HOW TO WRITE A MINTS COURSE

BALA 1082

By

Dr. Cornelius (Neal) Hegeman Ph.D. in Christian Thoughthegjkm@aol.com (home)

2007, 2017

MINTS International Seminary14401 Old Cutler Rd.

Miami, Florida, 33158, USA

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TABLE OF CONTENTS

PREFACEHOW TO STUDY THE COURSEINTRODUCTION TO THE COURSELESSON ONE. WARNING! YOU ARE BEING RECRUITED

INTRODUCTIOND.MIN. STUDENTS WHO WROTE COURSESPH.D. IN THEOLOGICAL STUDIES WRITERSCONCLUSIONQUESTIONS FOR LESSON ONE

LESSON TWO. WATCH OUT FOR LIVING THEOLOGICAL COURSE WRITERSINTRODUCTIONCHARACTERISTICS OF A MINTS WRITERMINTS COURSES BEING WRITTEN GLOBALLYCONCLUSIONQUESTIONS FOR LESSON TWO

LESSON THREE. WANTED: GLOBAL THEOLOGICAL EDUCATION COURSESINTRODUCTIONDEFINING THE OVERALL LEARNING PROCESSEVALUATING THE STUDENTRECOMMENDED CURRICULUMCONCLUSIONQUESTIONS FOR LESSON THREE

LESSON FOUR. STRUCTURE OF A MINTS COURSEINTRODUCTIONA. COURSE SET UPTITLE PAGETABLE OF CONTENTSSTYLESPREFACEINTRODUCTION ON HOW TO STUDY THE COURSEFOOTNOTESAPPENDICESBIBLIOGRAPHYTEACHER’S MANUALBIOGRAPHYB. LESSON DEVELOPMENTCONCLUSIONQUESTIONS FOR LESSON FOUR

LESSON FIVE. THE PROCESS FOR DEVELOPING THE MINTS COURSEINTRODUCTIONPROCESS FOR REVIEW OF MINTS COURSESMINTS TEXT BOOKS

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LIST OF CHECK MARKS FOR WRITING A MINTS COURSECONCLUSIONACTIVITIES FOR LESSON FIVE

LESSON SIX. STUDENT, INSTRUCTOR AND COURSE EVALUATIONSINTRODUCTIONCLASS RECORDCOURSE EVALUATION BY THE STUDENTSANDROGOGICAL EVALUATION OF THE INSTRUCTORSELF-EVALUATION FOR THE ADMINISTRATION OF THE CLASS

COORDINATOR’S REPORT STUDENT DIGITAL FILE COPIES OF THE EVALUATION DOCUMENTS

CONCLUSIONACTIVITIES FOR LESSON SIX

LESSON SEVEN. STUDENT’S MANUAL INTRODUCTION

ANSWERS TO THE QUESTIONSGROUP STUDY TRACTINDIVIDUAL STUDY TRACTRESOURCESMASTER STUDENTSACTIVITIES FOR LESSON SEVEN

LESSON EIGHT.CONCLUSIONBIBLIOGRAPHYTEACHER’S MANUALAPPENDICE: EXEGETICAL WORK SHEETBIOGRAPHY OF AUTHOR

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PREFACE

Both the leadership and the laity of the Church have discovered that they can become involved in theological leadership training. And you know what? They are finding that with a little help from MINTS (Miami International Theological Seminary) they are able to develop a teaching ministry! Of course, MINTS is only one small effort in an ever expanding force for theological training. However, MINTS helps the student to encounter Biblical and orthodox teachings, accessible and low cost study materials, mentorship for study centers and assistance in writing training materials.

All of our theological training is in vain unless we teach and study Biblical truth. While this concern is not the subject matter of this course, it is a foundational presupposition in writing this project.

There is also a need for accessible and low cost theological literature. In the Caribbean and Latin America, it is common practice for instructors of theology to photocopy outdated and translated textbooks and then make copies for the students. The reasons such measures are taken are two-fold. First, there is an inaccessibility of good theological textbooks. Second, when such texts are available, their cost is prohibitive. MINTS responds to this need in several ways. Our professors use the Internet as our preferred communication and transportation tool. Each of the facilitators has access to the Internet, whether from home, the office, at church or an Internet café. The Internet is used to download the student and Instructor manuals. Also, MINTS has eliminated student payments for the Miami headquarters and directed student tuition funds toward the local study centers. There, textbooks are purchased for the student’s library or payment is made for the travel costs of regional professors. However, the most innovative step taken by MINTS has been to initiate and develop the master and doctoral programs in which students develop theological courses. It is our hope, Lord willing and enabling, that many doctoral students will write courses, graduate and become instructors of others.

Before reaching for the lofty goal of authoring a course, the task at hand is to train students to write theological courses. MINTS has formed an association of Christian instructors with master and doctoral degrees who are able and willing to assist students in developing courses in their language and in their context.

A special thank-you for Dr. Julian Zugg, Dr. Eric Pennings, Dr. Allen Vander Poll and Norlan De Groot for their development and editing of this course as well as other MINTS courses in the English language.

Dr. Cornelius (Neal) HegemanMINTS Vice-President of Academic Affairs2017

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INTRODUCTION ON HOW TO STUDY THE COURSE

The Introduction includes: purpose of the course, summary of the course content, course materials, objectives for the course, structure of the course, requirements for the course, evaluation of the course, benefits of the course and closing remarks.

Purpose of the course. The purpose of this course is to prepare the student to write a MINTS course.

Summary of course content. The course will introduce the student to other course writers who are writing in 77 different countries where MINTS works. The characteristics of a course writer are given. The student is introduced to how to evaluate a course, identify the academic activities, place the course is an overall curriculum, plan educational activities and reflect on the motivation for writing.

Course materials. The course is available on www.mints.edu and mintsespanol.com. Other relevant MINTS materials include the MINTS Catalogue, Practical Hermeneutics and MINTS Mission Plan by Cornelius Hegeman and the Complete English Coordinator Manual.

Objectives of the course. There are at least five general objectives for MINTS courses: student participation in learning groups; student comprehension of course materials; student familiarization with course bibliography; student development of ministry skills and student’s retention of course materials and application to real ministry. These objectives are evaluated in four ways (See evaluation of the course).

Structure of the course. The writer needs to anticipate how the course will be used. Brief instructions are to be given for using the course that is posted on the MINTS web site. Give instructions for 15 hours of class work, 25 hours of homework and exam preparation, 25 hours for reading and 25 hours on a special project. Keep in mind that the course may be used in the traditional residential school, by extension (visiting professor on-site), distance education (a professor supervises through a local facilitator from a distance) and by correspondences. The teacher of the course can shift the hours and corresponding percentage for grading according to the emphasis of the course. He is asked to stay within the basic paradigm of: teacher-student interaction, homework, readings, academic writing and exams.

Requirements of the course. The objectives mentioned above need to be developed into the curriculum. For example:

1. The student will attend 15 hours of class.2. The student will complete homework assignments3. The students will become familiar with readings related to the course theme(s).4. The student will participate in a special writing projects related to their ministry

interests.

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5. The student will take the final exam in order to evaluate the understanding of basic concepts.

Evaluation of the course. It is important to evaluate everything about the course. MINTS suggest the following.

1. Student participation: One point may be given (15%) for each class hour attended.2. Student homework: Two points may be given (25%) for each homework

assignment for the 8 lessons. If all homework assignments are completed, an extra point is awarded at the end of the course.

3. Student readings: Bachelor level students will read 300 extra pages and write a 3-page book report. Master level students will read 600 pages and write a 5-page book report. Doctoral level students will read 5000 pages and present an annotated bibliography (25%).

4. Student special project: The student will submit a title page, index, how to study the course, course introduction, an extended outline for the eight lessons that he will write and a bibliography (25%).

5. Student exam: The student will demonstrate his/her understanding of the main concepts and content of the course materials (10%).

Benefits of the course. The student will have make headway in preparing for the writing of his course

Closing Remarks. For the master-level students: Master level students will take an active role as facilitators in the course. The master student will also be evaluated. The doctoral student is encouraged to become a mentor for students at the master level who desire to write a course.

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INTRODUCTION TO THE COURSE

The purpose of this course is to assist the student to write a MINTS course. The student is introduced to other course writers, who have written courses as their master thesis or doctoral courses. Furthermore, the writer is assisted in placing his course in a broader educational curriculum, identifying the academic standards, describing the educational activities and reflecting on the motivation for writing the course. The MINTS student can take this course as a normal three credit hour course and begin working on writing his course. The completion of the course is worth another three credit hours. In order to include the course among the MINTS courses the following information needs to be taken into consideration;

1. Master level students need to write a thesis. The thesis is to write a MINTS course. The course that they will write is a commentary on a book of the Bible.

2. The student needs to have permission from the study center coordinator to write his master thesis.

3. Upon receiving permission from the study center coordinator the student asks their regional language coordinator (Dr. Julian Zugg, English and Eastern European languages; Rev. Jose Aristide, Portuguese; Dr. Cornelius Hegeman, Spanish) for a list of Bible books that still need to be written on in his or her country (See country list in mintsespanol.com). The student will choose to write on a course that has not yet been written.

4. The idea is for each country to write courses on each of the 66 Bible books (Project 66), first of all and then have students who have written Bible commentaries to write courses in the areas of theology, ministry, church history, missions and humanities (Project 100).

5. Doctoral students will coordinate their writing with their doctoral program supervisor as well as regional language coordinators.

6. MINTS asks their students for permission to place their course on the MINTS web pages (www.mints.edu mintsespanol.com) in order for the MINTS students to download them.

7. MINTS students who download the MINTS courses are requested not to change the content of the course. If changes are wanted, both MINTS and the original author need to give permission.

8. If the students decide to print their course through a publishing company that has published rights, this may mean that MINTS may not be able to put the course on the MINTS web site.

9. MINTS students must abide by standard academic procedure in citing sources and footnoting.

10. MINTS do not copyright its courses. Student can copyright their materials and need to inform MINTS in writing as to the implications of that.

11. MINTS teachers, students or staff who copy MINTS courses or other materials without proper academic documentation are subject to dismissal from the MINTS program.

Having said all that, may your course be the best ever!

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LESSON ONE

WARNING! YOU ARE BEING RECRUITED

INTRODUCTION

What you are about to read may change the course of your Christian teaching ministry. You are forewarned that you are actively being recruited to write theological student textbooks. Usually this honor is reserved for professors of theology at our denominational or inter-denominational schools. However, the need for preparing workers for the harvest is so great and the need for workers so urgent that both real and salaried professors as well as instructors-in-training are needed.

After having moved our MINTS library of over 30,000 books two times in the last years, I should be the last person to promote the writing of new books. You would think that there are enough theological textbooks to last us for another millenium. I don’t think so. In fact, very few people use our library in the traditional way. Most of the library books are great for reading in specialty areas however very few of these books are used worldwide to train leaders. Thankfully, leadership training books do exist and are available to all on the internet or in other digital forms. The reservoirs of theological knowledge are shifting from the stuffy stacks of books to the fresh air of cyberspace (Ok, I know I am hyperbolizing.)

MINTS International Seminary (MINTS) would ideally like to combine the old (i.e. the traditional classroom with a classical library) with the new (contemporary conferencing, e-books, the Internet and other digital resources). The Great Commission compels us to disciple ALL peoples (Mt. 28:19-20), not just the ones from our denomination or socio-economic class! Churches worldwide are asking for help in training leaders. Globalism calls us to all corners of the world. What, then, shall we do? Shall we mobilize our classrooms, professors and libraries to the majority world? Distance education requires hand-to-hand, ear-to-ear, heart-to-heart learning. Theology students everywhere need to be taught by real Instructors who speak their language and live in their community.

This course recommends that we train Christian leaders all over the world to write their own theological textbooks and set up their own schools and leadership training programs. In the following pages you will be introduced to the “who, what, when and where” of theological textbook writing. The textbooks are specially designated for global theological and education programs: the educational delivery system that develops local leadership training institutions at a variety of academic levels in their own contexts. The theological textbooks will be written according to the MINTS academic standards and educational needs.

The following courses have been written by our doctoral students. There are many more who are writing at the master’s levels.

D.MIN. STUDENTS WHO WROTE COURSES

1. D.MIN GRADUATES/GRADUADOS D.MIN.

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Dr. Roger Smalling (Miami, May 2004) Si Jesús

Felizmente Justificados Soberanía de Dios Soteriología Liderazgo EspiritualDr. Ismael Quintero (Bogotá, May 2005)

RutIsaíasEvangelismoPastoral con SordosPastoral con los abusados sexualmente

Dr. Jaime Andrés Morales Herrera (San José, May 2005)Introducción al Ministerio JuvenilApologética y Juventud Post ModernaAdministración de Ministerio JuvenilConsejería y Ministerio JuvenilDesarrollo Integral del Adolescente

Dr. Turgay Ucal (Turkey)Five Points of CalvinismEschatologyPhilosophy of ReligionSacramentsVarios comentarios

Dr. Norberto Quesada (December 2005) Filosofía de ministerio cristiano Introducción a misionología Iglecrecimiento en Cuba Autonomía de la Iglesia Teología del Nuevo TestamentoDr. Cornelius Hegeman (Miami, November 2007)

Joel Hermenéutica Filemón

ApologéticaCristología

Dr. Michael Saunders (Orlando, January 2009)Marriage EnrichmentCelebration and Festivals of Israel and the ChurchMillennial PositionsRedemptions in the Feast of IsraelCanon of Scripture

Dr. Susana Sánchez (Santo Domingo, República Dominicana, December 2009)MateoGálatasModelo del pastoral

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ÉxodoSufrimiento

Dr. Pablo Armero Barranco (España, January 2010)Curso HebreoEpístolas PaulinasGriego IDanielInterpretación

Dr. Julian Michael Zugg (Miami, January 2010)ApologeticsCovenantJonahActsMissions

Dr. Jovanni T. Farrington (Miami, March 2010) Assessment in Education

Fundamentals of Early Childhood EducationSupervising InstructionYoung Children and MinistryDeveloped a course

Dr. Theo Orman (Santo Domingo, 2010)Manual de teología 1Manual de teología 2Un hombre llamado PedroRomanosInvestigación teológica

Dr. Donald Frank Ritsman (Miami, May 2011)GenesisExodusLeviticusIsaiahMark

Dr. Ramón Olmo Velázquez (Bogotá, March 2012)El CanonCuidado pastoral de misioneroLos Testigos y la TrinidadPlantación de iglesiasMartirio

Dr. Ramón Osorio (Louisville, Ky, USA, April 2012) Efesios I Tes. La familia Epístolas pastorales I JuanDr. Luis Alberto Betanco Silva (Bogotá, March 2011)

I Pedro*

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II Pedro*Los EvangeliosGálatasSantiago

Dr. Eric Pennings (Toronto, June 2011)NehemiasRecursos de internetHebreo IHebreo IIFilipenses

Dr. Brigido Cabrera (Toronto, June 2011)Como florece una vidaEspíritu SantoEn su brazos tiernosConfesión de feFilipenses

Dr. George R. Frederick (St. Vincent, March 2012)RomansJobDaniel and RevelationLead These PeopleA Reason for Hope

Dr. Julio Benítez (May 10, 2012) Efesios La iglesia y el fundamento bíblico Judas Hebreos Conflicto EspiritualDr. Allen Vander Pol (January 30, 2013) Doctrine of God Doctrine of Scripture Doctrine of the Bible Doctrine of the Church Doctrine of SalvationDr. Jorge Eliecer Altamiranda Redondo (November 9, 2013) Ester Supremacía del Evangelio I Juan Conforme al Corazón de Dios EsdrasDr. Alejandro Cid (Feb. 8, 2015) Romanos I Corintios

II CorintiosHebreosHistoria del Protestantismo en Argentina

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Dr. Eufemio Ricardo (Feb. 8, 2015)JeremiasEzequiel IsaiasI TimoteoHebreos

Dr. Heberto Ignacio Hernández Hernández (Feb., 16, 2014) Apologética Eclesiastés La Familia El Ministerio Juvenil EfesiosDr. Ernesto Ucan (Feb. 17, 2015) Jonás Consejeria Familiar Doctrina del hombre Educación cristianaDr. Joster Machilinga Jumbe (Aug. 15, 2015)

The Church History of Malawi Jonah James African Church History Issues for African LeadersDr. Gerardo Javier Rodriguez Quilez (Aug. 31, 2016), I Kings Galatians Hebrews Children’s Education History of the Reformers. Dr. Filomeno Chay Tuz (Sept. 15, 2016), Christology Training Officials of the Church Family Pastoral Counseling Grace and Revelation Revelation

PH.D IN THEOLOGICAL STUDIES WRITERS

Dr. Ismael Quintero (Bogotá, September 2006)Rut

Dr. Jaime Andrés Morales Herrera, (San José, May 2008)Consejería Bíblica

Dr. Norberto Quezada (Havana, May 2007)Teología del Nuevo Testamento

Dr. Pablo Armero Barranco (España, March 6, 2011) Teología PaulinaDr. Michael Saunders (January 30, 2013, USA)

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Marriage EnrichmentDr. Theo Orman (March 23, 2013) TitoDr. Turgay Ucal

Importance of Academic Christian Education in Muslim LandDr. Ramón Olmo Velásquez (March 23, 2013) I JuanDr. Julian Zugg (Febuary 13, 2014) Pauline TheologyDr. Cornelius Hegeman (March 9, 2016) MINTS Mission Plan

CONCLUSION

The recruitment process to motivate Christian teachers to write MINTS course is going very well! Hope you will join us.

QUESTIONS FOR LESSON ONE

1. How is MINTS seeking to make primary study materials available to all students?2. Go to mintsespanol.com and review the courses. Give you general impressions on how this web page is set up.3. Go to www.mints.edu and review one of the MINTS courses written in English. What are your initial observations on its effectiveness and need for improvements? (Your own observations)4. Look up one of our students’ web pages, i.e. www.smallings.com. Read one of the student manuals and one of the Instructor manuals and provide your feedback. (Your own observations)5. How does MINTS propose to combine the traditional library model with the cyberspace libraries?6. What are some of the helpful Internet links that you have found for reading about theological themes? Share your findings with the class.7. Review the list of courses written by the D.Min. graduates. What is their primary interest?8. Review the list of courses written by the Ph.D in Theological Studies graduates. What is their primary interest?9. What are some advantages of written your own course?10. What questions do you have about writing a course?

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LESSON TWO

WATCH OUT FOR LIVING THEOLOGICAL COURSE WRITERS

INTRODUCTION

Do you realize that most of the authors of our theological textbooks are no longer living? We trust that they are in a better place, but we also need some living theological textbook authors. Hopefully, you will be one of the many who will be a productive author, writer, mentor and theological Instructor while in the land of the living!

CHARACTERISTICS OF A MINTS WRITER

Many will say that you are not in a position to become an instructor in the Church. After all, the apostle James says; “Not many of you should presume to be teaching, my brothers, because you know that we who teach will be judged more strictly” (James 3:1). This teaching is not to discourage Christians to teach others but rather in reference to the book of James, the instructor is warned that s/he must practice what s/he teaches.

Another common (mis)perception is that in order to be an instructor of the Bible or theology, you need to graduate from high school, liberal arts college, a three- or four-year seminary program as well as be on your way to completing a prestigious doctoral degree. These accomplishments are to be respected however, the more important issue is whether or not the worldwide educational task of training Christian leaders is being accomplished.

Thankfully, one finds Christian leadership trainers within as well as outside of the status quo theological education and mission agencies. MINTS seeks to cooperate and partnership with other educational and mission institutions in Global Theological Education (GTE). For churches and ministerial training institutions to fulfill the Great Commission of “discipling the nations”, a global vision and action plan is needed.

MINTS recommends that the essence for GTE is teaching instructors to develop their own teaching materials and curriculum in order to teach at local and regional study centers.

I have seen the study group in Matanza, Cuba take one book, make two photocopies (because it is not affordable or accessible), divide the class into three groups, give the students four days to read and complete the homework and take the final exam. Of the more than 1200 students worldwide at that time, they scored the highest marks. The combination of the power of a well-written book with an instructor’s manual and the Spirit-directed motivation of both the student leaders and the students greatly facilitates true learning. MINTS wants you to write such books, with student and instructor manuals, so that leadership training may continue to break through barriers worldwide.

To accomplish that vision, MINTS needs to train theological education textbook writers. Such a writer will need to approximate the following traits:

You are interested in ACADEMICS. Educational content and delivery systems need to be measured. Academics is evaluated learning that is accountable to a predetermined educational standard. A good evaluation system protects high academic standards.

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You are interested in evaluating others. You have come to a stage in life in which you enjoy giving tests more than taking them. You receive more joy in the high marks of your students than in your own academic accolades. You are also interested in evaluating yourself as an administrator, Instructor and ongoing learner. You see the importance of being able to impartially evaluate others. You are concerned about academic integrity. You look forward to the positive criticisms of your peers. You understand why accreditation by peer institutions is so important. Accreditation standards do not scare you; they motivate you. If need be, you are ready to define academic accreditation in your own terms and among your own peers. You are ready, or you have already done so, to break the traditional academic accreditation molds. You know that the standards of academic excellence are found in glorifying God in your studies, teaching and research and not simply seeking the accolades of men.

You are an amateur AUTHOR. Whether you have admitted this to yourself or not, in the back of your mind you have entertained the thought of writing a book. Now you can realize this dream by writing a theological book to be used as a reader as well as a tool for programmed instruction. In all honesty, writing a MINTS course will be more difficult than writing a book but its purpose may be more rewarding. You want to put your amateur status behind you and adopt professional techniques for writing. You want to write in the most effective and exciting way in order to communicate the message which the Spirit has placed upon your heart and in your mind.

You are interested in CHRISTIAN HIGHER EDUCATION. MINTS is a seminary which offers the Associate Bachelor of Theological Studies; Bachelor of Theological Studies; Master of Theological Studies; Master of Divinity; the Doctor of Ministry and the Ph.D. in Theological Studies. Students are placed at their academic level in the MINTS program and are expected to upgrade their level of education and promote Christian education worldwide.

You are interested in CHRISTIAN MINISTRY. MINTS’ “raison d’etre” is to train Christian leaders for ministry. “Ministry” refers to service (diaconia) that is rendered to expand the kingdom of God. You want to promote the training of ministry skills in yourself and others. You have a strong commitment to the Biblical principles of leadership. Your relationship with the Lord is one of a servant rather than an equal or an elitist. You are transparent in your relationship with the Lord, knowing that the instructors as well as the students are saved and sanctified by God’s grace alone. As you study and minister, you grow in grace and the rough edges of human arrogance and pride are buried at the cross. You want to serve the least of your brothers and sisters. You want to pass on the unsurpassable riches of the knowledge and ministry of Christ to your disciples. And, oh yes, on judgment day, you will be evaluated according to your ministry (Matthew 25:39); an eschatological motivational thought for students training for ministry.

You are committed to CONTINUING EDUCATION. Regardless of the academic level we have obtained, we always learn from others. Many of our course writers are enrolled in our master or doctoral programs. These programs help us to guide your training process in developing your course(s). You do not want to stop learning. You continue to seek spiritual and educational mentorship. As you teach, you are learning more than your students.

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You are a DISCIPLER1 of students. MINTS is based on the Christian discipleship principle of “Christian leaders training other Christian leaders to train future leaders” (II Tim. 2:2). You are interested in MENTORING. Mentoring is the art of guiding others in their spiritual, educational and ministry interests. MINTS will provide you mentorship as a writer. We will help you structure your course in such a way that the reader and learner’s instruction will be greatly enhanced. You are open to constructive criticism, knowing that the recommendations made by MINTS Instructors and staff are efforts to improve your course.

You are committed to DISTANCE EDUCATION. Being able to attend a Christian College and/or Seminary is a great privilege to which few Christian church members and leaders have access. Distance education is conducted in your local community under the leadership of local leaders. MINTS helps local study centers develop their own leadership-training program. In order to accomplish this, we need to train people like you to write, deliver and train others in writing theological courses. When the course you write is used in other study centers, you will be willing to communicate with local facilitators in order to deliver the course.

You affirm the importance of MULTI-ETHNIC EDUCATION. Persons from all ethnic groups feel welcome in your classroom. You are willing to deal with apparent as well as sub-conscious attitudes and actions of ethnocentricity. You will seek to understand and work within a variety of cultural contexts.

You appreciate MULTI-LINGUAL EDUCATION even though you do not speak many languages. Perhaps you are not fluent in more than one language but you see the need for reproducing your materials into other languages in order to reach more students. You are aware that people who study your course in their second language will have difficulties in learning. All efforts will be made to offer courses in the first language of the students.

Your course will use MULTI-MEDIA. The delivery system for your course is not limited to the residential classroom setting but your course will be written in such a way that extension, distance education and correspondence programs can use your materials. In order to do that, a full range of media is used. This includes written manuscripts, audiotapes, video, Internet and other means of communication. All MINTS students will learn to use the Internet, whether it be on their own computer or at a local Internet café. Where there is electricity there is internet, right?

You are aware of the world’s economic situation. MULTI-ECONOMIC EDUCATION makes education available to all social classes. Students will not be discouraged from studying due to their financial limitations. MINTS courses will be MODERATELY PRICED. In the MINTS scholarship program, the students pay no more than one% of their annual income for a course. This tuition is often used to pay bills at the local level and no funds are sent to the Miami MINTS office. MINTS will not pay you for writing this course. Courses are voluntarily placed on the MINTS web page.

You have a GLOBAL MISSION spirit. By writing this course, you are willing to be used by God to extend the knowledge of His Son throughout the entire world. By giving MINTS permission to post your course on the Internet, you agree that this course may be downloaded, free of charge, by anyone. We trust that you will continue to keep

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your course in prayer, asking that God would lead potential readers to read it and students to use it.

You are an INSTRUCTOR. Teaching is more than knowing. It is the ability to pass on knowledge to others in such a way that they are able to practice it and subsequently, pass it on to others. Jesus is the Instructor par excelance. He discipled 12 students who became the leaders of thousands of converts. We are still reading the doctrinal and ethical training manuals (epistles) of the original disciples. The same Holy Spirit who inspired them is with us today to illuminate and guide us in training others. Not only do we have the uniquely inspired Scripture books, we have been called by the Spirit to teach the Biblical message, theology, church history, ministry skills and other courses to complement Christian leadership training.

Finally, you are a WRITER of a MINTS course. Welcome into our fraternity of wannabees (editor’s note: “what to be”) authors and theological profesoritos (little professors). Congratulations on seeking to improve your communication, teaching and writing skills.

If, after reading the above characteristics of a MINTS course writer you are still interested, please meet some fellow writers and continue to the next section.

MINTS COURSE BEING WRITTEN GLOBALLY

PROJECT 66 AND PROJECT 1002

ARGENTINABibliaBAB614 Gálatas - Máximo Juan La Cruz (doc) BAB620 1 Timoteo - Guillermo Bonnet (doc) HistoriaBAB61 Historia del Protestantismo en Argentina - Alejandro Cid (doc)

ARUBABibliaBAB622 Tito - Theodore Orman (doc)BAB91 Apóstol Juan - Theodore Orman (doc) (pdf)TeologíaBAT02 Manual de Teología I - Theodore Orman (doc) (pdf)BAT131 Manual de Teología II - Theodore Orman (doc) (pdf)BAT131 Sobre está roca edificaré mi iglesia - Theodore Orman (doc) (pdf)

BOLIVIABibliaBAB622 Tito - María Huanca (doc)BAB616 Filipenses - Simón Quispe Zuleta (doc)BAB617 Colosenses - Florencio Condori (doc)

2 See mintsespanol.com. Project 66 is for each country to write commentaries on all of the 66 books of the Bible. Project 100 includes courses on theology, ministry, church history, missions and humanities. This data was presented at the Academic Dean’s meeting in March, 2017.

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BRAZIL (ESPANOL)BibliaBAB616 Filipenses - Juan Alfredo Perdomo (doc)

BRAZIL (PORTUGUESE)BíbliaBAB413 Lucas - Cornelio Hegeman (doc) BAB012 Teologia do Novo Testamento - Norberto Quesada (doc)BAB021 Introdução ao Antigo Testamento – Samuel J. Schultz (doc)BAB81 Hermenêutica – Cornelio Hegeman (doc)BAB91 As Regras Das Sagradas Escrituras - Ramón Olmo Velázquez (doc)BAB130 Neemias - Eric Pennings (doc)BAB211 Rute – Ismael Quintero (doc)BAB511 Atos - Julian Zugg (doc)BAB615 Efesios – Raymond Morris (doc) (pdf)BAB617 Colossenses - Bruce A McDowell (doc)BAB620 1 Timóteo - Cornelius Hegeman (doc)BAB621  2 Timóteo de Carlos André (doc)

TeologiaBAT331 Ética Bíblica- Ismael Quintero (doc)BAT41 Cristologia – Cornelio Hegeman (doc)BAT511 - Doutrinas da Graça – Roger Smalling (aluno) (mestre)BAT621 - Estudo Da Confissão de fé de Westminster(doc)BAT81 A Apologética – Cornelio Hegeman (doc)BAT81 Apologética - George Frederick (doc)

BAT91 – Justificação – Roger Smalling (pdf)Justificação pela Fé - José Aristides Dos Santos Filho (doc)

Doutrina da Providência - Fernando Frincu (doc)

Cosmovisão Cristã - Integridade Intelectual (doc)

Estudos MinisteriaisBAM130 Homilética Práctica - Ramón Olmo (doc) (pdf)BAM31 Aconselhamento Prático Bíblico - Jaime Morales (doc)BAM416 Homens Mentores de Homens - Daryl Donovan (doc) (pdf)BAM511 Técnicas para o Ministério Com Crianças - Susana Espinoza (doc)BAM611 Fundamentos de Discipulado com Jovens - Jaime Morales (doc) (pdf)BAM613 Administração do Ministério Juvenil - Jaime Morales (doc)BAM618 Apologética e Juventude Pós-Moderna - Jaime Morales (doc)BAM81 Filosofia De Educaçâo Cristâ - Cornelio Hegeman (pdf)BAM85 Educaçâo Ministerial - Cornelio Hegeman (pdf)BAM1417 Cuidado Pastoral do Missionário - Ramón Olmo Veláquez (doc)Casamento e Pacto - José Aristides Dos Santos Filho (doc)

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História e MissõesBAH11 História da Igreja Antiga  - Jaime Morales Herrera (manual do Mestre)BAH21 De Espanhola Até Lutero - Cornelio Hegeman (doc)BAH311 História da Igreja Pós-Reforma - Jaime Morales (manual do Mestre)BAH935 Implatação de Igrejas - Ramón Olmo (doc)BAH936 Pontes de Comunicação II As Etnias de Tradição Oral - Scriptures in Use (doc)BAH97 Depenência Entre as Instituições e Igrejas Estabelecidas - Glenn Schwartz (doc)Artes LiberaisBALA1082 Como Escrever Um Curso de Teologia para Educação Continuada a Distância – Cornelio Hegeman (doc)OutrosInteressado Em Coisas Espirituais? - John Van Veen (pdf)  Como Florece Uma Vida - Brígido Cabrera (doc) (pdf)Em Seus Braços Ternos - Brígido Cabrera (doc) (pdf)

BULGARIAN Cursos en BúlgaroСиноптичните Евангелия (pdf)Петокнижието (pdf)Въведение в заветното богословие (doc)на църквата (doc)Книгите на ап Йоан (doc)Богословието на ап Павел (doc)Богословието на ап Павел Втора част (doc)

CENTRAL AMERICABiblia BAB130 Nehemías - Eric Pennings (doc) (pdf)BAB213 Los Salmos - Miguel Angel Cano (doc) BAB 214 Proverbios - Jaime Morales (doc)BAB616 Filipenses - Eric Pennings (doc) (doc maestro) (pdf) (pdf maestro)BAB617 Colosenses - Juan Alfredo González (doc) BAB622 Tito - Geiner Mora (doc)BAB622 Tito - Marvin Argumedo (doc) BAB6392 Judas - Jaime Morales (doc) TeologíaBAT023 Patrística - Jaime Morales (doc) (doc maestro) (pdf) (pdf maestro)BAT815 Argumentos de la Existencia de Dios - Roberto Cruz (doc) (pdf)MinisterioBAM01 Evangelismo y Postmodernidad - Jaime Morales (doc) (pdf)BAM254 Diseño de Cursos E-Learning - Jaime Morales (pdf)BAM31 Consejería Bíblica - Jaime Morales (doc) (pdf)BAM3112 Consejería del Joven - Jaime Morales (doc) (pdf)BAM51 Ministerio a la Niñez - Susana Espinoza (doc) (pdf) BAM511 Técnicas para el Ministerio con la Niñez - Susana Espinoza (doc) (pdf)BAM611 Fundamentos de Pastoral Juvenil - Jaime Morales (doc) (pdf)BAM613 Administración del Ministerio Juvenil - Jaime Morales (doc) (pdf)

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BAM615 Herramientas para el Trabajo Juvenil - Jaime Morales (doc) (pdf)BAM617 Desarrollo Integral del Adolescente - Jaime Morales (doc) (pdf)BAM618 Postmodernidad y Juventud - Jaime Morales (doc) (pdf)BAM811 Introducción a la Educación Cristiana - Jaime Morales (doc) (pdf)BAM837 Escuela Dominical Infantil - José Jesús Ramírez (doc) (pdf) (doc maestro) (pdf maestro)BAM841 El Ministerio de la Escuela Cristiana - Jaime Morales (doc) (pdf)BAM842 Fundamentos Educación Cristiana Escolar - Jaime Morales (doc) (pdf)BAM1417 Pastoral Académica y Vocacional - Jaime Morales (doc) (pdf)BAM1418 Pastoral Preventiva - Jaime Morales (doc) (pdf)BAM Ensamble - Miguel Angel Cano (doc) Historia y MisionesBAH11 Historia de la Iglesia Antigua - Jaime Morales (doc) (pdf)BAH112 Historia de la Iglesia Medieval - Jaime Morales (doc) (pdf)BAH311 Historia de la Iglesia Postreforma - Jaime Morales (doc) (pdf)BAH914 Biografías Misioneras - Susana Espinoza (doc) (pdf)Cristianismo en la Historia de la Música - Miguel Ángel Cano (pdf)HumanidadesBALA107 Investigación Teológica - Jaime Morales (doc) (pdf)BALA Manual de Sónido - Miguel Angel Cano (doc)

CENTRAL AMERICABiblia BAB130 Nehemías - Eric Pennings (doc) (pdf)BAB213 Los Salmos - Miguel Angel Cano (doc) BAB 214 Proverbios - Jaime Morales (doc)BAB616 Filipenses - Eric Pennings (doc) (doc maestro) (pdf) (pdf maestro)BAB617 Colosenses - Juan Alfredo González (doc) BAB622 Tito - Geiner Mora (doc)BAB622 Tito - Marvin Argumedo (doc) BAB6392 Judas - Jaime Morales (doc) TeologíaBAT023 Patrística - Jaime Morales (doc) (doc maestro) (pdf) (pdf maestro)BAT815 Argumentos de la Existencia de Dios - Roberto Cruz (doc) (pdf)MinisterioBAM01 Evangelismo y Postmodernidad - Jaime Morales (doc) (pdf)BAM254 Diseño de Cursos E-Learning - Jaime Morales (pdf)BAM31 Consejería Bíblica - Jaime Morales (doc) (pdf)BAM3112 Consejería del Joven - Jaime Morales (doc) (pdf)BAM51 Ministerio a la Niñez - Susana Espinoza (doc) (pdf) BAM511 Técnicas para el Ministerio con la Niñez - Susana Espinoza (doc) (pdf)BAM611 Fundamentos de Pastoral Juvenil - Jaime Morales (doc) (pdf)BAM613 Administración del Ministerio Juvenil - Jaime Morales (doc) (pdf)BAM615 Herramientas para el Trabajo Juvenil - Jaime Morales (doc) (pdf)BAM617 Desarrollo Integral del Adolescente - Jaime Morales (doc) (pdf)BAM618 Postmodernidad y Juventud - Jaime Morales (doc) (pdf)

20

BAM811 Introducción a la Educación Cristiana - Jaime Morales (doc) (pdf)BAM837 Escuela Dominical Infantil - José Jesús Ramírez (doc) (pdf) (doc maestro) (pdf maestro)BAM841 El Ministerio de la Escuela Cristiana - Jaime Morales (doc) (pdf)BAM842 Fundamentos Educación Cristiana Escolar - Jaime Morales (doc) (pdf)BAM1417 Pastoral Académica y Vocacional - Jaime Morales (doc) (pdf)BAM1418 Pastoral Preventiva - Jaime Morales (doc) (pdf)BAM Ensamble - Miguel Angel Cano (doc) Historia y MisionesBAH11 Historia de la Iglesia Antigua - Jaime Morales (doc) (pdf)BAH112 Historia de la Iglesia Medieval - Jaime Morales (doc) (pdf)BAH311 Historia de la Iglesia Postreforma - Jaime Morales (doc) (pdf)BAH914 Biografías Misioneras - Susana Espinoza (doc) (pdf)Cristianismo en la Historia de la Música - Miguel Ángel Cano (pdf)HumanidadesBALA107 Investigación Teológica - Jaime Morales (doc) (pdf)BALA Manual de Sónido - Miguel Angel Cano (doc)

COLOMBIABibliaBAB121 Josué - Argemiro Padilla (doc)BAB 129 Esdras - Jorge Altamiranda (pdf)BAB130 Nehemías - Jaime de Jesús Badel Cárdenas (doc) (pdf)BAB131 Ester - Jorge Altamiranda (pdf)BAB 131 Ester - Ariel Rodríguez (doc) BAB211 Rut - Ismael Quintero (doc) (pdf)BAB214 Proverbios - Luis Vásquez (doc) (pdf)BAB215 Eclesiastés - Adonis Morales (doc)BAB216 Cantares - Alex Mercado (doc) BAB311 Isaías -Ismael Quintero (doc) (pdf)BAB313 Lamentaciones - Gersom Vélez (doc)BAB314 Daniel - Ivonne Morales (doc)BAB317 Amos - Andrés Morales (pdf)BAB319 Jonás - Gersom Vélez (doc) (pdf)BAB321 Nahum - Enrique Luis Méndez Rueda (doc) (pdf)BAB323 Sofonías - Gerson Vélez (doc) BAB 614 Gálatas - Julio Cesar Bettin (doc)BAB615 Efesios - Julio Benítez (doc) (pdf)BAB617 Colosenses - Ismael Quintero (doc) (pdf)BAB622 Tito - Carlos Lenis (doc) BAB624 Hebreos - Julio Benítez (doc)BAB625 Santiago - Luis Betanco (doc) (pdf)BAB628 1 Juan - Jorge Altamiranda (doc)BAB630 Judas - Julio Benítez (doc)TeologíaBAT21 Doctrina de Dios "Conforme al Corazón de Dios" - Jorge Altamiranda (doc)

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BAT321 Ética Pastoral - Ismael Quintero (doc) (pdf)BAT41 La Iglesia y su Fundamento Apostólico - Julio Benítez (doc)BAT62 Teología de la Reforma - Javier Muñoz y Julio Benítez (doc) (pdf) (doc maestro) (pdf maestro)BAT813 Evangelio y culturas paganas del primer siglo - Jorge Altamiranda (pdf)BAT814 El Conflicto Espiritual - Julio Benítez (doc) (pdf)MinisterioBAM015 Evangelización en grupos - Ismael Quintero (doc) (pdf) BAM3111 Violación y abuso sexual - Ismael Quintero (doc) (pdf)BAM421 Pastoral con sordos - Ismael Quintero (doc) (pdf)HistoriaBAH La Inquisición en Cartagena de Indias - Moisés Munive (doc)

CUBABibliaBAB012 Teología del Nuevo Testamento - Norberto Quesada (pdf)BAB125 1 Reyes - Gerardo Rodríguez (doc) BAB326 Malaquías - Osiel Ballester (doc) BAB326 Malaquías - Lester Leyva (doc) BAB610 Hechos - Juan de Dios Blanco (rtf) BAB611 Romanos - Juan Miguel Oquendo (doc) BAB614 Gálatas - Elena Padierna (doc) BAB614 Gálatas - Gerardo Rodríguez (doc) BAB615 Efesios - Ana Hidelisa Cabrera (rtf)BAB624 Hebreos - Gerardo Rodríguez (doc) BAB625 Santiago - Joanna Columbié (doc) MinisterioBAM Vinculación Docente - Gerardo Rodríguez (doc) HistoriaBAH75 Historia de los Reformadores - Gerardo Rodríguez (doc)

ECUADORBibliaBAB612 1 Corintios - Ángel Aguirre (doc)BAB615 Efesios - Jaime Sisalima (doc)BAB617 Colosenses - Arlene Jonksman (doc)BAB623 Filemón - María Angela Navarrete (doc)    BAB68 2 Pedro - Marlene Bonilla (doc)BAB70 Apocalipsis - Dagoberto Mosquera (doc)

KENIABibliaBAB615 Ephesians - Abraham Kogo (doc)BAB414 Gospel of John - Isaiah Gichuki (doc)

SPAIN

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BibliaHermenéutica Avanzada - Pablo Armero (pdf)BAB72 Griego del Nuevo Testamento - Pablo Armero (pdf)BAB73 Iniciación al Hebreo - Pablo Armero (pdf)BAB91 Canon Bíblico - Ramón Olmo (doc) (pdf)BAB314 Daniel - Pablo Armero (pdf)BAB318 Abdías - Carmelo Palmés (doc)BAB61 Epístolas Paulinas - Pablo Armero (doc) (pdf)BAB628 1 Juan - Ramón Olmo (doc)TeologíaBAT613 Catolicismo Romano - Ramón Olmo (doc)Defensa de la Trinidad frente a los Testigos de Jehová (doc)MinisterioBAM130 Homilética - Ramón Olmo (doc) (pdf)BAM1417 Cuidado pastoral del Misionero - Ramón Olmo (doc) (pdf) Historia y MisionesBAH935 Plantación de Iglesias - Ramón Olmo (doc) (pdf)

MALAWIHistoryThe Church History of Malawi (doc)

MEXICOBibliaBAB111 Génesis - David Arena (doc) (pdf)BAB112 Éxodo - Noé Domínguez (doc) BAB113 Levítico - Román Concepción (doc) (pdf)BAB114 Números - José Aguilar Osorio (doc)BAB121 Josué - Pedro Laguna (doc) BAB122 Jueces - Luz María Lezama (doc) BAB211 Rut - Castor Estrada (doc) BAB125 1 Reyes - Dominga de los Santos (doc) BAB126 2 Reyes - Felipe García (doc) BAB127 1 Crónicas - Judith González (doc)BAB128 2 Crónicas - Enrique Becerra (doc) BAB131 Ester - Esther Cruz (doc)BAB131 Ester - Indira Piña (doc)BAB 212 Job - Felipe Reyes (doc)BAB213 Salmos (42-72) - Julian Hernández (doc)BAB213 Salmos (73-89) - Araceli Alvárez (doc)BAB 214 Proverbios - José Encino López (doc)BAB215 Eclesiastés - Heberto Hernández (doc) (pdf)BAB216 Cantares - Felipe García (doc) BAB314 Daniel - Alfredo Narvaéz (doc) (pdf)BAB319 Jonás - Ernesto Ucán (doc) BAB320 Miqueas - Pedro Llamas (doc)

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BAB321 Nahúm - Sinuhé Osorio (doc)BAB326 Malaquías - Esaú Reyes (doc) BAB411 Mateo - Ervin Gutiérrez (doc) BAB612  1 Corintios - Jorge David Amador (doc) BAB614 Gálatas - Génesis Lara (doc)BAB617 Colosenses - Bertino Pulido (doc) BAB621 2 Timoteo - Robert Contreras de la Cruz (doc)BAB621 2 Timoteo - Miqueas Jacob Hernández (doc) BAB624 Hebreos - Rodolfo Gaona (doc) BAB625 Santiago - Anselmo Gómez (doc)BAB629 3 Juan - Rubén Vidal (doc)BAB70 Apocalipsis - Filomeno Chay (doc) MinisterioBAM317 Consejería Familiar - Ernesto Ucán (doc) BAM611 El Ministerio Juvenil - Heberto Hernández (doc)BAM91 Entrenamiento para Oficiales de la Iglesia (doc) La familia - Heberto Hernández (doc)Pastoral Familiar - Filomeno Chay (doc) TeologíaBAT41 Cristología - Filomeno Chay (doc) BAT813 Apologética para estudiantes - Heberto Hernández (doc)Atrapados en su Gracia - Filomeno Chay (doc)

PERUBibliaBAB626 1 Pedro - Pedro Castillo (doc)BAB628 1 Juan - Teresa Tica Cornejo (doc)

PUERTO RICOBibliaBAB318  Abdías - Lourdes Serrano (doc)BAB324  Hageo - Glorymar Serrano (doc)

ST. VINCENTBible Studies BAB 212 Job - George Frederick (doc) (pdf)BAB 314 Daniel and Revelation - George Frederick (doc)BAB 61 Romans - George Frederick (doc) (pdf) Theologial StudiesBAT 814 A Reason for the Hope - George Frederick (doc)MAT 610 Studies in Ecclesiology (doc)Ministerial StudiesBAM 111 Lead this People - George Frederick (doc)HumanitiesDivisions and Dichotomies: Stop the Bickering - George Frederick (doc)God - The Eternal Entrepreneeur - George Frederick (doc)

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Theology for Simple Simmons - George Frederick (doc)The Other Side of Spirituality - George Frederick (doc)

REPUBLICA DOMINICANA (DOMINICAN REPUBLIC)BibliaBAB122 Jueces - Zoila Luciano (doc) (pdf)BAB123 1 Samuel - Arlina Luciano (doc) (pdf)BAB126 2 Reyes - Tammy Cecilia Franco (doc) BAB129 Esdras - Elena Portorreal (doc) (pdf)BAB130 Nehemías - Santo Guerrero (doc) BAB131 Ester - Damalia Martínez (doc) Job - Frani Palacio (doc) Eclesiastés - Elka Martínez (doc) BAB311 Isaías - José Morillo (doc)BAB312 Jeremías - Eufemio Ricardo (doc) (pdf)BAB217 Lamentaciones - Demetrio Franco (pdf)BAB313 Ezequiel - Eufemio Ricardo (doc)BAB314 Daniel - Manuel Parra (doc) BAB315 Oseas - Esmerita Rosario Delgado (pdf)BAB316 Joel - Wilton Cordones (doc) BAB317 Amós - Parménides Vidal Montero (doc) (pdf)BAB317 Amós - Sonnia Macario (doc)BAB319 Jonás - Allison Batista (doc) BAB320 Miqueas -Elizabeth Serrano (pdf)BAB321 Nahum - Nirka Jiménez (doc) (pdf)BAB321 Nahum - Yris Franco (doc)BAB325 Zacarías - Lucila Gómez (doc) BAB326 Malaquías - Teresita Cruz (doc) BAB411 Mateo - Susana Sánchez (doc) (pdf)BAB 414 Juan - Ada Guzmán (doc)BAB611 Romanos - Cristiana Ramírez (doc) BAB612 1 Corintios - Julio César Butén (doc) BAB612 1 Corintios - Daniel Dorville (doc) BAB613 2 Corintios - Marcelina Carrasco (doc) (pdf)BAB614 Gálatas - Susana Sánchez (doc) (pdf)BAB614 Gálatas - Mercedes Valdez (doc) (pdf)BAB615 Efesios - Martín Espinal (doc) (pdf)BAB616 Filipenses - Elbin Castillo (doc) (pdf)BAB616 Filipenses - Brígido Cabrera (doc)  BAB617 Colosenses - Néstor Rosario Rosario (doc) (pdf)BAB618 1 Tesalonicenses - Narciso Montero (doc) (pdf)BAB620 1 Timoteo - Milka Torres (doc) (pdf)BAB621 2 Timoteo - Josefina Rodríguez (doc)BAB621 2 Timoteo - Elizabeth Arzeno (doc)  BAB622 Tito - Cristiana Ramírez de Roa (doc) (pdf)

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BAB622 Tito - Ruth Matos Urbáez (doc) (pdf)BAB624 Hebreos - Hilda Peralta (doc)  BAB624 Hebreos - Eufemio Ricardo (doc) BAB625 Santiago - Zobeida Vásquez de Cueto (doc) (pdf)BAB626 2 Pedro - Wendy Santana (doc) (pdf)BAB626 2 Pedro - Isobel Mercedes Morales (doc) BAB627 1 Juan - Reinaldo Franco (doc) (pdf)BAB627 1 Juan - Ana de Hernández (doc)BAB6291 3 Juan - Cecilia Trinidad (doc) (pdf)BAB6291 3 Juan - Ruth Carrasco (doc) BAB630 Judas - Fernando Díaz (doc) (pdf)MinisterioBAM1117 Deberes y responsabilidades de un Líder - Andrés Mercedes (doc) (pdf)BAB Pastoral de Servicio - Susana Sánchez (doc) (pdf)TeologíaBAT131 Pautas Teológicas sobre el sufrimiento - Susana Sánchez  (doc) (pdf)

RUSSIANРеформатское богослужение (rtf)ПЯТИКНИЖИЕ (doc) (teacher doc)

SOUTH AFRICABibleBAB322 Habukkuk - Craig Mobey (doc)MAB625 James - Rika Roeland (doc)MinistryBAM3111  Marriage Therapy (doc)BAM041 Foundations for a Biblical Church - Emmanuel Kiwanuka (doc)BAM1416 Pastoral Work and Illness (doc) - Craig MobeyUGANDABibleBAB616 Philippians - Isaac Mugerwa (doc)BAB621 2 Timothy - Emmanuel Kiwanuka (doc)MinistryBAM414- Introduction to Marriage and Family - Emmanuel Kiwanuka (doc)

USA (SPANISH)BibliaBAB81 Hermenéutica - Cornelio Hegeman (doc) (pdf)BAB 211 Rut - Rolando González (doc)  BAB316 Joel  - Cornelio Hegeman (pdf)BAB322 Habacuc - Willy Nieves (doc) BAB412 Marcos  - Cornelio Hegeman (pdf)BAB412 Marcos - Apolinar Pita (doc)  BAB51 Hechos - Mauro Dávalos (doc)BAB611 Romanos - Alejandro Cid (doc) 

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BAB611 Romanos - Willy Nieves (doc) BAB62 1 Corintios - Alejandro Cid (doc)BAB62 1 Corintios - Luis Estévez (doc)  BAB613 2 Corintios - Alejandro Cid (doc) BAB615 Efesios - Cornelio Hegeman (doc) (pdf)BAB615 Efesios - Ramón Osorio (doc)BAB616 Filipenses - Esperanza López (doc) (pdf)BAB617 Colosenses - Germán Guanchez (doc) (pdf) BAB617 Colosenses - Josefina Estévez (doc) BAB618 1 Tesalonicenses - Ramón Osorio (doc)BAB620 Epístolas Pastorales - Ramón Osorio (doc) (pdf)BAB620 1 Timoteo - Cornelio Hegeman (doc) BAB621 2 Timoteo - Cornelio Hegeman (doc) BAB623 Filemón - Cornelio Hegeman (doc)BAB624 Hebreos - Alejandro Cid (doc) (pdf)BAB625 Santiago - Claudio Yeme (doc)BAB625 Santiago - Willy Nieves (doc) BAB626 1 Pedro - Cornelio Hegeman (doc) BAB628 1 Juan - Ramón Osorio (doc)BAB70 Apocalipsis - Cornelio Hegeman (doc)TeologíaBAT31 Doctrina del Hombre - Cornelio Hegeman (doc) (pdf)BAT41 Cristología - Cornelio Hegeman (doc) (pdf)BAT51 Doctrina de Salvación - Richard Ramsay (pdf)BAT511 Doctrinas de la Gracia - Roger Smalling (doc) (pdf) (maestro htm)BAT 511 Doctrine of Grace (english) - Victor Stutzman (pdf)BAT614 Identidad evangélica - Cornelio Hegeman (doc)BAT621 Confesión de Westminster - Richard Ramsay (silabo pdf) BAT72 Crecimiento Espiritual - Richard Ramsay (pdf) (libro pdf)BAT73 Orígenes de la Oración - Cornelio Hegeman  (doc) (pdf)BAT81 Apologética - Cornelio Hegeman  (doc)BAT812 Apologética Dialéctica - Cornelio Hegeman  (doc) (pdf)MinisterioBAM111 Liderazgo Espiritual - Roger Smalling (pdf) (maestro htm)BAM414 Perspectiva Bíblica de la Familia Cristiana - Ramón Osorio (doc) (pdf)BAM85 Educación Ministerial - Cornelio Hegeman (doc) (pdf)Historia y MisionesBAH21 Historia de la Iglesia Reformada en el Siglo XVI - Cornelio Hegeman (doc) (pdf) BAH71 Iglesia Reformada y Presbiteriana en ALC - Cornelio Hegeman (doc) (pdf)BAH74 Desfavorecimiento étnico y misiones - Cornelio Hegeman (doc) (pdf)BAH131 Sirviendo a los hermanos más pequeños (doc)BAB61 Historia del Protestantismo en Argentina - Alejandro Cid (doc) HumanidadesBALA1082 Cómo escribir un curso de MINTS - Cornelio Hegeman (doc) (pdf)

USA (ENGLISH)

27

Bible Studies BAB 01 Biblical Theology - Victor Paul Stutzman Jr. (pdf)BAB 012 N.T. Survey - Cornelius Hegeman (doc) (pdf)BAB 111 Genesis - Don Ritsman (doc) (teacher doc)BAB 112 Exodus - Don Ritsman (doc) (teacher doc)BAB 114 Numbers - Don Ritsman (doc) (teacher doc)BAB 212 Job - Don Ritsman (doc) (teacher doc)BAB 2141 Proverbs I - Don Ritsman (doc) (teacher doc)BAB 2142 Proverbs II - Don Ritsman (doc) (teacher doc)BAB 2143 Proverbs III - Don Ritsman (doc) (teacher doc)BAB 31 Prophets - Richard Ramsay & Richard Pratt (doc) (pdf)BAB 3111 Isaiah I - Don Ritsman (doc) (teacher doc)BAB 3112 Isaiah II - Don Ritsman (doc) (teacher doc)BAB 3113 Isaiah III - Don Ritsman (doc) (teacher doc)BAB 314 Daniel - Don Ritsman (doc) (teacher doc)BAB 316 Joel - Cornelius Hegeman (doc) (pdf)BAB 319 Jonah - Julian Zugg (pdf)BAB 411 The Synoptic Gospels I (doc) (doc teacher)BAB 412 The Synoptic Gospels II (doc) (doc teacher)BAB 414 Gospel of John 1 (doc) (doc teacher)BAB 414 Gospel of John 2 (doc) (doc teacher)BAB 65 Philemon - Cornelius Hegeman (doc) (pdf)BAB 61 Romans - Steve McClure (doc) (pdf)BAB 62 1st Corinthians - Don Ritsman (doc) (doc teacher)BAB614 Galatians - Don Ristman (doc) (doc teacher)BAB615 Ephesians - Don Ritsman (doc) (teacher doc)BAB616 Philippians - Don Ritsman (doc) (teacher doc)BAB 67 I Peter - Cornelius Hegeman (doc) (pdf)BAB 67 I-II Peter - Don Ritsman (doc) (doc teacher)MAB 51 Acts - Julian Zugg (pdf)BAB70 Revelation (doc) (doc teacher)MAB 91 Picture of Redemption  - Michael Saunders (doc) (pdf)MAB 92 Feasts of Israel - Michael Saunders (doc) (pdf)BAB 81 Practical Hermeneutics - Cornelius Hegeman (doc) (pdf)BAB 811 The Canon of the Scripture - Michael Saunders (doc) (pdf)Theological StudiesBAT 02 Essentials of the Christian Faith - R.C. Sproul (doc) (pdf)BAT 21 Doctrine of God - Cornelius Hegeman (doc) (pdf)BAT 21 Trinity and The Cults - Allen Vander Pol (doc) (pdf)BAT 23 Doctrine of Holy Spirit - RC Sproul (doc) (pdf)BAT 31 Doctrine of Man - Cornelius Hegeman (doc) (pdf)BAT 31 Doctrine of Man - Allen Vander Pool (doc)BAT 41 Doctrine of Christ - Cornelius Hegeman (doc) (pdf)BAT 51 Doctrine of Salvation - Allen Vander Pool (doc)BAT 511 Doctrine of Grace - Victor Stutzman (pdf)BAT610 Doctrine of Church - Allen Vander Pol (doc)

28

BAT614 Evangelical Identity - Cornelius Hegeman (doc) (pdf)MAT 623 Covenant Theology - Julian Zugg (pdf)BAT 701 Eschatology - R.C. Sproul (doc) (pdf)BAT 81 Apologetics - Cornelius Hegeman (doc) (pdf)MAT 81 Apologetics - Julian Zugg (doc) (pdf)BAT 84 Practical Apologetics - R.C. Sproul (doc) (pdf)BAT101 Millenial Positions - Michael Saunders (doc) (pdf)Ministerial StudiesBAM 021 Origen of Prayer - Cornelius Hegeman (doc) (pdf)BAM 317 Marriage Enrichment - Michael Saunders (doc) (pdf) (teacher doc) (teacher pdf)BAM 81 Philosophy and Principals of Global Theological Education - Cornelius Hegeman (doc) (pdf)Church History and Missions StudiesBAH 111 Early Church History - Cornelius Hegeman (doc) (pdf)BAH 71 Origins of Protestantism in Latin America - Cornelius Hegeman (doc) (pdf)BAH 75 Ethnic Disfranshisement - Cornelius Hegeman (doc) (pdf)BAH 912 Denominational Mission History - Cornelius Hegeman (doc) (pdf)BAH 914 Nella, One Stroke at a time - Cornelius Hegeman (pdf)BAH 936 Biblical Foundation of Mission - Julian Zugg (doc) (pdf)BAH 131 Reaching Invisible Peoples - Cornelius HegemanHumanity StudiesBALA 1082 How to Write a MINTS course  - Cornelius Hegeman (doc) (pdf)

VENEZUELABibliaBAB122 Jueces - Balal Noureddine (doc)BAB130 Nehemías - William Ospina (doc)BAB315 Oseas - José Antonio Fonseca (doc) BAB324 Hageo - William Dick (doc) BAB326 Malaquías - Wilfredo Velásquez (doc)BAB412 Marcos - Ramón Mendoza (doc) BAB51 Hechos - William Ospina (doc) BAB611 Romanos - Edwar Chang (doc) BAB615 Efesios - César Luzardo (doc) BAB616 Filipenses - William Ospina (doc) BAB618 I Tesalonicenses - Eleazar Bermúdez (doc)BAB618 II Tesalonicenses - Francisco Ramones (doc) BAB621 II Timoteo - William Ospina (doc) BAB622 II Timoteo - Augusto Báez (doc) BAB627 1 Juan - José Rodríguez (doc)BAB70 Apocalipsis - Rosa de Luzardo (doc) MinisterioBAM01 La importancia de la Gran Comisión - Wilfredo Velázquez (doc)Mi Identidad en Cristo - Eleazar Bermúdez (doc) Homilética - William Ospina (doc)

29

TeologíaBAT02 Introducción a la Teología - Omar Cáceres (pdf) Credo Niceno Constantinopolitano - José Fonseca (doc) HumanidadesAnálisis Morfológico Aplicado al Nuevo Testamento - José Fonseca (doc)

VIDEO CONFERENCING

Conferencias en vídeoBibliaHermenéutica - Jaime Morales (link)Efesios - Julio Benítez (link)MinisterioAbuso infantil - Ramón Olmo (link)Desarrollo Integral del Joven - Jaime Morales (link)TeologíaEclesiología - Julio Benítez (link)Cuan Bueno debo ser - Richard Ramsay (link)  Total 459 courses on mintsespanol.com

CONCLUSION

You are about to join a global movement in writing MINTS courses.

QUESTIONS FOR LESSON TWO

In one brief sentence, define what the author means by:1. Academics2. MINTS degrees3. Christian ministry4. Continuing education5. Distance education6. Mentoring7. Multi-ethnic education8. Multi-lingual education9. Multi-economic education10. Global theological education

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LESSON THREE

WANTED: GLOBAL THEOLOGICAL EDUCATION COURSES

INTRODUCTION

There is a great need for well written distance education courses. The content of the MINTS courses needs to be Biblically based, theologically sound and educationally effective. How can a student writer determine what he or she should write about? Basically, in order to teach something, the instructor needs to have previous training in that area. We do not expect you to write in an area that you have not studied. The basic rule of thumb is that we can teach at the levels that we have mastered.

So, what are your courses of interest and what have you been using to teach others? A good indication of your ministry interest is to evaluate how the Lord has used you to reach and teach others. It is important for you to review all that you have written in the past and then categorize that into theological areas.

MINTS courses can be developed in five basic areas: Biblical studies, Systematic Theology, Ministerial studies, Church History and Mission and the Humanities. A perusal of the MINTS Academic Catalog will indicate the general areas of theological studies.

If you are ready to write a course, be sure to contact your MINTS professor and he will entertain your proposal and basic outline for the course.

In the following sections, you will be introduced to a particular and general overview of the MINTS courses. These ideas are further developed in MINTS Mission Plan: Philosophy and Principles for Global Theological Education.3

DEFINING THE OVERALL LEARNING PROCESS

Before you write and teach a course, you must clearly define your main purpose and overall objectives. There are very general as well as extremely detailed definitions for Christian education and learning.4 Perry Downs defines Christian education as the ministry of bringing the believer to maturity in Jesus Christ.5 This is a general goal for Christian instructors and students and assumes that both are Christian. The vision for MINTS is “training Christians for ministry.”

Is there a place for Christian education as an evangelism and apologetics tool? Alfonso Lockward defines four basic spheres in which Christian education is exercised, including Christian education by Christians in a secular setting.6

3 MINTS Mission Plan. Philosophy and Principles for Global Theological Education, is a working document which is available upon request (www.hegjkm@aol.com).

4 Lawrence Richards. A Theology of Christian Education and Thomas H. Groome, Christian Religious

Education are two well researched studies on Christian education.5 Perry Downs, Teaching for Spiritual Growth. p. 16.6 Alfonso Lockward. Colección de ensayos sobre la filosofía educativa cristiana dominicana. pp. 24-

25. Model A. Christian education as infiltration into the enemy camp. Model B. Christian

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Orlando Costas describes education as: forming (character, skills and thoughts); informing (mind, praxis and contemplation) and transforming (values, persons, institutions and community). He sees three main functions for education: training of the laity, development of the ministries of the Word and sacraments and third, to train Instructors, some of whom are going to be specialists.7 If revelation precedes learning then Costas’ paradigm would be ordered as: informing, forming and transforming.

The teachings of Howard G. Hendricks, promoted by Walk Through the Bible ministry, has promoted the seven laws of the instructor8 and the seven laws of the learner.9 MINTS professors have utilized these principles for instructor evaluation in both English and Spanish language.

MINTS is structurally set up to facilitate the student in fulfilling the goal of teaching using his/her self-developed resources. After being instructor assistants at the master level, having been encouraged to develop course syllabi and being evaluated as an instructor, the master level graduate may enroll in either the D.Min or Ph.D in Theological Studies. Both programs consist of writing five courses and being evaluated. The MINTS end product is a doctoral graduate who has written his own theological courses and who is developing his teaching ministry through MINTS or other institutions of Christian education.10

EVALUATING THE STUDENT

As you write and teach, keep in mind how you will evaluate the student. Chart 1 provides instructors an example of MINTS course time management and time allotments. Percentiles are determined by the hours of evaluated study. Students receive one percent for each hour of class attended, each homework assignment, hours needed for reading, writing reports and reporting in class, and hours it takes to complete special projects. Students are expected to study no less than 75 hours and no more than 90 hours for a three hour academic credit course. Understandably, some students will complete homework assignments or readings in fewer hours than designated. The instructor has the freedom to distribute the hours according to the academic level of the class and the needs of the students.11

CHART 1. COURSE EVALUATION

administrators employ Christian and non-Christian Instructors to meet certain educational goals. Model C. Only the students are non-Christian. Model D. Only believers participate in the educational process.

7 Orlando Costas, “Educación Teológica y Misión,” in Nuevas Alternativas de Educación Teológica, pp. 9-22.

8 The seven laws of the Instructor are: The law of the Instructor: if you stop growing today, you stop teaching tomorrow. Law of education: the way people learn determines the way you teach. Law of activity: learning is the result of maximum involvement. Law of communication: build bridges in order to impart truths effectively. : law of encouragement: effective teaching occurs when the learner is motivated. Law of readiness: preparation has an impact on both the Instructor and the student. The Hispanic MINTS program uses the 7 laws of the Instructor to evaluate their Instructor assistants and professors. Howard Hendricks. Enseñando para cambiar vidas.

9 According to Bruce Wilkinson there are 7 laws of the learner. The first law is called the law of the learner. There is the law of expectation, law of application, law of retention, law of need, law of equipping and law of revival. Each law has helpful sub tenets.

10 Roger Smalling is the first D.Min. graduate of MINTS. His courses are posted on smallings@smalling.com. Roger wrote 5 English and 5 Spanish courses for his doctoral program. He is currently teaching in Bolivia, Costa Rica, Honduras, Mexico and the southern USA.

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Evaluated Activity Percent

Activity Classification

Attendance and participation – 15 hours in class

15% Class attendance and class participation.

Participation

Class homework- 15 hours at home, mostly questions and answers about class topics.

25% Student comes to class with homework completed.

Comprehension

Readings: 300 pages for BA students and 500 pages for MA students

25% This includes reading, preparing one page reflection for every 100 pages read and giving short oral report in class.

Analysis

Special project: choice of survey, essay, sermon, teaching plan, ministry report or other activity that mentally plans out a ministry skill.

25% The project develops a communication and investigation skill related to the course subject.

Skill Development

Final exam, Instructor evaluation, motivation to teach course content elsewhere

10% The basic concepts of the course, as developed in class are tested

Cognitive Recall

RECOMMENDED CURRICULUM

Each individual course is part of an overall educational program. Some writers develop courses for a children’s or adult Sunday School, others train pastors. Regardless of the level of the students, MINTS defines its theology course in the context of a traditional Bible College and Seminary curriculum. The MINTS program is also related in a general way to the Liberal Arts curriculum. This is done more for “co-validacion”, or credit transfer, purposes (recognition and transfer or student’s degrees, studies, and credits).

Theological and liberal arts courses can be organized to complement each other. For a more extensive description of the following courses, please consult the MINTS academic catalog (www.mints.edu).

Liberal Arts courses are mentioned as well as regular theology courses. This recognizes and accommodates Christian university education and places ministerial training in the spectrum of the humanities.

11 The advantage to the close association of course credit with course hours is that it is realistic (business work hours use this measurement) and fulfills the purpose for evaluating time and efforts spent. The disadvantage is that some learning activities do not take as much time as others. Instructors are asked to find the necessary fair balance, keeping in mind that one academic credit hour is 30 actual hours of study activity.

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CHART 2. THEOLOGICAL AND LIBERAL ARTS CURRICULUM

LEVELS OF INTER-PRETATION

THEOLOGICAL COURSES LIBERAL ARTSCOURSES

God Theology Proper (doctrine of God)Christology (doctrine of Christ)Pneumatology (doctrine of the Holy Spirit)

Theology department

Revelation Systematic Theology or Biblical Theology

-Philosophy and world view;-Physical Sciences: astrology, biology, chemistry, geography, physics-Linguistics

Bible HebrewGreekIntroduction to Biblical Archeology, Culture and History.Introduction to the Old Test.Introduction to the New Test.Bible BooksExegesis classes

GreekHebrewSemitic languagesBiblical Studies

Human heart Personal AnthropologyPastoral Counseling

PsychologyChristian Counseling

Gospel SoteriologyEvangelismHomileticsApologeticsMissiology

Studies in the areas of Christian communication, music, evangelism, apologetic themes, Christian service and missions.

Context EcclesiologyMinistry StudiesHistory of the ChurchEthicsChristian EducationEschatology

ReligionFamily StudiesEducationBusinessHistorySociologyCultural AnthropologySocial SciencesRecreational SciencesCommunicationsArtsMedical SciencesLegal SciencesPolitical Sciences

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Glory of God Liturgics and Worship Sacred MusicSpirituality and Worship

CONCLUSION

The MINTS learning process, course development and total curriculum focus on training Christians for ministry for the global challenge placed before us by the Great Commission of the Lord Jesus in which we are sent to “teach all that I have commanded you.” MINTS presents a theological, educational, academic and distance learning program. It is theological as it studies Bible, theology, ministry skills, church history, missions and humanities. It is educational as it presents written courses, trained professors who write their own courses, and meet in places accessible to the students. The program is academic and measures the time, educational activities and evaluation process. All of this is provided using distance education methodology of visiting professors, putting courses on the internet and training local teachers to write their own courses.

QUESTIONS FOR LESSON THREE

Answer the following questions:1. What are the 5 areas of education in the MINTS educational program?2. What are the five levels of learning activities that are measured during a MINTS

course?3. According to the author, what courses specialize in studying the knowledge of

God?4. According to the charts what courses study the Bible?5. Why are humanities important in studying the Bible, theology and ministry skills?6. What is the difference between a Liberal Arts curriculum and a Theological

Education curriculum?7. Why is attendance given 15% of the course?8. How long does it take you to read 300 pages (about 200 words per page) and

write a book report? How many pages do you read per hour?9. What are the activities associated with writing an essay?10. What is the MINTS goal for helping students to write their courses?

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LESSON 4

STRUCTURE OF A MINTS COURSE

INTRODUCTION

If you would like to see a model for writing a MINTS course, log on to the MINTS website. You have our permission to copycat the structure used in the website. We will explain why MINTS structures its courses the way it does in this section.

A. COURSE SET UP

TITLE PAGE

We recommend that you start writing your course by developing the first page: the title page.

What is your title? The title summarizes everything you will write about. If there is something in your manuscript not related to your title then either you will have to remove that from the manuscript or change the title.

If you are writing for MINTS, adjust your title to fit one of the courses in our traditional academic catalog.

When my then 14 year old daughter read the title of my Ph.D. dissertation: Mission to the People and Church Maintenance: The Origin and Development of Presbyterian and Reformed Churches and Missions in the Caribbean and Latin America (1528-1916) (American University of Biblical Studies, 2002), she said: “Wow, Dad, you wrote a book! Next time you write a book, be sure to speak with me before deciding on your title!”

Okay, the shorter the better.The title page identifies the title, author, institution, address, phone number, e-

mail number and web site (if published on the web site). MINTS courses have the MINTS logo at the top of the title page. If your course will be taught at another school, double logos, or simply your own logo may be placed on the page. All courses placed on the MINTS web page have a MINTS logo.

TABLE OF CONTENTS

The purpose of the table of contents is to introduce the reader to the system of the major titles you will use throughout your manuscript. The way in which the titles are registered in the Table of Contents is exactly the way they need to appear in the manuscript. That includes font type, font size, clear-bold-italics, underline and spacing. Normally, the Table of Contents will include the following:

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PREFACEINTRODUCTION ON HOW TO STUDY THE COURSEINTRODUCTION TO THE BOOKLESSON ONE TITLELESSON TWO TITLELESSON THREE TITLELESSON FOUR TITLELESSON FIVE TITLELESSON SIX TITLELESSON SEVEN TITLELESSON EIGHT TITLECONCLUSIONBIBLIOGRAPHYAPPENDIXTEACHER’S MANUALBIOGRAPHY

STYLES

Variety of style is allowed but the overall rule is: consistency.We recommend that students use a consistent style for developing the outline for

the course; either the classical or numerical can be used.

I. or 1.A. 1.1.

1. 1.1.1.a.

PREFACE

The purpose of the Preface is to give recognition to persons who have made a significant contribution to the development of the course. The Preface need not be longer than a page and is on its own page.

INTRODUCTION ON HOW TO STUDY THE COURSE

The Introduction includes: purpose of the course, summary of the course content, course materials, objectives for the course, structure of the course, requirements for the course, evaluation of the course, benefits of the course and closing remarks.

Purpose of the course. The writer justifies writing this course in one or two sentences.

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Summary of course content. The writer will summarize the course content in one or two sentences. This summary is reflective of each lesson title.

Course materials. The student manual, books and any required reading are introduced here. Be sure to give the full name of the author, title, publishing house, “1-800” (toll free) number or e-mail and any other information need for the student to purchase or acquire the materials. If the materials can be downloaded from the Internet, provide the instructions to do so; Internet downloads are preferred.

Objectives of the course. There are at least five general objectives for MINTS courses: student participation in learning groups; student comprehension of course materials; student familiarization with course bibliography; student development of ministry skills and student’s retention of course materials and application to real ministry. These objectives are evaluated in four ways (See evaluation of the course).

Structure of the course. The writer needs to anticipate how the course will be used. Brief instructions are to be given for using the course that is posted on the MINTS web site. Give instructions for 15 hours of class work, 25 hours of homework and exam preparation, 25 of reading and 25 hours on a special project. Keep in mind that the course may be used in the traditional residential school, by extension (visiting professor on-site), distance education (a professor supervises through a local facilitator from a distance) and by correspondence (See the model presented in the Instructor’s manual).

Requirements of the course. The objectives mentioned above need to be developed into the curriculum. For example:

1. The student will attend 15 hours of class.2. The student will complete homework assignments that take the same amount of

time as class participation.3. The student will participate in a special project related to their ministry interests.4. The students will become familiar with readings related to the course theme(s).5. The student will take the final exam in order to evaluate the understanding of

basic concepts.

Evaluation of the course. It is important to evaluate everything about the course. MINTS suggests the following.

1. Student participation: One point may be given (15%) for each class hour attended.2. Student homework: Two points may be given (25%) for each homework

assignment for the 8 lessons. If all homework assignments are completed, an extra point is awarded at the end of the course.

3. Student readings: Bachelor level students will read 300 extra pages and write a 3-page book report. Master level students will read 600 pages and write a 5-page book report. Doctoral level students will read 5000 pages and present an annotated bibliography (25%).

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4. Student special project: The writer of the course will assign a special project such as conducting a survey, writing an essay, conducting interviews and other learning activities, which puts knowledge into action (25%).

5. Student exam: The student will demonstrate his/her understanding of the main concepts and content of the course materials (10%).

Benefits of the course. The writer will briefly describe the ministerial benefits for studying this course.

Closing Remarks. Final observations may be made at this time.

1. For the master-level students: Master level students will take an active role as facilitators in the course. The master student will also be evaluated (see model evaluation in the appendix).

INTRODUCTION TO THE COURSE

Give the students an overview of the course

FOOTNOTES

Different footnote styles are allowed. The style has to be identified in the first footnote. The writer must be consistent in style and not mix different systems. Cornelius Hegeman, the author of this course, uses MLA because it is internationally accepted. When

At least three authors will be quoted and cited; the Footnote format is as follows: Articles and Books: Author, Title, page number.

Place this information either in the manuscript, at the bottom of the page, at the end of the lesson or, all together with other footnotes at the end of the document.

APPENDICES

Any long and/or related article that may be of interest to the students may be included in the Appendices. For the Internet user, reference can be made or links provided to a variety of web pages.

BIBLIOGRAPHY

The Bibliography format to be used can be as follows: Author. Title. Publishing house city: publisher’s name, date.

List articles, books, dictionaries, Internet articles and web pages in alphabetical order according to the author’s last name.

Students can use different formats for footnoting ad bibliography. We ask that the student identify their formatting style in the first footnote and then be consistent.

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TEACHER’S MANUAL

The answers to the questions are given. Other useful information for the teacher is given.

BIOGRAPHY

The student will introduce his family, vocation, ministry and academic information in no more than 200 words.

B. LESSON DEVELOPMENT

Each course is divided into 8 lessons. Eight lessons at 2 hours each constitute the required15 hours of class time.

LESSON TITLE

INTRODUCTION Introduce the main themes to be covered in the lesson.

FIRST DIVISION

SECOND DIVISION

OTHER DIVISIONS

CONCLUSION Give a summary conclusion for this lesson.

LESSON QUESTIONS There are 10 basic content questions for each lesson. The answers are given in the Teacher Manual.

CONCLUSION TO LESSON FOUR

MINTS gives the students a basic eight lesson model to develop the course. All MINTS courses are expected to use this basic paradigm. A review of the MINTS web sites (www.mints.edu and www.mintsespanol.com) show that the students use this usable method. If they can do it, so can you!

ACTIVITIES FOR LESSON FOUR

Work on your special project! 1. With your instructor, choose the topic for your course.2. Develop the table of contents of the course you are going to write3. Make a list of the bibliography that you are going to use.4. Start developing the first lesson3. Bring your title page, table of content, bibliography list and first lesson to next

class.

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LESSON 5

THE PROCESS FOR DEVELOPING THE MINTS COURSE

INTRODUCTION

Enough of what others have said and done, it is time for you to start writing your course.1. Ask permission from the study center coordinator in order to write the course.2. Identify the supervisor for reviewing the course. 3. The first student submission will include: title page, index, bibliography,

lesson one, the ten questions and answers for lesson one. a. The student should have a course title and title page after consulting with

his course supervisor.b. The student will submit a course outline (index page or table of contents)

to his supervisor.c. The bibliography is gathered and presented to the supervisor.d. Lessons are developed one by one 1. The lessons can be completely written out and upon completion of

writing the course an extra 3 credits is given. 2. If this course is being taken for 3 credits only, an abbreviated form of

the written assignment can be handed in. This is determined by the local coordinator. We suggest writing out the course in full.

e. Once the supervisor has made his suggestions for corrections and corrections are made, the student can submit lessons two to eight.

PROCESS FOR REVIEW MINTS COURSE

1. The student expresses interest in writing a MINTS course.2. By e-mail, the MINTS professor recommends the student to the MINTS

Academic Dean who in turn recognizes the MINTS professor who will supervise.3. The student receives a written e-mail response to write a MINTS course.4. The course title and outline is approved by the local professor or mentor.5. The writing is submitted in progressive steps to the supervising professor. It will

include all that is mentioned in Structure of a MINTS course.5.1. First draft: title page, index, lesson one, lesson one questions and answers

and bibliography. This will be corrected and re-submitted.5.2. Second draft. Includes corrected first draft and continues with lessons two

through eight.5.3. Final draft includes all the MINTS course categories.

6. The supervising professor reads the course and gives written recommendations to the students and handles corresponds with other readers.

7. For the doctoral courses, the revised manuscript is submitted by the supervising professor to a reading committee consisting of two other MINTS professors.

8. The reading committee will give recommendations to the supervising professor, who in turn instructs the student writer to make corrections.

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9. Upon approval the final copy will be presented to the supervising professor for his final approval.

10. The final copy will be posted on the www.mints.edu site and or mintsespanol.com11. Students using the course will be able to consult with the student writer or with

MINTS professors. MINTS is free to make arrangements for other student groups to use the course.

12. The course does not have author or institutional copy rights, but the author or institution can withdraw the course from the MINTS web sites for any reason.

13. Readers and users of the MINTS web courses may not change the content of the course without permission from the author and MINTS authorities.

14. Upon completion of writing a course the writer needs to consider writing other courses and/or motivate other student to write courses.

MINTS TEXT BOOKS

The MINTS International Seminary program continues to grow throughout the world. We are currently speaking, writing and working in several languages (Dutch, English, Farsi (Iran), French, Haitian Creole, Hungarian, Indian languages, Mandarin, Portuguese, Quechwa, Romanian, Russian, Spanish, Turkish, Ukraine). We are in the process of not only translating materials but also training writers in their language groups to write courses. So what is our plan in order to write and use theological textbooks?

Level One. MINTS E-text Books

1. We are developing a series of MINTS courses in the form of e-books, that is, they can be used for MINTS purposes of teaching, translating and copying free of charge from our web page. We are gradually putting them on our www.mints.edu and mintsespanol.com in their language groups and according to their authorship.

2. The courses need to be written according to the MINTS format as described in HOW TO WRITE A MINTS COURSE.

3. All of the courses need to be approved by the Vice-President of Academic Affairs of MINTS.

4. The submission of a theological course for MINTS usage implies that MINTS has free access to the book and can place it on its public web page. If an author wishes to restrict access to the book, it is better to work at level two or three.

5. MINTS approved courses are placed on the MINTS web page, used in the MINTS on-line program, are used in MINTS study centers, can be copied, without asking for permission.

6. MINTS is responsible for the MINTS book’s content. Local study centers may reprint the books as is without asking for permission. MINTS Miami does not finance printing. When changes are made, the original author needs to be consulted and MINTS be informed.

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Level Two. Partnership Materials

1. Several educational ministries are partnering with MINTS. Basically, these ministries have their own materials and MINTS developed HOW TO WRITE A MINTS COURSE so that their books can be used as study books and readers within the paradigm of MINTS.

2. The Hispanic Committee of the Reformed Church in America (RCA) has since the inception of MINTS been a very active partner, supplying teachers and graduates. Brigido Cabrera has written several books and continues to enroll students throughout North America and the Caribbean.

3. APOYO ministry has partnered with MINTS in South America. Larry Buckman is spearheading the Portuguese ministry in Brazil.

4. The World Reformed Fellowship’s Latin American chapter, la Confraternidad de Iglesias Reformadas, under the direction of Bill Green, works side by side with MINTS in responding to the spiritual and theological needs of many new churches through Latin America.

5. We are using the materials developed by Third Millennium.6. Several books of REAL ministries, Roger Smalling’s, our first D.Min. graduate,

are used as books and some are on the internet.7. Covenant Theological Seminary has supplied teachers for MINTS study centers

in Miami and Mexico. They also have made their course notes available on their web page.

8. The Southeast Presbyterian Seminary in Villahermosa, México has developed extension programs using the MINTS method and materials.

9. Mission to the World (MTW) missionaries have promoted MINTS and have participated in teaching courses. We look forward to writing of materials in the areas of their specialties.

10. The courses of the Institute of Theological Studies (ITS) are used for English speaking master level students.

11. All of the changes to HOW TO WRITE A MINTS COURSE are approved by the MINTS Academic Dean, the Vice-President of Academic Affairs and the representatives on the MINTS Academic Executive Committee and will be posted on the MINTS web site.

12. MINTS is not responsible for the partner’s book content, its sale or production.

Level Three. Co-validation of Studies of other Institutions

1. There are many excellent teaching ministries that MINTS does not directly partner with. MINTS accepts the studies of other schools by way of co-validation. See our co-validation document.

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LIST OF CHECKMARKS FOR WRITING A MINTS COURSE

TITLE PAGEo Title and codeo MINTS Logoo Authoro Institution(s)o Addresso Telephoneo E-mailo All titles are centered

INDEXo Titleo Prefaceo Instructions for students to studyo Introductiono Sub-titleso Conclusiono Bibliographyo Appendixo Teacher’s Manual

Remember the following about titles:1. The classification of titles have to be consistent in spacingI.

A.1.

a.or1.1.1.2.2.1.2.2.2. The same size of titles and style are used in index and manuscript3. Superior titles have superior letters4. The inferior title begins under the first letter of the superior title5. There is no need to use extra ink and make bold titles

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6. Justify both margins

STUDENT INSTRUCTION PAGEo Purpose of the courseo Brief review statement of content of courseo Materials to be used in courseo Course objectiveso Course methodo Course resourceso Course’s student evaluationo Benefits of the courseo Final observations

EACH OF THE 8 LESSONS o Titleo Introduction (brief presentation of lesson content)o Sub-titles (the same as in the index)o References to other authorso Footnotes (Author, Title, page(s))o Consistent spacing between titles and paragraphso Consistent spacing between paragraphso All paragraphs have same letter size and margin

justificationso Conclusion (a review of conclusions of the lesson)o Ten questions (the answers go in the Teacher Manual)o If there are exercises, brief explanation

BIBLIOGRAPHYo Books. Author. Title. City: Publisher, date.o Articles. Author. Title. Magazine. Volume. Date. Page.o E-mail. Author. Title. Web page.

TEACHER’S MANUALo Answers to the questionso Instructions and helps for the teacher

Attention!1. PLAGIARISM is the cancer of academic works. Plagiarism does not

recognize the ideas, data, dates, quotes and other information from other authors.

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2. USE THE APPENDIX. In order to avoid plagiarism, copy the works of other authors into the appendix of your course. Identify the author, title, city, publisher, date.

CONCLUSION

A simple international format is used for all of the MINTS students.

ACTIVITIES FOR LESSON FIVE1. Develop lessons two and three

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LESSON 6

STUDENT, INSTRUCTOR AND COURSE EVALUATIONS

INTRODUCTION

There are several evaluations conducted to analyze and reflect on the effectiveness of a MINTS course. In addition to the academic evaluation of the students, there are evaluations of the course by students, an androgogical evaluation, a self-evaluation and the coordinator’s report.

The evaluation forms are given to the teachers so that they can learn from the student and their own feedback.

The academic evaluation of the student is organized according to the purpose, objectives and requirements of the course. The student is graded in the areas of participation, comprehension, analysis, skill application and cognitive recall. The grades are recorded in the Class Record.

COURSE EVALUATION BY THE STUDENTS

Each student is required to complete a “Course Evaluation by the Students” at the end of the course. This evaluation is important for the instructor to objectively know how the students responded to the course. The Instructor at the end of the last class submits evaluations to the students. The student does not sign his/her name so as to maintain confidentiality. The student evaluation must not positively or negatively affect the grade of the student. Student evaluations are collected and read by the instructor and study center coordinator and digitally recorded. A negative response to the instructor and/or course by the students may require a follow-up conversation between the supervising professor, the student and the study center coordinator.

THE ANDROGOGICAL EVALUATION OF THE INSTRUCTOR

The “Androgogical Evaluation of the Instructor” uses the Seven Laws of the Instructor as developed by Howard Hendricks. The principles developed by Hendricks are not only demonstrated in his own teachings and writings but they are applicable to the students and instructors alike. This evaluation is for the benefit of the instructor.

SELF-EVALUATION FOR THE ADMINISTRATION OF A CLASS

The “Self-Evaluation for the Administration of a Class” is filled out by the instructor of the course. The self-evaluation serves as a checklist of options and responsibilities. A review of the list of responsibilities is to be conducted both at the beginning, during and at the end of the class.

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COORDINATOR’S REPORT

The professor for the class will register and review the three aforementioned evaluations. All will be shared with the study center coordinator and kept on file. If need be, these files can be requested and sent to the Academic Dean. The coordinator will send in digital form the Class Record and student information to the Academic Dean when the request for graduations is made.

CLASS RECORD

Each professor has the liberty to assign percentiles to the five areas of evaluation. The percentiles provided in the chart are suggestions.

Name of studentAcademic level: certificate, bachelor, master, doctoralAttendance: generally, one point for each class hourLesson’s homework: marks given for homework completed before classReadings: 300 pages minimum at BA level, with three page written report and a class report. 600 pages minimum at MA level with five page report and a class report.Special project: related to ministry skill being developedFinal exam: review of the main concepts presented in the course.Final grade

NameOfStudent

Level Atten-dance(15%)

LessonHomeWork(25%)

Read-ings(25%)

SpecialProject(25%)

FinalExam(10%)

FinalGrade(100%)

STUDENT DIGITAL FILE

A singular digital file will be made for each student:1. MINTS Admission form2. Letter of Acceptance and Co-validation of Credits3. Pastoral Reference4. Educational Reference5. Personal faith testimony6. Academic documentation7. National Identification8. Local transcript of MINTS courses9. Class records of courses10. Letters of correspondence

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COURSE EVALUATION BY THE STUDENTS

Name of the course_______________________ Course time/schedule __________________Name of the Instructor being evaluated _____________________________________Place where the course was given _______________________

Please evaluate according to the following criteria.

2. Was the Instructor prepared to teach the course? not good Comments: regular

_________________________________________________ good

_________________________________________________ excellent

_________________________________________________3. The course requirements were explained:

not good Comments: regular

_________________________________________________ good

_________________________________________________ excellent

_________________________________________________4. How important is this course for your service to the Lord?

not good Comments: regular

_________________________________________________ good

_________________________________________________ excellent

_________________________________________________5. The Instructor’s efforts to listen to your questions and seek to answer them were:

not good Comments: regular

________________________________________________ good

________________________________________________ excellent

________________________________________________6. The availability of course materials was:

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not good Comments: regular

________________________________________________ good

________________________________________________ excellent

________________________________________________7. To what extent was this course taught from a Biblical and Christian perspective?

not good Comments: regular

________________________________________________ good

________________________________________________ excellent

________________________________________________8. Was the course material relevant for your life’s context?

no Comments: in some ways

________________________________________________ in many ways

________________________________________________ very much so

________________________________________________9. What were the class room conditions like?

not good Comments: regular

________________________________________________ good

________________________________________________ excellent

________________________________________________10. The costs for the course are:

not good Comments: regular

________________________________________________ good

________________________________________________ excellent

________________________________________________11. Is this course worth teaching to others?

no Comments: maybe

________________________________________________ yes

________________________________________________

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definitely so ________________________________________________

ANDROGOGICAL EVALUATION OF THE INSTRUCTOR

Name of the Instructor______________________________________________________Course ________________________Place __________________Date ______________

1. Were you able to observe that the Instructor, as well as the students, were learning?I do not know ٱ No ٱ Yes ٱ

2. In your opinion, what did the Instructor learn during the course?

3. Did the Instructor come to the class well prepared to teach this course? In what ways was he/she prepared or not prepared?

4. Did the Instructor adjust his/her teaching method to the learning style of the students?

I do not know ٱ No ٱ Yes ٱ

5. Make a list of five things you have learned during this course 1. 2. 3. 4. 5.

6. Is the Instructor knowledgeable in the subject matter he/she is teaching about?I do not know ٱ No ٱ Yes ٱ

7. In what way has this course caused you to become more involved in the

service of Christ?

8. Did the Instructor establish good communication with the students?I do not know ٱ No ٱ Yes ٱ

9. Identify these points of communication:

10. Has the Instructor shown that his/her teaching is not only “head knowledge” but that it has reached his/her heart?

I do not know ٱ No ٱ Yes ٱ

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11 How has the Instructor shown that his/her teachings come from the heart?

12. Were the teachings motivational?I do not know ٱ No ٱ Yes ٱ

13. What were you motivated to do as a result of taking this course?

14. Were both the Instructors and students prepared to take this course?I do not know ٱ No ٱ Yes ٱ

15. How much time in class were spent in this course? _______hrs.

16. How much time did it take you to do the homework? _______hrs. (not counting special project or extra readings)

17 How much time did you spend completing the extra readings? ____hrs. How many pages did you read? _______

18. How much time did it take to do the special project? _____hrs.

19. At what educational level did you take the course?Master ٱ Bachelor ٱ Certificate ٱ

20. What tuition did you pay for the course? ______ How much did books and materials cost? _____

21. Would you recommend this course to another student?I do not know ٱ No ٱ Yes ٱ

22. Were you prepared to teach this course to others?I do not know ٱ No ٱ Yes ٱ

23. Mention five ways in which you were prepared in this course to teach others. 1. 2. 3. 4. 5.

24. What suggestions would you make to improve this course? ________________________________________________________________________

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25. If you were to teach this course, where and when would you do so?

________________________________________________________________________

Thank you.

SELF-EVALUATION FOR THE ADMINISTRATION OF A COURSE

NAME ______________________ DATE _______________ COURSE _________________________________________

Give yourself 2 points for completion, one point for partial completion, 0 points for incompletion.

1. PREPARATION FOR THE COURSE1.1. Advertisement to promote course enrollment1.2. Organization of the class room1.3. Personal communication with the students ahead of time1.4. Course requirements and the course materials always on hand1.5. Prepared a class activity schedule for each hour of class.

2. CLASS PRESENTATION2.1. Student workbook was made available2.2. Good sound system2.3. Ample time given to complete the assignments2.4. Appropriately dressed for class room2.5. Spoke the language of the students in a comprehensible way. 3. COURSE CONTENT3.1. The purpose of the course is clearly stated3.2. The course’s development is logical and doable.3.3. The course has helpful theological content3.4. The course is educationally challenging3.5. The course is applicable to our church and community.

4. COURSE REFERENCES4.1. The course gives plenty of bibliography references. 4.2. The course makes good use of the Bible4.3. The course is enriched with good quotes

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4.4. The course used internet-web page references and tools.4.5. The course is properly documented as far as quotes and bibliography.

5. RELEVANCY5.1. The course deals with real life challenges5.2. The course is applicable to ministry situations.5.3. The course is useful for the student to teach others.5.4. The course is given in a place and at a time that is accessible to the student5.5. The course motivates the Instructor to continue to learn and teach.

CONCLUDING OBSERVATIONS AND SUGGESTIONS ABOUT THIS REVIEW.

CONCLUSION

After the evaluations are completed, the instructor reviews the data, the study center coordinator will have in his possession digital copies of:

1. Class Record2. Three evaluations (student, pedagogical, administrative)3. Student’s digital file with admission form, acceptance and co-validation letter,

pastoral reference, educational reference, personal testimony, academic documents, national identification and correspondence.

ACTIVITIES FOR LESSON SIX

Continue to work on your special writing project.1. This week you develop lessons four and five.2. Review the evaluation forms and for each one, write a summary as to their

strengths and weaknesses.

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LESSON 7

THE TEACHER’S MANUAL

INTRODUCTION

The Teacher’s Manual contains information that is helpful for the instructor teach the class.

ANSWERS TO THE QUESTIONS

The writer will also give the answers to the questions.1. The teacher can separate the questions from the answers, if he so wished. The

answers are given on the web site, so that would have to be dealt with.2. The teacher can allow the students to consult with the answers. The idea is that

the student writes his own answer, then with a colored pen make the corrections based on the answers and then come to class and discuss the variety of answers. The idea is to create an informed dialogue.

GROUP STUDY TRACT

Professors can change the hour allotment according to their own objectives. The following tract is completed by means of an 8 hour orientation and 8 hours of follow up classes.

A. ORIENTATION SESSION

The 8 hours will be divided into 8 sections. Each section is 50 minutes with a 10-minute break. The break minutes can be accumulated over a certain time period.

1. Opening session (ice-breaker for the students and instructor)1.1. Welcome and open with prayer (5 min)1.2. Student attendance (5min)1.3. Students introduce themselves (10 min)1.4. The instructor introduces him/herself (5 min)1.5. Instructor presents a devotional related to the purpose of the course (10

min)1.6. Students reflect on a “moment” in which they deal with the subject matter

at hand (15 min)2. Second session (the course is introduced)

2.1. Review of the course introduction, explanation of requirements (25 min)2.2. Review of the available bibliography (25-min.)

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3. Third session (instructors develop course theme related to lessons 1-3)3.1. 40 minute presentation of instructor’s theme.3.2. 10 minutes of student questions.

4. Fourth session (instructor develops course theme related to lessons 4-6)4.1. 40 minute presentation of instructor’s theme4.2. 10 minutes of student questions.

5. Fifth session (instructor develops course theme related to lessons 7-8)5.1. 40 minute presentation of instructor’s theme5.2. 10 minutes of student questions

6. Sixth session (introduce the special projects)6.1. Work in groups. (50 min) even though the final product is individual. The

instructor reviews ongoing work.7. Seventh session (introduce the special readings)

7.1. Orientate the students to the special readings (35 minutes)7.2. Organize how the student will give oral reports of their readings during

follow-up classes (15 minutes).8. Eighth session (follow-up planning for the 4 classes).

8.1. Plan when the classes will meet. Choose time and place (15 min)8.2. Plan how all students will have proper materials (15 min)8.3. Go over the plan for classes and make sure the students come to the class

prepared with the homework done for the first class (15-min). Some will do oral reports; all need to do their homework for Lessons 1-2.

B. PLANNING THE FOUR CLASSES

Class Number 1 (2 hours)1. Welcome and open with prayer (5 min).2. Take attendance. One point for every class hour attended. If missed or late, lose

one point (5 min.).3. Check homework for Lessons 1-2. Two points for completed Lessons. Lose one

point for late work (10 min).4. Discuss the questions and answers for Lessons 1-2 (30 minutes)5. Listen to the oral reports of extra readings of 33% of the class. 5 minutes each (30

min)6. Work on special project in groups (30 min.) and facilitator gives suggestions.7. Prepare for next class: remind what lessons to be done and who has oral reports (5

min)8. Close with prayer (5 min.)

Class Number 2 (2 hours)1. Welcome and open with prayer (5 min).2. Take attendance. (5 min).3. Check homework for Lessons 3-4. Two points for lessons complete. Lose one point

for late work (10 min).4. Discuss the questions and answers for Lessons 3-4 (30 min.)

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5. Listen to the oral reports of extra readings of 33% of the class. 5 minutes each (30-min.)

6. Work on special project in groups (30 min.)7. Prepare for next class: remind what lessons to be done and who will present oral

reports (5 min)8. Close with prayer (5 min.)

Class Number 3 (2 hours)1. Welcome and open with prayer (5 min).2. Take attendance. One point for every class hour attended. If missed, a one-page report

of missed hour to be submitted next class (5 min).3. Check homework for Lessons 5-6. Two points for completed lessons. Lose one point

for late work (10 min).4. Discuss the questions and answers for Lessons 5-6 (30 min)5. Listen to the oral reports of extra readings of 33% of the class. 5 minutes each (30

minutes)6. Review for the final exam (30 minutes)7. Prepare for next class: remind what lessons to be done and who will present oral

reports (5 min)8. Close with prayer (5 minutes)

Class Number 4 (2 hours)1. Welcome and open with prayer (5 min).2. Take attendance. One point for every class hour attended. If missed, a one-page report

of missed hour to be submitted next class (5 min).3. Check homework for Lessons 7-8. Two points for completed lessons. Lose one point

for late work (10 min).4. Discuss the questions and answers for Lessons 7-8 (30 min)5. Final exam (one hour)6. Close with prayer (5 minutes)

INDIVIDUAL STUDY TRACT

There are significant differences between studying in a group system and studying individually. Group studies facilitate greater learning as each class has an instructor or facilitator, and students share resources and learn from each other. MINTS is not a correspondence education program and so individual courses are only done as an exception and with the permission of the Academic Dean of MINTS.

Since the correspondence student is missing out on 15 hours of class, this is to be made up by reading 150 extra pages and writing an extra 5 page report on those readings. The student will send this report to the supervising professor, as follows:

Evaluation of the correspondence course:

1. Keep record of correspondence between student and mentor. Identification of 150 extra pages read and 5 page report (15%).

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2. Student homework: Two points may be given (25%) each homework assignment for the 8 lessons. If all homework assignments are completed one receives an extra point at the end.

3. Student readings: Bachelor level students will read 300 extra pages and write a 3-page book report. Master level students will read 600 pages and write a 5-page book report. Doctoral level students will read 5000 pages and present an annotated bibliography (25%).

4. Student special project: The student will begin to write their own course in theology (25%). The title page, table of contents, annotated bibliography, 8 lessons for the student manual, as well as instructions for the Instructors, will be sent to MINTS.

5. Student exam: The student will demonstrate his/her understanding of the main concepts and content of the course materials (10%).

RESOURCES

Course materials: The student can download the How to write a MINTS course (www.mints.edu). In addition to the MINTS web page, the student will review the writing of Dr. Roger Smalling (www.smallings.com). The Joseph Gibaldi, MLA Handbook for Writers of Research Papers (New York: The Modern Language Association of America, 1999) is used for grammatical and structural style. It is also recommended that students acquire the MINTS Mission Plan handbook.

MASTER STUDENTS

For the master students. 1. You are a facilitator. Master students will take an active role as facilitators in the

course. The facilitator leads the class in the absence of the supervising professor. If the supervising professor gives the 8 hours of orientation, the facilitator leads the final four classes.

2. You are a record keeper. Throughout the whole course, the facilitator maintains the attendance list, checks lesson home works, keeps a record of oral presentations, encourages students in their special assignments, receives the reports, administrates the exam, gives out the student and pedagogical evaluation form and fills out the administrative evaluation form.

3. You are also evaluated. The master student will be evaluated according to the evaluation forms filled out by the students, the self-evaluation and by the supervising professor.

4. You are a student. If the master level student has not taken the course before, he has to fulfill all the requirements of the course plus read an extra 200 pages and write two extra pages of report.

ACTIVITIES FOR LESSON SEVEN

Continue to work on Lessons 6 and 7.

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LESSON EIGHT

FINAL MOTIVATION FOR MINTS COURSE WRITING

INTRODUCTION

You have come to the end of the course that will help you be a course writer. You will join the hundreds of writers who have written from 2002-2017 and have produced more than 500 courses. You are part of a movement that MINTS staff have sought to keep together and steer in the right direction. What is our motivation?

THEOLOGICAL MOTIVATION

MINTS course writing is captivated by the Sola Scriptura principles reasserted in the 16th century. MINTS seeks to subject all of its courses to the special revelation of God’s Word in the Bible. This has led to the development of Project 66, where the master level students write a Bible commentary for their thesis. If a MINTS student cannot write a course on a book of the Bible, how is s/he going to write a course from a biblical perspective on other subject matters? One has to learn to interpret the Bible with the Bible before moving on to non-biblical subjects. Faith comes by hearing, by reading, by studying the Word of God (Rom. 10 17). If the student choses to write a commentary on a book of Bible not only can his faith grow but that applies also to those who study the course. MINTS seeks to glorify God in all of its teaching, educational and academic efforts. For that reason we strongly urge our students to directly study the Word of God. God is glorified when His Word is received, believed and obeyed.

EPISTEMOLOGICAL MOTIVATION

Epistemology is the doctrine of knowledge. Where does knowledge come from? Does knowledge come from intuition, intellect, volition, reason, evolution, experience and other human sources? All these human faculties will engage with knowledge but the author believes that the Bible teaches that knowledge is revealed. There is both general revelation for all men and God’s special revelation for His people.12 The MINTS teachers and students focus in on the study of God’s special revelation of the Bible and reflected in Christian doctrine and ministry.

SPIRITUAL MOTIVATION

12 Cornelius Hegeman, Practical Hermeneutics.

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It is amazing to see a student grow in Bible knowledge as well as in confidence to interpret the Bible. Lesson Eight is usually more biblical than Lesson One. The best exercise for the Christian student is to interpret the Bible. The Bible is the only sword of the Spirit and the Holy Spirit uses the Word of God to form us into the image of Jesus Christ and helps us to obey His Great Commission. The Christian church must have the translation, distribution, preaching, teaching and ministry of God’s Word as the center of its worship, ministry and mission. Christian leaders need to be trained to faithfully interpret the Word of God. Writing a commentary on a book of the Bible, or developing a course in an area of systematic theology, should contribute towards faithfully interpreting and applying the Word of God.

EDUCATIONAL MOTIVATION

The best text book, beside the Bible, should be a text written by the professor. The preparation of the text book by the teacher means that he has invested the maximum amount of research needed to prepare for teaching the course. The MINTS courses seek to incorporate sound educational and androgogical instruments as reflected in the learning activities and evaluations associated with the course.

ACADEMIC MOTIVATION

Besides having written his own course text book, the text has been approved by peers with superior degrees. The professor’s preparation has been overseen and evaluated by other teachers skilled in the subject matter. The courses that are written are part of a larger system of courses that are studied by students wishing to complete academic degrees. In order to earn academic credit, the courses contain learning activities that measure class participation, homework assignments, readings, research, essay writings and recall of important information. The grades for the learning activities and final grades are recorded in a class record, archived by the study center coordinator and presented to the Academic Dean of MINTS for graduation purposes. MINISTRY MOTIVATION

When a servant of the Lord is well prepared in a subject matter he is also in a position to teach others to do likewise. The writing of a course helps the teacher to teach others to teach. MINTS is interested in teaching students who are involved in Christian ministry. The writing and teaching of courses are directed to teaching other Christian leaders and church members to apply the Word of God in their ministries and services.

MISSION MOTIVATION

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The course will be put on the MINTS web page. Students throughout the world will have access to the course. Without the writer knowing it, others will have access to his research and teaching efforts.

MINTS RESOURCES

MINTS students have access to the MINTS Academic Catalogue. This catalogue is updated at the annual Academic Deans meeting.

The writer is urged to study the course called Practical Hermeneutics.13 In that course the author shares a nine fold hermeneutic and its corresponding Bible methods for studying the Bible. The Africans have presented two versions of a MINTS writing manual, which has been approved by the Academic Deans and will be helpful in developing contextualized MINTS courses. Cornelius Hegeman has written the MINTS Mission Plan. This includes lessons where the philosophy of course writing is examined in more detail. The Academic Deans of MINTS have accepted the Complete English Coordinator Manual that includes the administrative and academic documents that the MINTS study center coordinator will need.

YOUR LOCAL RESOURCES

As a Christian writer you are surrounded with many resources. If you are writing a commentary on a book of the Bible you have:

1. Several Bible versions2. Study Bibles3. Commentaries (check out your internet courses, including E-Sword)4. See if other MINTS students have written in the area of your interested. Follow

up on their bibliography.5. Libraries. Your pastor, perhaps the church and other friends should have

commentaries. Universities have a lot of books but are not always endowed with good commentaries.

6. MINTS can point you to internet resources for the study of the Bible, theology, ministry, church history, missions and humanities.

The writer needs to use resources that are available to the students who will by studying the course. There is no need to use commentaries and books that are not available to the student of the course. We live in a time that where there is electricity, there is internet. MINTS specializes in using in the internet resources.

CONCLUSION

13 Cornelius Hegeman, Practical Hermeneutics. (2006.

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The proof of the value of this course will be seen in the completion of writing a MINTS course which will be theological correct, faithful to the revelation of the Word of God, and applicable to Christian spiritual growth, ministry and missions. The course will reflect high academic, educational and androgogical standards. The writer will make full use of local resources, which are also available to those who wish the study the course.

ACTIVITIES FOR LESSON EIGHT

Finish Lesson Eight on your writing project

CONCLUSION FOR THE COURSE

In closing, as a writer of theological courses, you stand in the shadow of the greatest writers of all time, the inspired writers of Scripture. Even though their inspiration was unique and special to their time and purpose, their writings serve as our guide. Our writings must never contradict the teachings of the Bible, the Word of God. Rather, as the Bible is God’s light, may our teachings be a bright reflection of God’s glory for all areas of life. Listen to the ancient wise men:

Not only was the Instructor wise, but also he imparted knowledge to the people. He pondered and searched out and set in order many proverbs. The Instructor searched to find just the right words, and what he wrote was upright and true. The words of the wise are like goads, their collected sayings like firmly embedded nails-given by one Shepherd. Be warned, my son, of anything in addition to them. Of making many books there is no end, and much study wearies the body. Now all has been heard; here is the conclusion of the matter: Fear God and keep his commandments, for God will bring every deed into judgment, including every hidden thing, whether it is good or evil.(Ecclesiastes 12:9-14)

Many have undertaken to draw up an account of the things that have been fulfilled among us, just as they were handed down to us by those who from the first were eyewitnesses and servants of the word. Therefore, since I myself have carefully investigated everything from the beginning, it seemed good also to me to write an orderly account for you, most excellent Theophilus, so that you may know the certainty of the things you have been taught. (Luke 1:1-4).

Jesus did many other things as well. If every one of them were written down, I suppose that even the whole world would not have room for the books that would be written. (John 21:25)

You then, my son, be strong in the grace that is in Christ Jesus. And the things you have heard me say in the presence of many witnesses entrust to reliable men who will also be qualified to teach others. (II Tim. 2:2).

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BIBLIOGRAPHY

AABC. Accrediting Association of Bible Colleges. Manual. 1998-99. Orlando.The constitution and by laws of AABC.

ATS On Line. www.ats.eduThe constitution and links for the Association of Theological Schools in Canada and the United States (ATS) which is the largest accreditation agency in North America.

Perry G. Downs. Teaching for Spiritual Growth. Grand Rapids; Zondervans, 1994.Downs teaches at Trinity Evangelical Divinity School in Deerfield, Illinois. The author offers a well balanced treat of the role of theology, educational psychology and spiritual growth and nurture.

Joseph Gibaldi. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association of America, 1999.A standard university handbook for academic standards for writing.

Thomas H. Groome, Christian Religious Education. San Fransico: Harper and Row, 1980.A recommended reader for educators with conceptual interests. The author, writing from his Roman Catholic experience, offers a unique and personalized contribution to the philosophy of Christian education.

A. Dean Hauenstein. A Conceptual Framework for Educational Objectives. A Holistic Approach to Traditional Taxonomies. Lanham, Maryland: University Press of America, Inc., 1998.A very readable presentation on developing educational objectives. Dean is the father of Greg Hauenstein, president of MINTS.

Johan Hegeman. “Is E-Learning Compatible with Moral Formation in Christian Higher Education?” Ede: Christelijke Hogeschool, 2004.Johan Hegeman, distance education investigator and professor at the Christian university of Professional Education in Ede, the Netherlands, examines a variety of philosophical paradigms concerning moral education and its implications for internet learning. Hegeman presents a Reformed epistemology that is applicable to virtual learning.

Cornelius (Neal) Hegeman (ed.). Filosofía de la Educación Cristiana. Santo Domingo: Nacional Evangelical University, 1993. The contributors for this reader are professors at the Universidad Evangelica Dominicana in the Dominican Republic.

Cornelius (Neal) Hegeman. Church Ministry among Marginal Peoples. Philadelphia: Westminster Theological Seminary, D.Min. thesis, 1985.A theological, historical and missiological thesis on the non-formal educational program of the Christian Reformed Church in the Dominican Republic working with Haitian immigrants in the Dominican Republic.

Cornelius Hegeman. “L’Engle’s New Age Pluralism and Old Time Chrisitanity.” Declaring and Defending Truth in a Pluralistic Age. Guelph: Ligonier Ministries of Canada, 1997.

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An article demonstrating the New Age tenets of Madeleine L’Engle, a popular children story writer.

Cornelius (Neal) Hegeman. Apologetics. Miami: www.mints.edu, 2004.A MINTS course. An introduction to the study of apologetics, written in both English and Spanish. The first part is on the internet while other materials are given out by the professor.

Cornelius (Neal) Hegeman. Hermeneutica. Principios de Interpretación Bíblica. Miami: www.mints.edu., 2004.

A MINTS course. General introduction to basic principles of interpretation, including Bible interpretation. The second part of the course is an exercise in exegesis.

Cornelius (Neal) Hegeman. In letter to the editor. Mission Frontiers. (September-October, 2004), p. 6.An article about the high cost for ministerial training.

Cornelius Hegeman (ed.) MINTS Mission Plan. Philosophy and Principles for Global Theological Education. Miami: MINTS, 2004The ongoing working document that describes and explores the philosophy of Christian education for MINTS.

Howard Henricks. Teaching to Change Lives. Portland: Multnomah Press, 1987.The author gives a clear explanations for his basic principles for teaching. The seven laws of the Instructor are applicable for teaching at all age levels and academic levels.

Alfonso Lockward. “Algunos Comentarios sobre la actividad educativa.” Colección de ensayos sobre la filosofía educativa cristiana dominicana. Santo Domingo: UNEV, 1993.An insightful reflection by one of the finest Dominican educator on the role of Christian education in society.

Mario Llerena. Un Manual de Estilo. Miami: UNILIT, 1999. A standard handbook for understanding the classical writing style for Spanish

writersRené Padilla. Nuevas Alternativas de Educación Teológica. Grand Rapids: W. B. Eerdmans, 1986.

Hispanic leaders associated with the Latinamerican Theological Faternity (FTL: Fraternidad Teológica Latinamericana) give historical, missiological and educational reflections on a variety of educational delivery systems. A summary statement by the education commission of the FTL concludes the presentation.

Lawrence Richards. A Theology of Christian Education. Grand Rapids: Zondervans, 1975.A recommended reader for understanding the 1960’s and 1970’s evangelical approach to Christian education.

Lawrence, Richards. Christian Education: Learning to be like Jesus Christ. Grand Rapids: Zondervan, 1988.

A recommended reading.Ralph Winter. Theological Education by Extension. Pasadena: William Carey Library, 1970.

One of the early readers for TEE. An excellent collection of writings on TEE.Bruce Wilkinson. The 7 Laws of the Learner. Sisters: Multnomah Publishers., 1992.

An excellent resource for understanding how students learn. It is a companion reader to Howard Hendricks, Teaching to Change Lives.

Bruce Wilkinson. Almost Every Answer for Practically Any Instructor. Portalnd: Mulnomah Press, 1992.Wilkinson, founder and Instructor of Walking Through the Bible, addresses a series of theoretical and practical questions a Christian Instructor may have.

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Web sites. www.mints.edu mintsespanol.com

TEACHER’S MANUAL

ANSWERS TO THE QUESTIONS FROM LESSONS 1-8

LESSON 1: WARNING! YOU ARE BEING RECRUITED

1. How is MINTS seeking to make primary study materials available to all students?MINTS uses the Internet for communication and transportation of materials; costs for materials are reduced and MINTS seeks to prepare its own text books.

2. Go to mintsespanol.com and review the courses. Give you general impressions on how this web page is set up.(Your own observations)

3. Go to www.mints.edu and review one of the MINTS courses written in English. What are your initial observations on its effectiveness and need for improvements?(Your own observations)

4. Look up one of our students’ web page, www.smallings.com. Read one of the student manuals and one of the Instructors manuals and provide your feedback.(Your own observations)

5. How does MINTS propose to combine the traditional library model with the cyberspace libraries?MINTS would like to use both resources. However, the residential library is not available to all MINTS students. MINTS has identified reading resources on a variety of web sites.

6. What are some of the helpful Internet links that you have found for reading about theological themes? Share your findings with the class.

7. Review the list of courses written by the D.Min. grads. What is their primary interest? (Own answer)

8. Review the list of courses written by the Ph.D in Theological Studies graduates. What is their primary interest?

(Own answer)9. What are some advantages of written your own course?

(Own answer, no advantages is not acceptable. Explain your answer)10. What questions do you have about writing a course? (Own answers, no questions is not acceptable)

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LESSON 2: WATCH OUT FOR LIVING THEOLOGICAL COURSE WRITERS

In one brief sentence, define what the author means by:1. Academics. Evaluated learning that is accountable to a predetermined

educational standard.2. MINTS degrees. Associate Bachelor of Theological Studies, Bachelor of

Theological Study, Master of Theological Study, Doctor of Ministry and Ph.D. of Theological Study.

3. Christian ministry. Christian refers to a person who has a relationship of faith with Jesus Christ, the Son of God. Ministry refers to service (diaconia) to God by which the kingdom of God is represented on earth.

4. Continuing education. The ongoing discipline of studying.5. Distance education. Education that is established in the context of the student.6. Mentoring. Giving of spiritual and educational leadership to another..7. Multi-ethnic education. Learning activities among a variety of cultures and

people groups.8. Multi-lingual education. Learning activities in a variety of languages.9. Multi-economic education. Learning activities that are accessible to people from

all social classes.10. Global theological education. The training of Christian leaders and members

throughout the world.

LESSON 3: WANTED: GLOBAL THEOLOGICAL EDUCATION COURSES

Answer the following questions:1. What are the 5 areas of education in the MINTS educational program?

Bible Study, Systematic Theology, Ministerial Studies, Missions and History and Humanities.

2. What are the five levels of learning activities that are measured during a MINTS course?Participation through attendance, comprehension through class homework, analysis through readings, development of ministry skills through special projects and cognitive recall through exams.

3. According to the author, what courses specialize in studying the knowledge of God?

Theology proper, Christology, Pneumatology.4. According to Charts, what courses study the Bible?

Hebrew, Greek, Introduction to Biblical Archeology, Culture and History, Introduction to the Old Testament, Introduction to the New Testament, Bible Books, Exegesis classes

5. Why are humanities important in studying the Bible, theology and ministry skills?Humanities can strengthen theological study by training the writer in reasoning skills (philosophy), writing (English) among other studies, affirming one’s view to historical reality (history).

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6. What is the difference between a Liberal Arts curriculum and a Theological Education curriculum?Liberal Arts is the study of the social, personal and physical sciences. Theological education studies the Bible, systematic theology, ministry, church history and missions. In the MINTS curriculum, humanity courses are recognized as helpful.

7. Why is attendance given 15% of the course?One percentage point for each 50 minutes (1 academic hour)

8. How long does it take you to read 300 pages (about 200 words per page) and write a book report? How many pages do you read per hour?(Own answer)

9. What are the activities associated with writing an essay?Looking for a theme. Finding bibliography. Making the outline. Writing the essay. Typing up the essay on the computer. Have a friend or mentor correct it. Submit it. Do the corrections, if needed.

10. What is the MINTS goal for helping students to write their courses?To teach the course and help students to eventually write their own courses.

LESSON 4: STRUCTURE OF A MINTS COURSE

Work on your special project! 1. With your instructor, choose the topic for your course.2. Develop the table of contents of the course you are going to write3. Make a list of the bibliography that you are going to use.4. Start developing the first lesson3. Bring your title page, table of content, bibliography list and first lesson to next

class.

LESSON 5. THE PROCESS FOR EVALUATION A MINTS COURSE

Develop lessons two and three. Be sure to have the class facilitator or professor review your progress.

LESSON 6: STUDENT, INSTRUCTOR AND COURSE EVALUATION

Review the evaluation forms and for each one write a summary regarding their strengths and weaknesses.

Continue to work on your special writing project. This week you develop lessons four and five.

LESSON 7: THE TEACHER MANUAL

Continue to work on your special writing project. This week you develop lessons six and seven

LESSON 8: CONCLUSION

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Finish lesson eight and hand in special writing project

APPENDIX. EXEGETICAL WORK SHEET14

Text: TITLE:THEOLOGICAL METHODWhat the text say about God: Father, Son and Holy Spirit, as well as idols.CRITICAL METHOD (Examination of original manuscripts and intention of human author)Identification of the author(s) of the text Identification of the original hearers or recipients of the text Identification of the original family of manuscripts that were used.Understanding of how the original family of manuscripts may differ as to the text.What Bible version(s) are you usingWhat translation method is used? (Literal, dynamic equivalent, paraphrase, contextualized)Language of the textLanguage used in the interpretation of the textNow compare what other Bible texts say about the text under studyINDUCTIVE METHOD: [Draw Information from the Biblical text]Explanation of important information in the text-key words and definitions:-grammatical observations: (sentence structure, variant readings)-figures of speech: (comparisons, associations, representations)-does the text explicitly or implicitly say anything about God, about salvation?-translation method used:- are there differences between Bible versions. What are they?-human author. How do we know?-what occasion prompted human author to write?-original audience for reading. Why would they read the text?-geographical context:-cultural, social context:-historical context:-religious context:-in your own words, what does the text say and mean?EXPOSITIONAL METHOD. Identify the main teachings of the text under study in chronological orderWhat does verse 1 sayWhat does verse 2 sayEtc., Upon completion of the interpretation of each verse, what is your conclusion?LITERARY METHOD (interpret each text according to its literary genre, figures of speech and themes)Identify the literary genre of the text (apocalyptical, didactical, prayer, praise, lament, gospel, historical narrative, legal, parable, poetry, prophecy, proverb, song, etc.)15

14 Practical Hermeneutics, appendix.

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Identify any figures of speech in the text (allegory, alliteration, humor, hyperbole, metaphors, oxymoron, parallelism, personification, rhetorical, repetitions, ridicule, sarcasm, simile, superlative, synecdoche and others) Identify the theme of the Bible book as well as the passage in which the text is foundANALYTICAL METHOD. What is the main thesis, antithesis, synthesis and syncretism in the text?What is the biblical truth, the lie, the gospel solution and idolatryDOCTRINAL DEDUCTIVE METHOD Are there creedal, confessional and denominational theological positions related to the text? ¿What does your local church say about the text?EXISTENTIAL METHODThe way we interpret relates to:Human nature (to be)Intellect, rationality, logic, memory (to know)Conscience (ought)Will (to will, volition)Senses, sentiments, emotion (to fee)Relationships, community (to relate)Action (to do)Spirituality, Church (to worship)CONTEXTUALIZED MINISTRY METHODWhat is the personal and social need of the hearer? What problems are presented in the text? Does the text offer a gospel response? How can this text be applied to the needs of others?DEVOTIONAL METHODWhat are the prayers, praise, confession of sin, special requests, thanksgiving, sacrifice, service, and other acts of worship that arise as a response to studying the biblical text?

15 See page 45 for definitions

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AUTHOR’S BIOGRAPHY

Dr. Cornelius (Neal) Hegeman, currently teacher and Vice-President of Academic Affairs with MINTS International Seminary. He is the author of more than 50 courses and e-books (www.mints.edu, mintsespanol.com). He has doctorates from Westminster Theological Seminary (D.Min.), American University of Biblical Studies (Ph. D. in Christian Thought), Universidad Nacional Evangélica (D.Th.) and MINTS (D.Min., Ph.D. in Theological Studies). He resides with his wife, Sandra, in Anniston, Alabama. He is sent out as a missionary from the Trinity United Reformed Church in Cape Coral, Florida.

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