Journal: Bibliotheca Sacra
Volume: BSAC 147:585 (Jan 1990)
Article: Periodical Reviews
Author: Anonymous

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BSac 147:585 (Jan 90) p. 104

Periodical Reviews

“A Goal-Directed Model for Disciple-Making,” Samuel R. Schutz, Covenant Quarterly 47 (1989): 28-37.

In this world of programmed texts and quick-fix methods Samuel Schutz offers a refreshing contribution to the philosophy of discipleship ministry. There is a tendency to reach for a clever method before developing a proper matrix for disciple-building, but Schutz invites believers to consider philosophy before method, to investigate a context into which they inject their content.

The intent of his “goal-directed model” is to help believers live contextually in the church and in the world, contributing as disciples from a combination of four categories of traits and abilities. Learning disciples are diligent students who focus on knowing the Bible. They may tend to emphasize small group community Bible studies in their ministry to the church and to the world. Administrative disciples seek explicit principles that lead to a disciplined Christian lifestyle. Benevolent disciples respond as willing servants to people in need and are quick to become involved in community service projects. Praying disciples emphasize communication with God as the highest good and promote consistent, disciplined prayer for those needing a Christian witness.

The author suggests that a believer’s faith response as a disciple will emphasize either the written Word of God (learning disciple, administrative disciple) or the incarnate Word of God (benevolent disciple, praying disciple). However, the lines are dynamic, not static, and each disciple may find himself ministering through a variety of combinations of the four profiles.

Schutz’s model has several strengths: (1) It develops the foundational dimensions of God’s revelation, the believer’s faith response, and the living context of the disciple’s ministry in the church and in the world. (2) It recognizes natural strengths, spiritual gifts, abilities and tendencies of individual believers, and it encourages directing disciples according to these qualities.

(3) It emphasizes the complementary nature of the categories of

BSac 147:585 (Jan 90) p. 105

disciples without maintaining strictly drawn divisions. (4) It provides a plan for discipleship ministry before jumping into the process of discipleship ministry. However, as the author admits, the model needs to be tested biblically and academically. One must ask if the categories are valid and whether other categories exist. Overall, Schutz’s matrix looks useful and productive as a philosophical discipleship model. It remains for disciple-makers to put it into operation.

James R. Slaughter

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