humanness in grass roots churchmen will release them to be leadership that catalyzes the building of the earth. Therefore the principle historical contradiction over against which the Academic Program Complex operates is that of inadequate training methods to formulate the required master theologians, social engineers, and spirit giants. The strategic objective, therefore, of the Academic Program Complex, is to provide comprehensive forms of leadership training on the local level. This will insure that movemental leadership fulfills the role of catalyzer of the local, global,ecumenical church.

COMPREHENSIVE

ADVANCED

CURRICULUM

ENABLING

COORDINATING

UNIT

IHAGINAL

TEACHING

FACULTY

The Week­end Courses consist of three component groupings: Comprehensive Advanced Curriculum, Enabling Coordinating Unit, and Imaginal Teaching Faculty. The first component grouping, Comprehensive Advanced Curriculum, ensures that missional training is grounded in theological and cultural wisdom; Enabling Coordinating Unit provides for the corporate care of participants and releases them to fully participate in training; the Imaginal Teaching Faculty assures skilled direction for contextual re­education; the Week­end Courses are a major thrust in training local churchmen in an intensive forty­four hour week­end period to enable them to be more effectively engaged in the mission of the church.

Continental Regional Faculty teaches the Institute's cultural and methods studies curriculum which includes both theoretical and practical courses in order to train regional colleagues for the Movement.

The Comprehensive Advanced Curriculum provides theoretical and practical training for Movement colleagues. Grounding in theological and cultural wisdom is basic to contextual reeducation, and ­ymbolic life is included as an essential element in every advanced cour e. After Advanced Courses are held in local situations, follow­up constructs are used to nurture missional colleagues.

The Enabling Coordinating Unit utilizes Movemental colleagues from the locality in which the courses are offered. This provides an opportunity to embody the servant role in concrete reality.

Enablement is assigned according to a comprehensive localregional rationale, and the assigned unit will enable all the practical needs of the course participants, e.g.: sleeping arrangements, meals, snacks, and child care through a structured curriculum. The un t is also responsible for supplying decor at the course site.

Contextual re­education relies heavily on the trained Movemental faculty who are skilled in imaginal education methods and teach as a corporate team in the style and stance of intentional spirit revolutionaries.

V. G LO BAL TRAINING DESIGN

Corporateness of the team is a key sign of humanness in which all men participate. The staff is composed of a first teacher, who priors the course, and second, third and fourth teachers. Pedagogues are responsible for space and decor arrangement of all rooms used on the week­end. Participant observers are invited as part of their pedagogy training. Training of pedagogues and contextual re­education of participants are integral parts of week~end courses.

The Advanced Week­end Courses are the means by which movement colleagues receive theoretical and practical training in both religious m~d cultural studies. Grounding in theological awareness and participation in symbolic life enhance the spirit dimension of Weekend Courses. Participants are given skills which enable them to ac ~pt leadership roles in movement structures as well as becoming more deeply committed to the work of the Movement through rollow­up constructs. Enablement is imaged as a practic~1 spirit .nur~ure tool as well as providing for the needs of course participants. The teaching staff is solely responsible for the cou~se co~`cent and style which not only addresses itself to the meaning of bumanness but demonstrates what it means to be a spirit revolutionary in the twentieth centurY.

38 CHURCH ACADEMY

The Chureh Academy consists of six component groupings: Comprehensiv~ Se~mina~ Curriculum; Community Care Units; Year Round Recruitmen­tc, Enablement Research Laboratory; Practics; and Teaching Faculry Tne first component grouping, Comprehensive Seminar Curricul~, constructs the training methods for local church leadership. Cormmunity Care Units enable participants to meet missional dem~`ds. Maintaining a library and keeping records is the responsibility of the Enablement Research Laboratory. The Practi~s ~roup cares for the physical needs of the Academy; and finally the Teadhing Faculty presents the comprehensive framework of the aurriculum.

COMPREHENSIVE

SEMINAR

CURRICULUM

The Comprehensive Seminar Curriculum tailors and organizes Academy constructs to train local churchmen. Workshops in the areas of Religious Studies, Cultural Studies, Social Methods, Religious Methods, and Intellectual Methods help to clarify the total movem.ent context.

Humor is used during seminars to bridge the gap between what it memls to be :'religious" and "morally ethical." Corporate study methods alL,w ~veryone to participate in the learning proce~. which is theological grounding. Every man is a potential

V. GLOBAL TRAINING DESIGN

COMMUNITY

CARE

tJNITS

YEAR

ROUND

RECRUITMENT

ENABLEMENT

RESEARCH

T. ARnR ATI)RY

spirit giant when his experiential wisdom of the­comprehensive is released. Imaginal methodologies bring about vocational shifts offering new radical possibilities for the participants.

Community Care Units are groupings within the Academy which provide care and tirection to enable the corporate body. The Community Care Units are teams, units, ecclesiolas, congregations and temple groupings that are the structural foundation bodies of in+­rn~ 1 and external care.

Community Care Units such as ecclesiolas, teams, and unit structures operate under the following principles. First, the Community Care Units, through continual dialogue, provide an objective situation in which the individual can brood through his life decision. Secondly, community internal enablement is handled by unit and team assignments. The Care Unit also holds the individual accountable to his responsibility for the corporate body. Moveover, the Community Care Unit intensifies the corporate responsibility for the individual's practical needs. Finally, individual blocks are handled in and through the corporate structures of Community Care Units.

Year Round Recruitment is done by a small group of rotating faculty chosen from the C'nurch Academy staff to work with the regional recruiting structures. This group designs imaginal recruitment material meant to appeal to a variety of participants including students, galaxy churchmen, regional leadership and prospective tea~.ers. All participants are intended to develop a common movement memory es potential regional leaders.

The primary operating principle for recruitment is that one does whatever is required to get that person to Church Academy. Furthermore recruitmer,t work is done with the regional structures, not for them. Recruitment is also done across cultural lines. Imaginal materials communicate the relevant facts which point to the demand. Recruitment also enlists proven techniques which presuppose the "when, not if" stance.

The Enablement Research Laboratory is a coordinating group that has responsibility for li~rary and materials, coordination of necessary construct creation, and participation records. This group is taken from the teaching faculty assigned to the Academy. Primarily the library materials, teaching aids and participant records are ordered to allow their use by the faculty for seminar preparation. This will mean that adequate files and storage space to provide faculty access and working area need to be obtained.

PRACTICS

TEACHING FACULTY

V. GLOBAL TRAINING DESIGN

The educational thrust of the Movement rests upon the maintenance of adequate records and course constructs which are built from cumulative movement wisdom. Church Academy research is transmitted to the Movement. Research is focused on the ordering of the human depths of knowing. Coordination of all Academy materials is handled in the Enablement Research Lab. This set of principles forms an underlying rationale for setting up an Enablement Research Lab.

The Practics group takes care of all the physical needs of the Church Academy: decor, participant materials, food, housing, and security, thus allowing the effective participation of all attending the Academy.

Satisfactory operation for the Practics Group is based on five principles. Full mission requires movement participants to work on behalf of all. This revolutionary stance is embodied in the style. Symbolic decor undergirds the training program rationale. A comprehensive assignment construct produces the necessary effectiveness of job rotation. Practical structures are created only to meet the needs of the mission.

The Teaching Faculty teaches the comprehensive frame of curriculum of the Church Academy. The Academy Teaching Faculty is drawn from the movement teaching faculty and has responsibility for theologically grounding the common memory of the Hovement and the corporate living style as presented by the Academy construct.

The Teaching Faculty organizes itself and orients its thrust to fulfill the goals it establishes based on certain operating principles. First,ithe radical life decision of the participant is a question of how' and when, not if. In the teaching style and quality the underlying principle is that the Academy deals in depth preparation. Given the r~levant context of the participants' experience, every lecture, seminar, and workshop is tailored as a life address. Moreover, all courses are grounded theologically and are a demonstration of practical revolutionary style in every teaching role. This common basis insures a corporate image thrust for the Teaching Faculty.

The Church Academy provides academic programs that create a vision, theologically ground, and present practical life methods to meet the Church~s re~educa*ion demands. The effectiveness of the Church Academy rests upon the following five operating principles that describe the intent, rationales, and methods presuppositions. Clarity is gained on movemental thrust through self

V. GLOBAL TRAINING DESIGN

conscious participation in Academy structures.­ Curriculum is utilized to build global faculty and movement leadership. All constructs are designed for spirit care first and methodological expertise second. The focus is on grounding of the participants in the cultural~rel~gious and methodological wisdom of the Movement. The Academy grounds theologically the life issues facing men presentina radical life possibilities.

39 ADVANCED ACADEMY

The Advanced Academy consists of seven component groupings: Comprehensive Construct Committee, Corporate Study Seminar, Spirit Care Units, Year Round Recruitment Complex, Experimental Methods Lab, Practics Enablement Group, and Master Teaching Faculty. The first component grouping, Comprehensive Construct Committee, builds the construct and schedules the Advanced Academy; the Corporate c Study Seminar places the participants in a variety of teachinglearning formations; the Spirit Care Units provide for the depth spirit care of every participant in the Academy; the Year Round Recruitment Complex assigns participants and faculty for each Academy; the Experimental Methods Lab experiments with new training methods; the Fractics Enablement Group cares for all the physical needs; and the Master Teaching Faculty teaches the entire Academy.

COMPREHENSIVE CONSTRUCT

~nMMTTTEE

CORPORATE

STUDY

SEMINARS

The Compreher.sive Construct Committee utilizes a group of first ai~d master teachers to rebuild the construct for Advanced Acade~5=s and to schedule them in each continent around the globe. It gives new approaches to contemporary training issues and builds iron discipline into the fabric of humanness.

This committee understands its participant. as "princes of the church" and "servants of the globe." As it provides for the teaching of the Academy on each continent, it builds a construct that gives participants a grasp of contemporary and historical theological thought. Pushing for existential depth rather than merely clarifying pedagogical principles, it builds an iron internal discipline.

The Corporate Study Seminar organizes the Academy participants into a variety of learning situations to be taught the Academy curriculum, The participants learn to beccme master teachers by receiving instruction on how to teach the Academy.

Constantly exposing the methodological framework, the Corporate Study Seminar implements the development of guru skills. It breaks open old language and old concepts to reveal their deepest meanin~s. It catalYzes the development of self­stories that

- 11 -

SPIRIT

CARE

UNITS

V. GLOBAL TRAINING DESIGN

YEAR

ROUND

RECRUITMENT

EXPERIMENTAL

METHODS

LAB

PRACTICS

ENABLEMENT

GROUP

provide objectivity on one's past experience. Independent study and tutorials are among the varied forms provided for the participants to accomplish their educational task.

Spirit Care Units utilize the ecclesiola, unit and team dynamics to take responsibility for its participants through spirit care and produce Academy grads who embody the style of being the Movement in the Church.

Maintaining the corporate living style, the Spirit Care Units train the participants in total corporate care. They ground the dynamic of fellowhood in the day­to­day. They enable priorship to be exerci~ed by everyone, utilizing small groups as a learning body for spirit care.

The Year Round Recruitment Complex insures a full Academy enrollment by assigning participants to Advanced Academy and coordinating the assignment of faculty with the Faculty Coordinating Committee.

Every first teacher is assigned to the Advanced Academy on a rotation basis by the Recruitment Complex. A global representation is held in the assignment rationale and those who attend image themselves as being the Global Movement.

The Experimental Methods Lab employs past research and the entire Academy to conduct experiments with new training methodologies in order to produce new breakthroughs in the whole area of training for the Movement and the Church.

Exposing the relevance of practical methods at each point, the Experimental Methods Lab uses old methodologies in new ways. It broods upon the history and theological grounding of methods in the movement. All its efforts are focused in responding to the current contradictions in movemental training.

The Practics Enablement Group is composed of special fulltime troops, specialized secular services, and the assigned enablement forces of the Academy which take care of all the physical needs of the Academy and free the rest of the staff and participants to concentrate on the business of the Academy itself.

The missional style requires movement participants to work on behalf of all. This style is revealed in the Bractics Enablement Group by the rotation of jobs so that everyone participates in a comprehensive assignment construct.

_ 19 -

MASTER

TEACHING

FAcULTY

V. GLOBAL TRAINING DESIGN

CONCL~ ION

The Master Teaching Faculty is a team of master and first teachers who assign themselves to the various areas of the teaching construct and brood on the spirit journey of the participants.

The Master Teaching Faculty sets and maintains a global context for the Advanced Academy. A variety of teaching styles is employed to demonstrate the breadth of current teaching practices. The corporate wisdom of the faculty is applied to individual spirit problems. It understands that the one who teaches is the first among equals. Master teaching is imaged as the edge of the training dynamic.

Advanced Academy brings radical self­consciousness to methodology through reflective, indirect and rational rubrics. It broadens the participants' theological and historical background for the core curriculum and advanced courses. It utilizes intensified spirit methods sessions to provide depth grounding and style development. It also enables the development of the priorship role at every point as it takes first teachers and trains them to be master pedagogues.

The iron men in history are those who are enabled through RS­I and advanced training to decide to take responsibility for being thc Hovemental Church. Methods Courses intensify this decision and ground it in the spirit deeps. Course organization and scheduling are designed to build and expand Movement leadership. Depth training of Movement pedagogues is achieved through a comprehensive curriculum well­grounded in historical, theological and cultural thought. The training is broadened and deepened through the decision of the Movement to affirm i~s marriage to the institutional Church and maintain a working relationship with secular, academic bodies.

­ 13 ­

PEDAGOGY

TUTORIAL

METHOD S

PRACTICUM

V: GLOBAL TRAINING DESICH

C­14: METHODS EDUCATION COMn6rX

The Methods Education Complex is composed of three forms: Pedagogy Tutorial. Methods Practicum and Tailored Formats. The Pedagogy Tutorial maintains continuing pedagogical development; the Methods Practicum intellectual, social, and spirit methods; the Tailored Formats focuses training on particular situations and needs. The Methods Education Complex operates in the general social arena of practical church training. The historical contradiction which Methods Education Complex impacts is seen by examining its relationship to practical training programs in the church. The Methods Education Complex is designed to accomplish depth spirit pedagogical training.

The Pedagogy Tutorial maintains the continuing development of global Movemental pedagogues. Pedagogues are trained to operate out of a ~ommon structure, style and stance. The Tutorial gives course e:ontent, methodological prewess, and theological competence. The intensive study and practical rehearsal sessions within the Tutoriai catalyzes existentially the decision to first teach. Finally, Pedagogy Tutorial acknowledges changing events in the world by cont~nually updating current Movemental wisdom

In Pedagogy [utorials, one of the historical contradictions has been churchmen operating out of a reduced theological base which is ineffec­tive in teaching courses. The spirit movement has identified the self story­­"I can't teach"­­as a definite block to churchmen becoming pedagogues. Another contradiction is that pedagogues who lack the common grasp of fundamental theology take an individual stance and vary the consensed format of a course. Authentic training in Pedagogy Tutorials are ineffective where a fragmented vision Drevail~

The strategic objectives of Pedagogy Tutorials activate the spirit intensification of pedagogues so that their teaching wil address the depth struggle of every churchman. To provide staff for the globa71y expanded training programs, the Movement must be abour tn~ task of rapidly training comDetent pedagogues. By ensuring the common teaching of courses the Darticipants will have essentially the same exPerienCe no matter where or when they take the course. The final strategic aim i.c developing a global. corporate, disciDlined faculty which has internalized the decision to teach.

The Merhods Practicum form is training in methods that are universally applicable to any situation and Darticularlv focused on the metamoronos,~ of the church. The method is the vehicle that provides a rransDarent and contentless construct giving

TAILORED FORMATS

V! C~r.ORAT. TRA TNING DERIGN

shape to the raw creativity of every man. The Practicum rests upon imaginal and motivational methodQ bv which all procedures are grounded in the basic life questions every man faces. Methods are only used in the context of meeting missional demands of the church.

Methods Practicum overcomes the historical contradiction of the undisciplined application of methods as seen through the lack of expertise in methods. Methods Practicum impacts reduced methodological theory, the contradiction exemplified by abstract methods and Diecemea1 work without an overall vision. The failure to consciously take into consideration the depth spirit issue present in every situation is a dehumanizing factor in the use of methodologies. The Methods Practicum also corrects the turningin of methods upon themselves which perverts the comprehensive

~nnt ­ Yt

Developing effective use of Movemental methods Provide the basis for the structures that are obvious strategic necessities in church training. Creating missional exDerts who systematically plan practical training enables the task of renewal of the church. Training in the church will be radically restructured. The impact of the Methods Practicum will be multiplied by intensifying the spirit journeys of the particicants thus providing the church with men grounded in imaginal life­giving methodologies.

Underlying the Tailored Formats is the Dresupposition that whenever specially designed curriculum is used in specific situations, the primary consideration is that the strategic impact of this curriculum is missionally oriented. It is a special construct for the church. Whatever is used in a Tailored Format would be the result of the consensed methodologies and Qt~llrtil ­ ­e nf th" Mn~rfsf~nt

Practical missional vision is confused when the church is meeting the press of problems through stopgap methods. When the arena of concern is not thought through there is inadequate method for dealing with a reduced context. People live out of a victim image since the church is without context today to use practical methodologies.

Tailored Formats are structured within the framework of the total strategic design to meet urgent demands for new training forms in the spirit movement. These custom designed courses will utilize methodologies that penetrate in depth the universal issues at the core of the particular training contradiction.

V: GLOBAL TRAINING DESIGN

The Tailored Formats are designed to present practical Movemental wisdom that will enable churchmen to be trained for their mission to the world. These Formats address the spirit issues of key church groups affecting the overall Movemental strategic designs of training.

The Methods Education Complex provides the means by which churchmen can be trained in initial development in pedagogy, and also intensively, in the Movement methodologies. When necessary, a modified form of comprehensive curriculum can be provided to address a particular training need. Therefore, the principal historical contradiction over against which the Methods Education Complex operates is that of reduced methods and unskilled pedagogues. The strategic objective therefore of the Methods Education Complex creates skilled churchmen for a common missional thrust of Movement forms. This will ensure that a single missional thrust is grounded in the Word of Jesus Christ.

MOVEMENT

PEDAGOGUES

ENABLEMENT

TEAM

ADVANCED

PEDAGOGY

TEAM

V: GLOBAL TRAINING DESIGN

40: PEDAGOGY TUTORIAL

The Pedagogy Tutorial form consists of three component groupings: Movement Pedagogues, Enablement Team and Advanced Pedagogy Team. : The first co~nponent grousing, Movement Pedagogues, are the course participants who have decided to become pedagogues; the Enablement Team provides the faculty and participants with all of its physical needs; the Advanced Pedagogy Team guides and evaluates the in­training pedagogues throughout the course.

Movement Pedago~ues participate in Pedagogv Tutorial as teachers in­training using Movement course manuals as their basic texts and guidelines.

The Movement pedagogues who register for this course do so out of the understanding that they will particicate fully throughout the designated time period. Pedagogy training is practice teaching and encourages the particiDants to creatively engage in clarifying their intellectual struggle while grounding the basic curriculum in depth. The in­training Movement pedagogues focus on their spirit struggle by internalizing the common disciplined style demonstrated by the pedagogy team. This training course is out to enable all participants to be first teachers.

The enablement team provides problem free enablement throughout the course which allows the faculty and participants to he fully engaged in pedagogy training. The team registers course participants, cleans and sets up the room, provides appropriate decor. meal models and kitchen personnel.

Room set­up and decor are intentional expressions of symbolic address to the participants. Printed materials and food sustain the mental and physical participation of all. The process of registration is not only a statement of selfhood and part of the record keeping apparatus but a form of covenant on the part of the registrant.

The advanced pedagogy team is composed of first teachers prepared to do depth teaching with theological clarity. The emphasis is on grounding the pedagogical style through skilled evaluation of the trainees.

First teachers, who are thoroughly grounded, communicate much of the course content by example and embodiment of the Word, releasing participants to struggle successfully with spirit blocks. The common struggle creates corporateness while affirming individual gifts. This is accomplished through a continual evaluation of the pedagogical skills being employed.

V: GLOBAL TRAINING DESIGN

An underlying principle for every participant in a Pedagogy Tutorial is that they participate fully in the entire course. Through a thorough grounding in theological clarity, practice teaching, and continual evaluation of their performance, participants acquire the necessary skills to become first teachers. This ensures that the Movement will have well­qualified teachers who operate out of a common wisdom and stance.

41 · METHODS PRACTICUM

The Methods Practicum form consists of three component groupings: Participant Group, Enablement Crew, and Paculty Unit. The participant group comprises the trainee body in a methods curriculum; the enablement crew provides a freeing dynamic for course faculty and participants; the faculty unit instructs and enables the participants to become proficient and well grounded in methods skills. Methods practice training includes all Movement methods, social, intellectual and spirit, from workshoPping to seminar orchestration, from lecture construction to conversation creation. This type of training is distinguished from Pedagogy Tutorial in that the Tutorial emphasizes practice in giving lectures, leading seminars and conversations, that is, the teaching style, whereas the Practicum deals primarily with the constructs and methods that enable the teaching style to deal with the depth human issues of course participants.

PARTICIPANT GROUP

The participant group consicts of advanced RS­1 graduates who are training to become skilled in methods for local church rewal. Methods training is accomDlished through Participants becoming erounded in intellectual, social and spirit methodologies necess~ry for the future of the local church as a dynamic in society.

On­goinz practical training of the local churchman enables him to assume leadership in his Darticular situation. All methods used are rooted in the theology of the contentless Word in Jesus Christ and are. therefore, usable in every sDhere of church life from the format of a finance committee to teachinz Sundav School. Imaginal methods are basic to releasing the spirit deeps of human beings. The methods relate man to the way life is and enable him to cope with anv situation he confronts in the local church. The self decision of a person with an RS­1 background is ­intensified through his depth grounding in methodology. He becomes more proficient in leadership techniques and is able to work with the pastor and others in the corporate pastorale. He becomes a catalyst in the cadre and can take regional responsibilitV, thereby deepening his decision to be a man of God with a global vision of the mission of the church.

1a

ENABLEMENT CREW

FACULTY UNIT

V: GLOBAL TRAINING DESIGN

The enablement crew is similar to other weekend course models for enablement and is more completely detailed in Pedagogy Tutorial Form. Enablement Team, located in this manual.

Intentional decor is crucial for imaginal impact. This decor may vary as to the type of methods being taught, i.e.,seminar orchestration, lecture building, charting, etc. All participants are involved in enablement on a rotational basis, which allows enablement to be a methods teaching tool. The enablement crew is separate from the teaching staff, operating under the supervision of the first teacher, out of a predesigned, detailed model similar to the model for any weekend seminar. The sole function of the enablement crew is to allow the course to function without interruption to the flow of instruction.

The faculty unit is composed of first teachers who are experienced in Spirit Hovement methodologies and who are capable of instructing Movement local churchmen in the use of intellectual, social and spirit methods.

The corporate mind of the faculty releases the individual, pedagogical power through a comprehensive context, inclusive method, and common construct. This assures the grounding of the curriculum in the human spirit depths of the teaching situation by continual att~nticr, to the evaluative feedback from both faculty and participants. All methods used are grounded­in, and pulledthrough the theological base and framework of RS­1. The pedagogical style of all methods courses is that commonly consensed upon throughout the Spirit Movement.

The overall operating principles for the Methods Practicum state that existential grounding is key to all methods, that all methods are rooted in corporate procedures, and tnat methodological thinking is basic to the life orocess. It is presupposed that RS­1 is a prerequisite for this type of course. Methods Practicum assures teachers a grounding not only in the depth theological clarity necessary for teaching, but also in the methodology necessary for effectively presenting any core curriculum course.

49­ TAILORED FORMATS

The Tailored Formats consists of three component groupings: Extensive Formats, Intensive Formats, and Consultive Formats. The first component grouping, Extensive Formats, ensures the extensive advance training of key Movemental colleagues; the second component grouping, Intensive Formats, enables intensive

EXTENSIVE FORMATS

INTENSIVE FORMATS

CONSULT IVE FORMATS

V: GLOBAL TRAINING DESIGN

training and study over against a oontradiction arena; the third component grouping, Consultive Formats, ensures that Movement colleagues will be immediately trained to deal with a specific contradiction.

Extensive formats are advanced training programs to extensively train key Movemental colleagues who show up in unique situations. This component is imaged as being a live­in program, longer than the 44 hour weekend construct, which picks up where regular Movemental programs are not available to do advanced training. An example of this would be the four week summer program in Australia or even a one week course of RS­1 and CS­1 combined.

The operating principles for the holding of extended advanced training programs are that they are only held on the request of Movemental churchmen relevant to Movement strategic designs. They are used only when continual Movemental training programs are not available. They are created as an intensive and comprehensive advanced training program. Only proven and consensed upon methodologies of the Movement are used. Participants are kept on a self­conscious spirit iourney structured into the format.

Intensive formats are 44 hour advanced training programs held for specific study requests within the strategic objectives of the Movement. It is not a penetration tool but a specially designed construct within the common Movement methodology. Its task is to in+eusify study to unblock contradictions to the Movement objectives. An example of this would be a weekend PSU or studying Gogarten to enable pedagogues to give Other World lectures.

Intensive formats are created on special request from Movemental churchmen relevant to the Movement strategic designs. They are designed to satisfy a specific study need. Each format is a 44 hour weekend structure of five sessions. These formats also deal with the ed~e snirit iourney of course participants.

Consultive formats are short programs aimed to deal with one contradiction. It is anything from one hour to a weekend program where key Movemental colleagues are trained or remotivated to deal with an immediate contradiction in their area. An example of this would be a one session study of a worship paper with a cadre whose symbolic life had collapsed.

The consultive formats are only held on the request of key Movemental colleagues. This is a one­shot format to focus on a specific contradiction. New vision of the Movement is articulated

~n

CONCLUSION

V: GLOBAL TRAINING DESIGN

in this format to motivate colleagues to deal with the contradiction. Only proven methodologies out of the common wisdom of the Movement are used.

In summary it may be said that in creating Tailored Formats there are five operating principles to be followed. They are created only on request of key Movemental churchmen. They are always designed for a specific task. One key is that the formats are rooted in Movemental methods. The maintenance of a common Movemental style is crucial. Lastly, participation in a self­conscious spirit journey is always structured into Tailored Formats.

Pre­requisite to advanced methods training is the basic RS­1 course. Rational and existential clarity on the theological stance is key to all methods and therefore basic to a grasp of practical methods courses. The release of pedagogical power, however, demands further skill training in intellectual, social and spirit methods provided through comprehensive methods curriculum.

21

RESEARCH

POST

TRAINING

COORDINATE

V: GLOBAL TRAINItIG DES­` Gt]

C­15 : QUALITY ~TNTENANCE COMPLEX

The Quality Haintenance Complex is composed of three forms: the Research Post, Training Coordinate and Corporate Faculty. The Research Post inacYporates edge wisdom into curriculum; the Training Coordinate schedules ccurses and assigns faculty; and the Cor~orate Faculty supervises teacher ratings, quality and commonness. The complex op~rates In the general social arena of Global Training Designs. The historical contradiction which the Quality Maintenance Complex Impacts is seen be examining its relationship to data sharing, collecticn, and communication systems of the Church. It is designed ro accomplish methods for holding local wisdom and shifts in spirit edge in structures which develop global corporateness in research, pedago~y and ccurse location rationales

The Research Post understands itself to be that dynamic which makes available the resources of Movement wisdom in the area of training. It is also engaged in comprehensive curriculum analysis that provides on­going curriculum quality. And finally the post receives and gestalts the Novement's insights into the spirit edge of mankind through a global network in order to provide a common context for faculty style in relation to enabling the journey of every participant in any training session.

The historical contradiction that Research Post will impact is no systematic way of gathering, analyzing, refining and injecting data from Movement, grassroots churchmen back into the curriculum and methcaoLogy of the training construct. There is a reduced evaluation process which blocks comprehensiveness in data gathering and produces random availability of resources and common edgewisdom.

The Research Pos: is a form which will accomplish the continual gathering of data from the Movement's wisdom, providing a way to evaluate currim~lum, h~thodology and style of courses. It will also give the Movement a consistent way of analyzing and refining the grassroots data, so that it becomes of use in the total training program, making availeble edge and new curriculum materials and methodologies. The Kesearch Post will ensure that the faculty and Movement leadership have available to them the results of the wisdom sharing and analysis that are crucial to the maintenance of the training designs.

Advanced course scheduling, which operates within a global training rationale, holde the tension with grassroots requests for courses needed at the local level. Coordination of pedagogy assignments insures ready availability of Movement training resources and allows every teacher to have battlefield training in all areas of the core curriculum as they advance in teacher ratings. Consideration is also give to strategically assign peda

CORPORATE FACULTY

V: GLOBAL TRAINING DESIGN

gogueo according to age group, ur3 or social strata of course participants. The Traloing Coordinate is responsible for coordinating the work of other complexes in the Training Design as well as providing training sessions and faculty at an equitable cost around the world.

The cor.tradictlon is an over­centralized coordination which in not practical in meeting local timing, location and faculty demande. Another contradiction is that there is not in use a common budget on area levels to insure self support of training. Another contradiction is the coordination of a discontinuous advanced training model for raising pedagogues. Also a contradiction is that there is limited coordination of prospective pedagogues into pedagogy training models and parricipation.

A strategic objective of the Training Coordinate is creating a global assignment rationale ror all Movement pedagogues, thus extending global effectiveness. Training sessions will have a common financial base which will ensure that courses will be self­sup~ porting. Training canstructs will be coordinated on a global scale to systematize time and place scheduling. The Training Coordinate will synchronize the continucus advancement of pedagogues in­service training.

The Corporate Faculty enables fresh in­depth grasp of the teaching curriculum. It is a ~epresentative dynamic of the communal learning style. The Corporate Faculty maintains a comprehenaive view of the methodological appr~aches required in any teaching situation. The Corporate Facu~ty gives form to an intensional style of quality teaching which is continually being evaluated within the training situation.

The Contradietion of Corporate Faculty is church leadership inadequately grounded in 20th Century articulation of theology. Another co~tradiction is individualistic pedagogy which does not utilize the corporate wiedom of intentional teaching. Movement pedagogues are utilizing methods that are outmoded due to a vacuum in the area of regular updating in edge methods through corporate coordination. An unintentional style which fails to address the spirit ed ge Of participants in courses also blocks the impact of the Corporate Faculty.

The Corporate Faculty will maiAntain depth theological grounding through consistent application of new insights in theological clarification. It will alao be creating the common intentional style that ensures effectiveness znd proficiency in session presentation. In­depth evaluation of teaching skills structuring the jOUrnQy of the individual from a teacher to a master pedagogue

V: GLOBAL TRAINING DESIGN

will be a primary concern of the corporate faculty. Teaching expertise will be demanded and enhanced by frequent exposure to the task of freighting the Word through all formats available.

The underlying social philosophies of the Quality Maintenance Complex are the on­going effectiveness of the teaching curriculum, the global availability of mobile faculty, and the forging of an intentional style that embodies quality teaching. The principal historical contradiction over against which the Quality Maintenance Complex operates is that of lack of adequate depth leadership training and evaluation which limits global effectiveness. Therefore, the strategic objective of Quality Maintenance Complex is global coordination of grassroots edge wisdom, training constructs, and pedagogy assignments. This will ensure the global commonness of research, training coordination and pedagogical style.

GLOBAL

MOVEMENT

REREARCH

V: GLOBAL TRAINING DESIGN

43: RESEARCH POST

The Research Post consists of three component groupings: Global Movement Research, Movement Curriculum Evaluation, and the Exchange Dynamic. The first component grouping, Global Movement Research, ensures the common statement of the Movement's wisdom; the second component grouping, Movement Curriculum Evaluation, gestalts curriculum response data; the third component grouping, Exchange Dynamic, coordinates the distribution and receiving of research data.

MOVEMENTAL

CU M ICULUM

EVALtlATTnN

EXCHANGE

DYNAMIC

Global Movement Research provides a way to constantly gather and analyze historic and futuric edge wisdom.

The Research component defines and determines priorities in the area of research, focusing its data gathering on local man and the wisdom of the past. The context that is established by this component allows the corporate research to progress in the same direction. Because of the diversity and discontinuity in the midst of the various research bodies, step­by­step procedures are absolutely crucial. At the conclusion of a research assignment, a document is published for dissemination to the entire Movement.

The Movemental Curriculum Evaluation researches the ongoing curriculum for the purpose of evaluating the edge insights of pedagogues and participants on movemental curriculum and methodologies.

This component maintains common movemental style and content. The movemental curriculum addresses the ever­changing spirit edge. Effectiveness is the evaluation criteria, sot efficiency. The pedagogical style and its transmission are key to effect a Spirit revolution. It is crucial to include all responses and insights of course participants in the evaluation.

The Exchange Dynamic coordinates report writing and distribution for both the Global Movement Research and the Movemental Curriculum Evaluation components.

This component disseminates material which hold local research projects within the global thrust of the Movement. The research data flow is enabled by a common method of collection and distribution. Regular reports are made on the research dealing with long­range visioning and immediate contradictions. This component maintains a rhythm in report distribution which constantly updates the common memory of the Movement.

COURSE

SCHEDULING

COORDINATE

V: GLOBAL TRAINING DESIGN

movemental curriculum~ The edge of the curriculum evaluation is found by locating the spirit address. The research dynamic is continual~ y inventing procedures for continued research. All grassroots wisdom is ordered commonly. A corporate context guides global research.

44: TRAINING COORDINATE

The Training Coordinate consists of four component groupings: Course Scheduling Coordinate; Global Faculty Coordination; Academic Institutional Relations; and Materials and Transportation Enablement. The first component grouping, Course Scheduling Coordinate, ensures the missional effectiveness of course scheduling; Global Faculty Coordination enables effective teaching assignments; Academic Instiutional Relations facilitates academic credit recognition for university students; and Materials and Transportation Enablement handles all seminar material requests and assures the on­time arrival of pedagogues for teaching assignments.

GLOBAL

FACULTY

COORDINATION

This component plans comprehensive scheduling of global training events in conjunction with local needs. Pedagogy assignments are matched with particular course requirements. Such scheduling establishes operating collegiality with all regional and metro traininz coordinators.

The operating principles of this component provide guides for effective course scheduling. Advanced courses phased with penetration courses ensures holding on to new colleagues thereby bringing movemental maturity to newly penetrated areas. While training in all levels of the movement curriculum is available to the entire geo­social area each quarter, the local church project churches are the primary target for advanced course scheduling. The core curriculum has priority and forms the basis for scheduling other courses in the curriculum.

This component coordinates the scheduled courses with the available weekends of a pedagogue. The key instrument is a master file of records that holds the teaching experience, skill, and availability of individual pedagogues. This activity enables the assembling of a competent teaching team, while furthering the pedagogical journey of all teachers.

Pedagogues are assigned in relation to the missional needs, and therefore honor all teaching assignments. The decision to be a pedagogue is the basic supposition of any teaching assignment, "hi~h m~intains the individual in the corporate missional thrust.

V. CI~RAT. TRATNTN~ nP~TON

ACADEMIC

INSTITUTIONAL

RELATIONS

MATERIALS AND

TRANSPORTATION

T~NART.T~'M~NT

The global impact of the team is maximized by maintaining a variety of geographical and vocational backgrounds of pedagogues.

This component establishes and maintains official recognition of the Academy by universities and seminaries, thereby affording participants the possibility of academic credit. This component also establishes consultations between the faculties of universities and seminaries and the corporate faculty leading to understanding of corporate teaching dynamics and the image of the Academy as an established program. This component maintains a current list of academic institutions which ~rant credit for Academy courses.

This component recognizes that accreditation enlarges the image of the Academy as an established educational structure. Corporate teaching techniques give dynamic possibilities to education. Also crucial to this component is the understanding that corporate study is essential to learning. This component holds that learning is re­styling life and that it is methodology, not content, which is the key to education.

This component coordinates faculty and material movements with course scheduling. The movement of faculty must be planned so as to assure their arrival on time with program materials available for course use.

The operating principles of this component assure that materials and faculty arrive on time for courses. The first teacher is responsible for all program materials including the forwarding and return of films. Materials are carried to a course, if possible, rather than being shipped. Materials are made available by the Coordinate and maintained locally at the request of the local faculty. All seminar materials are provided by the Training Institute at no special charge to the participants. When scheduling travel arrangements, the time it takes to get to a course is considered before asking the question of how cheaply it can be done. This ensures that pedagogues will arrive at least three hours before the course begins. Finally, local colleagues are responsible for getting the pedagogues to the actual course location from the transportation terminal.

Among the overarching principles for the Training Coordinate, long­range strategic planning is crucial in maintaining a common thrust in the application of needed training resources. To hold the globality of the training design, cross­geographical pedagogue assignments are made. The successful momentum of training is enabled by an authentic decision to pull off every scheduled course. This demands a missional collegial relationship within the local and global training coordinates.

COMMON

SEMINAR

STYLE

SPIRIT

EDGE

GESTALT

v GLoBAL TRAINING DESIGN

45: CORPORATE FACULTY

The Corporate Faculty consists of three component groupings: Common Seminar Style; Spirit Edge Gestalt; and Pedagogy Rating Evaluation. The first component grouping, Common Seminar Style, ensures the effectiveness of the comprehensive curriculum; Spirit Edge Gestalt enables articulation of the spirit struggle across the globe; Pedagogy Rating Evaluation orders the teaching competence and journey of pedagogues.

PEDAGOGY

RATING

EVALUATION

The Common Seminar Style component evaluates the effective_ ness of the comprehensive curriculum in terms of common memory and common style. and it updates lecture and seminar illustrations

The effective revolutionary thrust of the movement is common methodology. While the common course construct enables maximum pedagogical effectiveness, the curriculum addresses the edge spirit struggle. The common seminar style directs the priority of the group dynamic, within whzch individuals participate. The reflective insights of the course participants are used by the corporate faculty to enhance the curriculum.

The Spirit Edge Gestalt component analyzes the spirit struggles by corporate stewing across the globe and points out where new consciousness has broken through. The working premise is that man's spirit struggles are the same depth issues anywhere on the globe. Continual shifts in the spirit edge necessitate frequent evaluation.

The spirit struggle of the times is illuminated by the comprehensive context given by the Spirit Edge Gestalt. By appropriating past spirit struggle shifts, the ongoing analysis of the present spirit edge struggle is objectified. Analysis of vocational collapse is key to ongoing clarity of the spirit struggle. Likewise, the analysis of the participants' response to victim images produces authentic clues to enable a creative relationship to those images. The Corporate Faculty uses wisdom gained from the global movement thrust to dramatize the universal struggle of humanness.

The Pedagogy Rating Evaluation component uses a corporate evaluation method in order to rate and speed the journey of pedagogues. The rating is based on style development as well as teaching ability.

A common evaluation method creates a standard for the quality of teaching development. In evaluating pedagogues, the total

V: GLOBAL TRAINING DESIGN

ooNcLi~TnN

faculty's pedagogical clarity is increased. The evaluation method is common for all pedagogues and the emphasis in evaluation is on pedagogical style. As part of the corporate faculty, the pedagogue's struggle is undertaken, not for himself, but for the sake of all men.

The Corporate Faculty operates on the principle that disciplined style is the key to revolutionary pedagogy. Corporate effectiveness is maintained by honoring the course structures and by the consensus that all assigned pedagogues are responsible for course commonness. The context of the Corporate Faculty is that the edge spirit struggle is the same across the globe. Sharing a common memory and struggle enables the corporateness of the faculty.

In order to ensure the quality level necessary to the movement's training designs across the globe, faculty assignments are made with the values in mind of the type of course to be taught and the journey ratings of pedagogues. Curriculum development is guided by the analysis of the edge spirit struggle of man. All courses are financially self­supporting to enable movement training to expand and be adequately taught. Present and future effectiveness of courses rests on the disciplined teaching style which is the glue of the movement's corporate training thrust. Research in the area of training is carried on through common movement models and networks for gathering, evaluating, and disseminating data necessary for the effective operation of the Global Training DesiFn.

V: G.OBAL TRAINING DESIGN

CONCLUSION

Basic to the operating principles of the Training Design is that the disciplined corporate style of the global faculty ensures that all the courses in the advanced curriculum are presented through a common methodology. It is required, moreover, that all of the participants be graduates of either RS­I or PLC, so that they have a common basic understanding of twentieth century theology. The learning process is one of re­imaging a person's understanding of himself and his participation in life. This understanding is constantly addressed through the comprehensive, futuric, intentional methods and style of the movement faculty. The Training Design also operates under the principle that the development of curriculum and the style in which it is taught results from a comprehensive analysis of the spirit deeps of man.