Introduction to the 4D's

Building Healthy Leaders Part 7 - Process -- Introduction of the 4D's

Estimated read time: 1:20

Summary

In this enlightening session on developing healthy leaders, the focus is on understanding the 4D's of effective leadership: Goal, Process, Design. Beginning from the importance of envisioning a target to achieve healthy leadership, the session emphasizes starting with the goal. A healthy leader is outlined as one who grows in intimacy with Christ, lives in accountability, reflects the character of Christ, and has a clear understanding of one’s purpose. The talk explores dynamic approaches to leadership growth using the biblical example of Jesus and His disciples, relying on spiritual, relational, experiential, and instructional dynamics for comprehensive transformation.

Highlights

Developing leaders starts with envisioning the ultimate goal. 🎯
Jesus’ method of developing leaders provides a perfect model focusing on being rather than just doing. 🕊️
The four dynamics - spiritual, relational, experiential, and instructional - are key to leader transformation. 🔑
Real learning occurs not just through instruction but through diverse relational and life experiences. 🤝
Using a holistic approach sharpens character and enhances leadership abilities. 🌿

Key Takeaways

Start with the end goal in mind to develop effective leaders. 🏆
Healthy leadership encompasses growth in intimacy, community, character, purpose, and skills. 🌟
The process to reach leadership goals should be dynamic and holistic, not just instructional. 🌀
Use relational, spiritual, experiential, and instructional dynamics to foster transformation. 🔄
Every dynamic is a vital teacher; combine them for powerful change in leadership training. 📚

Overview

The session opened with an innovative approach to cultivating leaders by focusing not on traditional left-to-right goal setting but by inverting it—starting with the end goal. The speaker eloquently established that envisioning the target is the first step to effectively aiming for and hitting it. Establishing what a healthy leader looks like is fundamental in structuring a pathway that is comprehensive and accommodating.

The essence of the talk delved into the nature of a healthy leader, supported by what were termed as the 5 C's. This denotes a leader who experiences growth through intimate relationships with Christ, builds supportive communities, embodies Christ-like character, understands their purpose, and possesses the necessary skills and knowledge for their calling. With these principles, a structured yet adaptable pathway to leadership development is ensured.

Central to the teachings was the examination of how Jesus built the next generation of leaders—His disciples. The relational, spiritual, experiential, and instructional dynamics taught by His example are presented as pivotal to transformative change. By integrating these four dynamics, leaders are nurtured not just in knowledge but in character and spiritual depth, culminating in a well-rounded approach to leadership training.

Chapters

00:00 - 01:00: Introduction to 4D's in Leadership Building This chapter provides an introduction to a model for building leadership and making disciples, structured around three main components: goal, process, and design. Unusually, this model begins with a focus that doesn't follow the typical left-to-right reading order used in English.
01:00 - 03:00: Goal, Process, and Design in Leadership The chapter titled 'Goal, Process, and Design in Leadership' explores the importance of starting with the goal in mind. It discusses the rationale behind starting from the right (the goal) and moving towards the left, which represents design and process. This approach emphasizes the necessity of having a clear vision or end goal in mind before delving into processes and design strategies. The concept of envisioning the end result first is highlighted through a dialogue or discussion, likely involving a participant named Becca.
03:00 - 04:30: Expanding on the 5 C's of a Healthy Leader The chapter discusses the importance of having a clear understanding of what constitutes a healthy leader before attempting to develop leadership qualities. It emphasizes the necessity of setting goals and targets to aim for, rather than developing leadership in an ad hoc manner. The core question addressed is: what defines a healthy leader?
04:30 - 06:30: Choosing the Right Pathway: Process Matching Goal The chapter explores the concept of a 'healthy leader' and introduces the idea of balance across five specific areas, referred to as the 'five C's'. A healthy leader is characterized as someone who strives to grow in all these areas continuously, although perfect balance is acknowledged as unattainable. The emphasis is on ongoing growth and development, particularly in terms of intimacy and relationships.
06:30 - 16:00: Jesus Christ's Example: Relational and Spiritual Dynamics This chapter highlights the essential qualities and attributes that align with the example set by Jesus Christ. It emphasizes the importance of being dependent on Christ while being part of a supportive and accountable community. The chapter defines a true follower as someone who embodies Christ-like character and the fruits of the spirit, maintains a clear understanding of their purpose within the church, and has the ability to passionately proclaim their calling. Additionally, having the necessary knowledge and skills to pursue one's calling is crucial.
16:00 - 18:30: Experiential Dynamic in Discipleship The chapter titled 'Experiential Dynamic in Discipleship' emphasizes the importance of having a comprehensive goal for developing healthy leaders. It's not just about acquiring knowledge and skills but involves a process that guides individuals towards this goal. The chapter highlights the necessity of choosing the right path to achieve the desired outcomes, cautioning that repeating past actions will only yield the same results.
18:30 - 22:30: Instructional Dynamic and the Importance of Context The chapter 'Instructional Dynamic and the Importance of Context' emphasizes the need for a dynamic and holistic approach to learning, rather than merely focusing on building knowledge and skills. It highlights that the process of instruction must align with the intended goals to be effective. A diagram on page 21 in the book further illustrates this point.
22:30 - 27:00: Identifying and Understanding the Four Dynamics Chapter 'Identifying and Understanding the Four Dynamics' discusses the importance of aligning the process with the goal. It emphasizes reflecting on one's own discipleship journey and transformation process, encouraging readers to think deeply about how their personal experiences align with broader objectives.
27:00 - 33:00: Examples from Scripture to Illustrate the Dynamics The chapter discusses the process of self-reflection on personal change, prompting readers to recall moments of profound transformation in their lives and to identify the catalyst for such changes. It emphasizes using sticky notes to briefly note down these reflections as a way to capture and understand the dynamics of personal growth. By referencing scripture, the chapter aims to provide examples that help illustrate how change agents operate in life.
33:00 - 38:00: Personal Testimonies on Transformation The chapter focuses on personal testimonies related to transformation, emphasizing changes in individuals through the influence of Jesus Christ. It begins by prompting individuals to reflect on their own changes and the agents of those transformations.
38:00 - 40:00: Importance of a Balanced Approach in Training The chapter discusses the growth and training of the 12 disciples, focusing on their development as future leaders by examining specific verses from the scripture. The narrative involves referring to the Bible, particularly Mark chapter 3, and utilizing a workbook for a guided understanding. Special attention is paid to verses 14 and 15 which likely elucidate pivotal moments or teachings in the disciples' journey.
40:00 - 41:00: Conclusion and Break The chapter titled 'Conclusion and Break' discusses the themes of training and discipleship through an analysis of specific verses. Initially, the verses may not appear to focus on these themes, but upon closer evaluation, they reveal significant insights into the dynamics of discipleship. The text emphasizes the appointment of the twelve by Jesus, highlighting training aspects within these passages.

Building Healthy Leaders Part 7 - Process -- Introduction of the 4D's Transcription

00:00 - 00:30 [Music] let's again look at the overview of what we're doing in our model of building leaders and making disciples we have three main components and as you see in the board those three components are goal process and design now what's a little bit odd about this again is that we start rather than on the left side the way we normally read in english left to right
00:30 - 01:00 we start on the right and move to the left and why do we do that why do we start on this side why do we start on the left to me on the right and move to the left why don't we start here why isn't goal here process and then design here okay becca becca is saying because you have to start with the end in mind we need to envision
01:00 - 01:30 where we're going in order to take aim at it we need to know what our target is before we shoot the arrow and we can't just shoot an arrow and then later paint a target around it we have to start with the goal in mind from the very beginning we need to know what does a healthy leader look like so my question is what is a healthy leader what's our definition of a healthy leader
01:30 - 02:00 in in just a simple simple form what is a healthy leader okay great it's a leader who is balanced in the five c's now we'll never be perfectly balanced but the goal is to grow in all of the five c's and that's our understanding of a healthy leader someone who is growing in intimacy and
02:00 - 02:30 dependency with christ someone who is both formed and lives and supportive accountable community someone who has the character of christ the fruit of the spirit someone who has a necessary assuming someone who has an understanding of their purpose in the church and can proclaim that calling with real passion and finally someone who has a necessary knowledge and skills to pursue that calling that's our expanded definition
02:30 - 03:00 of the five c's and that describes for us what a healthy leader is now as you can see this goal is a very comprehensive goal it's much more than just knowledge and skills now if we want to reach this goal we need to have a process that will bring us to this goal just as on any journey we need the pathway that will bring us to a destination we need to choose the right path because if we do what we've always done we will what get what we've always got
03:00 - 03:30 so we need a pathway a process but if we're not content and just building knowledge and skills then we need more than an instructional approach we need a very dynamic holistic approach you see the process must match the goal they were to be effective in reaching the goal in your books i'd like you to turn with me on page 21 you see the diagram that's on
03:30 - 04:00 the screen overhead but i'd like you to turn with me to page 22 and at the top you see that heading the process must match the goal now as we begin i want you to think about the process of discipleship and the process by which you yourself were transformed i asked you as we closed yesterday to reflect
04:00 - 04:30 on your life and the things that brought profound change to you and then to think through what was operating as the change agent so what i'd like you to do now is again recall what was a way in which you were profoundly changed and what produced the change and if you've got an understanding of what that is already i'd like you to take one sticky note just one piece of paper and write very briefly what was it
04:30 - 05:00 what was it the way in which you were changed and then later we'll talk about how it was accomplished so write about the change that occurred and what was operating to bring that change okay all right so there's no better example for how we can change people than the example of jesus christ and so i'd like to take a look at
05:00 - 05:30 how he developed the 12 disciples how he discipled them how he equipped them to be the next generation of leaders by looking at the scripture with you and if you have your bibles let's turn to mark chapter 3 and if you want to use your workbook it's on page 23 you'll see that scripture at the top of the page mark chapter 3 we're going to look at one a couple of verses in particular verses 14 and 15. and when you first look at these
05:30 - 06:00 these verses you would not necessarily think oh well this is a verse about training this is a passage about discipleship because it doesn't appear to be that at all and yet it says a lot about discipleship it says a lot about training so let me read that and we'll evaluate it as we read let's look for any dynamics of training that exists here verse 14 he jesus appointed 12 designated them
06:00 - 06:30 apostles that they might be with him and that he might send them out to preach and to have authority to drive out demons so do you see any dynamics that would bring about transformation for people here appointed okay the beginning maybe there's an appointment that actually relates to sort of a calling in in a sense
06:30 - 07:00 um he's choosing them we talked about david was chosen by god psalm 78 so this is somewhat similar so it's more of a calling aspect yes okay what else to be with is did you say the same thing michelle craig okay okay that's that's really good catch we talked yesterday about how the foundation of jesus own leadership was the fact that he was with god and so we need to catch this that little word with again has great significance
07:00 - 07:30 jesus first calls them to be with him now it'd be easy to read over that and miss the significance because we think oh in order to have a meeting to start the training you need to call people together i mean you can't influence them at a distance unless you're using skype and i don't think jesus had skype and so he needed to they needed them to be in the vicinity so they needed to be with him so they could hear what he was saying but that's not it at all he wasn't just convening the meeting okay come be with me so we can start
07:30 - 08:00 no the being with was the training not the convening so he could start training he's saying be with me and by virtue of being with jesus they were learning from him they were learning from him as an example as a mentor they were learning from who he was not necessarily what he said so what jesus did here is he established a dynamic for training that we call the relational dynamic he created an opportunity for
08:00 - 08:30 relationship first of all a vertical relationship between the master and the apprentice jesus and the disciples a vertical relationship where one was more advanced than the others two generations but by virtue of creating a vertical relationship and calling the disciples to him he also created the possibility for horizontal relationships
08:30 - 09:00 so it wasn't just a mentoring model and the mentoring model is very popular in training and some people they they ground their whole training approach just on mentoring but when we talk about the relational dynamic actually it's much richer than just mentoring mentoring is fantastic but a relational dynamic is more than just mentoring it's more than this vertical relationship of a one-on-one do you recall that when jesus discipled them he didn't say to peter okay i'll
09:00 - 09:30 meet with you monday morning and andrew you've got monday afternoon john tuesday morning you know james tuesday afternoon he didn't set up that kind of a schedule just to meet with them one-on-one although i'm sure he did but that was not the the totality of the disciple training it wasn't just one-on-ones by virtue of calling the disciples to be with him they also had to be with each other whether they liked to be with each other or not it doesn't matter
09:30 - 10:00 because they wanted to be with him they had to be with each other now this created a very interesting relational dynamic because they didn't all necessarily get along with each other but how appropriate because jesus was teaching them to love one another and that's not always so easy as i said yesterday there are some people that are easy to love but there are some people that are difficult to love and it's not until we encounter those people who are very
10:00 - 10:30 difficult to love that we realize we must turn to christ to find the resources the love to be able to extend to the other and so jesus did some very interesting things think about the team he called who did he appoint who did he choose he chose some people that were very different from one another and one example is the example of matthew the tax collector and simon the zealot what do we know about these two individuals
10:30 - 11:00 would they have any reason for conflict they represented totally opposite parties did they not simon the zealot was dedicated to overthrowing the roman government as it was an intrusion in their home state whereas matthew was dedicated to what raising revenue for the roman government supporting them and jesus calls both of them to be on
11:00 - 11:30 the same team what was he thinking it's interesting isn't it i like you to do something just for a moment put your books down your paper styles your hands can be free and i'd like you just to rub your hands together very briskly and rapidly yes and i'll do this touch your cheeks what do you feel warmth and where does that warmth come from the friction obviously
11:30 - 12:00 now there's a wonderful scripture in proverbs 27 it says as iron sharpens iron so one sharpens another and jesus being the great designer that he was was putting this into practice and so he deliberately puts iron against iron and sometimes sparks fly there's friction there's heat and you know what it is you know what it's like when you feel that heed you you want to get away don't you who wants to be scorched
12:00 - 12:30 by the heat especially when it's in a relational kind of an interaction where there's conflict many of us run from conflict right we really don't want to experience that because it's painful it's awkward and we would we would prefer just to experience peace and avoid it at all cost but when we take that path the path of least resistance we often myths miss the path of
12:30 - 13:00 character development because it's god's desire and design that we be shaped and that the rough edges of our life be smoothed off through our interaction with others and so god will put people into our life that are difficult to love he will put people in our life that we have to forgive because he's giving us the opportunity to practice all of the things that he's been teaching and he's giving us the opportunity to turn to him
13:00 - 13:30 for what we need to love others and forgive in luke chapter 6 jesus said okay you love those who love you i mentioned this yesterday big deal i tell you love those who hate you that takes another kind of love that takes another level of love and it takes another kind of requires another kind of interaction with god that we tend not not to deal with on a regular basis
13:30 - 14:00 until we're we're really stressed but it's the kind of character that we need in a consistent way for everyone so this is what jesus was doing he would created both a relational dynamic that was vertical where he poured his life into the 12. but the same way he created horizontal relationships so that they would relate to one another
14:00 - 14:30 now i'm not going to draw all 12 here or maybe i will get close to that but in a sense there was this network that was developed where there was a connection between each of them to some degree so the relational dynamic is not just a mentoring relationship a vertical relationship but it's all the relationships that exist between the learners and between the learners and the teacher
14:30 - 15:00 the learners in the coach the learners and the mentor the learners and the intercessors the learners and the host families wherever they are and in this way there's a real rich environment for learning because we learn from others don't we we learn from others so much not just from people who are good examples but we learn from people who are bad examples i don't ever want to be like that how many times have we said that maybe even about your own parents i don't ever want to be like that i'm
15:00 - 15:30 not going to raise my kids the way you raise me and we say things like that so we can learn from relationships of all types whatever we consider be good examples or whatever we consider to be bad examples so this is one thing that jesus established when he called them to be with him he was establishing a relational dynamic that was the laboratory in which he he developed them now in doing so by calling them to be with him he also established a spiritual dynamic this one's not so obvious
15:30 - 16:00 but we know that because he was with them as the son of god he was able to connect them to god and in that interaction he prayed for them he bestowed the holy spirit upon them he empowered them so there was also this very rich spiritual dynamic operating he prayed with them he's helped them establish just a daily discipline of going to the father and he empowered them in the same time
16:00 - 16:30 so there was a spiritual dynamic all right let's keep looking at the passage what other dynamic do you see in mark 3 14-15 okay what kind of assignments did he give them to preach okay and cast out demons uh is this uh is this real easy work would you say
16:30 - 17:00 not particularly um and he gave them authority yeah yeah he gave them authority and he gave them some particularly challenging work to do the reason i asked that question is easy because i wanted you to see that he stretched them he gave them some challenging assignments that forced them to go beyond their current abilities and again when we are stretched in this
17:00 - 17:30 way we can't just look to our own resources we have to look to god once again and so this reminds us that we need jesus as the source of everything and so he asked them to begin this this work and when did he do that when did this assignment come in the whole span of time he took with them three and a half years when did this happen when did he send them out to preach and to cast out demons
17:30 - 18:00 okay one would think it's at the end of his ministry because after all isn't that what we do we call people to be with us in the room so we can begin the training and then at the end of the training we send them out of the room to do the stuff we've been talking about isn't that the way conventional training is handled is that the way jesus did it actually not he didn't call them to be with him to convene a meeting and he didn't send them out at the end of the meeting
18:00 - 18:30 he sent them out very early in that period of three years they didn't wait to the end and this right away alerts us to something different training is not about calling people into a room and then filling their head with information and then at the end send them out okay now don't do it but training is having them actively involved in doing things as a training dynamic and this is what we call the
18:30 - 19:00 experiential dynamic because the fact of the matter is people learn by doing and jesus knew that he knew that people would learn by doing the ministry and he knew that they would learn by doing ministry assignments that were particularly challenging and so he sends them out from the very beginning first of course he he demonstrates he doesn't just send them out cold but he he demonstrates what he's doing but he does not wait to the end when we read the great commission in matthew 28
19:00 - 19:30 go ye therefore make disciples of all nations he doesn't wait till then we know there are many experiences that they had long before this is the experiential dynamic and it was very powerful way to bring transformation in their lives now what i'd like to do is i'd like to just segment this square because there are four dynamics so far we talked about the relational dynamic
19:30 - 20:00 the spiritual dynamic and the experiential dynamic these three dynamics work together with the fourth which we call the instructional dynamic as as he was with them as he was sending them out as he was empowering them he taught them this is our fourth dynamic the instructional dynamic jesus teaching did not stand alone it was not isolated it wasn't a sterile seed that he sowed
20:00 - 20:30 in the ground it was a seed that he cast on fertile soil because he deliberately developed the soil of their lives the spiritual relational and experiential dynamics let me show you this by using some images and i'll go around the horn with you and look at each of the dynamics we'll do it quickly and then we'll do it again more slowly and so you can get a a sense of what these dynamics are and how they work together so here is
20:30 - 21:00 the schematic that shows the four dynamics and the spiritual relational experiential instructional but to take them as another look we can see that the three in particular the spiritual relational and experiential represent what we call the context for learning whereas the instructional dynamic presents us the content for learning and we want to make a real distinction here because generally training tends to be content focused and because of its focus
21:00 - 21:30 on content often the best we can hope for is to transmit information but that's not our goal is it we need to be relentless in the pursuit of transformation information doesn't change lives transformation comes as all four dynamics come together and as you can see with the formula that's on the screen when we bring context
21:30 - 22:00 together with content then we get transformation now just as quickly as i give you this formula i also want to kind of offer this not apology but caveat that people are not mechanical systems formulas apply to mechanical systems people are not machines and so formulas don't really work so as you look at this formula maybe just use it as an illustration to say that we're looking for a way to put
22:00 - 22:30 together content in context so that we can improve our chances of transformation there are no guarantees but we want to as best as we can we want to give the opportunity for transformation because we know that the person themselves need to be they need to be involved in the process and we can't do everything for them they need to be committed to the process as well so let's take a look at these dynamics one at a time now and to start with the spiritual dynamic
22:30 - 23:00 the spiritual dynamic connects us with god each of the four dynamics makes a key connection the spiritual dynamic connects us with god the relational dynamic connects us with people the instructional dynamic connects us with the truth and the experiential dynamic connects us with life i'll give you these notes again on another handout now that was the quick overview so that you could see them in one glance
23:00 - 23:30 now let's take a look again a little bit more slowly with more variety the spiritual dynamic connects us with god through various spiritual disciplines we might come to him in confession we might come to him in worship we might come to him at the cross daily acknowledging our sinfulness we might use disciplines like journaling that help us to quiet to be still and know that he is god the relational dynamic is our connection with our family it's connection with peers where we help
23:30 - 24:00 one another it may be just fun and food together it doesn't have to be serious all the time it may be connecting with that mentor that coach as you can see in the screen the instructional dynamic maybe listening to lectures studying at school it may be a home group meeting together as we open the bible it may be opening the bible alone on our own and it may be coming to seminars just like you're doing today the experiential dynamic is getting out to try things we may have never done
24:00 - 24:30 before and falling it may be stretching to heights we've never attempted to reach it may be dealing with limitations and disabilities it's getting out and doing the stuff of life learning by what we do these are the four dynamics and together is where they have their greatest impact in our life they're they're very beneficial one at a time but when we put them together we get the sum total of result it's
24:30 - 25:00 great to have one teacher but what if we could have four teachers in our thinking we might assume that well the real learning takes place in the instructional dynamic but in fact the real learning takes place in every dynamic every dynamic is a teacher so to speak and we can put all four together we have a real powerful change agent at work in people's lives so that's a short description of what
25:00 - 25:30 these dynamics are and it helps us to begin to to realize if you'll turn your page i'd like you to take a look at page 25 and here you'll see a chart that shows the critical connections that each dynamic makes i mentioned them briefly but now we can see it in print and go a little bit more slowly let's take a look at this chart and what i'd like to do is have you look at the top the title of each quadrant
25:30 - 26:00 i'll say the dynamic and you tell me what connection is made okay so you just read the title so in the spiritual dynamic it's connecting with god in the relational dynamic it's connecting with people right an experiential dynamic at the top it's and bottom again instructional it's connecting with truth all right and again just as each makes a unique connection each has a unique uh transformational power at work and so at the bottom of
26:00 - 26:30 each quadrant again i'd like to say the dynamic and you tell me what is the power that is that is at work so for the spiritual the transformational power of the holy spirit and relational it's the power of and in the experiential dynamic it's the power of and the instructional dynamic is the power of the word of god in the bullet points you see in each quadrant we hear the voice of the emerging leader saying
26:30 - 27:00 this is what i want this is what i i need help with because we understand the training that's effective will take place in a relational environment and this is the cry of the heart of the one who wants to learn the one who wants to be transformed okay now i would like to do is to see if we can find these dynamics in the scriptures and so on the facing page page number 24 i have a series of three scriptures and i'd like to look at the first one
27:00 - 27:30 in acts 2 42 and all i want you to do is simply look for what might represent the four dynamics see if they're there first of all maybe maybe we don't have all four but look for the four dynamics and then either underline or initial or circle and label what you see operating in these verses i'll give you just a minute or less to do that this one's pretty straightforward and then we'll share together
27:30 - 28:00 i'll just call out the dynamic and you tell me what you found that might represent that dynamic okay do we have the spiritual dynamic here prayer excellent do we have the relational dynamic fellowship great do we have the experiential dynamic okay so a little bit of a pause possibly maybe not what about the instructional dynamic teaching right okay for some people the breaking of the bread might be experiential for some it might
28:00 - 28:30 be spiritual there depends on how you look at it so uh the one that's up in the air is the experiential uh possibly possibly not now i'm going to ask you to skip the next passage the larger passage and go to the third bullet point because i'd like to end with the third the passage that's in the middle has a lot of options so let's take the the one from first timothy 118. it's the bottom scripture first timothy 1 18. all right let me ask you what did what did you find
28:30 - 29:00 instead of naming the dynamic like i did last time you just call out what did you find the instructional that one's a gimme isn't it i give you this instruction so instruction is the instructional dynamic good what else oh yeah that's one we could just missed entirely but the relational dynamic is timothy my son he's not saying timothy my student notice that he's not saying timothy my servant i think timothy my son wow it speaks of
29:00 - 29:30 intimacy doesn't it they didn't just know one another casually there was an exchange of life great okay and kathy you're going to say one too fight the good fight is experiential actually they're putting they're they're living out the life they're living out what they've learned great and what else the prophecies yes following the prophecies keeping the prophecies would be okay okay um yeah prophecy could be
29:30 - 30:00 instructive it's interesting prophecy could be instructive and it could be experiential as you keep them would be the keeping would be the would be the experiential yeah okay good any other possibilities there there's some others that how could it be prophecies could be relational in what way it could be it could be but oftentimes prophecy operates by revelation the spiritual dynamic is the dynamic of revelation so first of all the inspiration to have
30:00 - 30:30 prophecy would be a spiritual dynamic think of the spiritual dynamic as the dynamic of revelation of miracles of spiritual disciplines worship prayer journaling so on okay great now i've the middle passage i've saved for last because that one actually has more options a little bit more complexity and so let's turn our attention now to first thessalonians 1 verses 5 and 6 and repeat the same process of identifying the dynamics
30:30 - 31:00 that are at work all right let me check in with you again and this time i will call out the dynamics because there's more than one option uh for many of these dynamics so let me ask where is the spiritual dynamic here power yeah the gospel came not simply with words but with power power yes it's one what else holy spirit is another yeah in fact we see the holy spirit mentioned twice here so you could have you could have circled three things the holy spirit twice in
31:00 - 31:30 power anything else that might be the spiritual dynamic lift among you is not the spiritual dynamic that's a that's a relational dynamic what else cathy the gospel with words is another dynamic we tend again we tend to think of it's funny we have the tendency to think that anything that's religious is going to become spiritual but we start dividing into four dynamics then we realize that each has its own texture but the gospel that comes with words is
31:30 - 32:00 what dynamic that's instructional that's instructional deep conviction may be spiritual dynamic or it could be this result of the sum total of all four dynamics working it could be the fruit rather than the process it's debatable i don't know but it could be the spiritual dynamic god's holy spirit working in us or the result great okay good let's look at the relational dynamic what's the relational dynamic here
32:00 - 32:30 say it again michelle lived among you right lived among you you know how we lived among you that's the relational dynamic i don't know that there's another example is there another example of the relational dynamic imitators is a possible relational dynamic because i lived with you i could see how you lived and i was drawn to imitate your life yes very nice okay how about the experiential dynamic severe suffering yes they
32:30 - 33:00 they did not learn in an ivory tower did they they experienced severe suffering so that the lessons that they were taught became very real to them so they live with severe suffering this is part of the experiential dynamic and is there another experiential dynamic okay kathy's mentioning deep conviction and craig had mentioned that earlier is possibly the operation of the spiritual dynamic and so it could be yes they're
33:00 - 33:30 experiencing the change and i mentioned it could be actually the end result of everything that was working in their life okay all right kathy what did you find that's the other option sometimes we might call that a relational dynamic as jackie was saying but they're acting out what they're seeing so it does have an experiential component good now what you're also i'm hoping you're seeing by this is that
33:30 - 34:00 some are very clearly one dynamic or another but some have elements of more than one dynamic and that's perfectly acceptable we don't what i want to do in the beginning is give you a very clear picture of each dynamic and i'll be rather strict about how we define them but afterwards when we put them into use we'll allow the borders between these dynamics to get very fuzzy because they'll merge with one another in a very organic fashion but initially for the sake of learning
34:00 - 34:30 it's good to have sharp boundaries because we want to sharpen our thinking and then later we can relax a little bit and let these just merge so that there's a sense of seamlessness in the way that we bring transformation to people okay all right now you have a little bit of an idea of what these dynamics are and i think it's time to turn our attention to what you wrote on your sticky notes i asked you earlier to write down something that brought transformation in
34:30 - 35:00 your life we talked about the four dynamics of transformation now what i want you to do is i want you to again look at that particular thing whatever it was a a teaching a relationship a life experience an encounter with god and i want you to evaluate what dynamic was at work and bringing about that transformation in your life what dynamic was at work and i'm going to ask you to show us
35:00 - 35:30 by bringing it to the front and placing it on the board where it belongs on the chart now let's just look at the chart what observations would you like to make well balanced okay craig notices that it's it's pretty well balanced and what does that mean for us what's the implication of that that it's balanced there's we're all different is one implication we're all different and that's really important to know that we all learn in
35:30 - 36:00 different ways and so the different dynamics operating give opportunities for different learners that's one thing but what has a possible another implication of the fact that we see the papers in all four quadrants they're all important yes that's another implication that they're all essential they're all important good
36:00 - 36:30 and char is pointing out that this is an effect a kind of a confirmation of what we've been talking about that instructional doesn't carry the load alone we traditional schools tend to think that if we're going to bring transformation we must have a strong instructional process and it's true we must with another hit or myth here we must
36:30 - 37:00 have a strong instructional process to bring change but that in itself does not stand alone it's insufficient the content needs context for transformation so yes it confirms to us that this is the way that we've been focus only changed our own that's right excellent kath and again what we tend to do is we tend to try to
37:00 - 37:30 help our students have the same experiences we have because it was so influential for us we want them to enjoy what we enjoyed now there's merit to that but if we only stay in one dynamic because we're biased towards that based on our own experience we can deprive them of the benefit of the other dynamics now i said it differently than you did but you're right on we need to use all four because they're all different different personalities and they work together good
37:30 - 38:00 any other comments or observations that didn't yes in any category excellent okay wow isn't is that's a nice observation she's saying that i asked you to write these out before i told you what they were so i was trying to again test our model so you're ahead of me i didn't tell you this but i was trying to test our model and let you test it by not explaining it and influencing what you wrote so you wrote something before i told you
38:00 - 38:30 what the dynamics of change were now we can see if there's any merit to these and as she's saying it does seem to work out that all of your experiences fit somewhere in these four quadrants so again what is the implication that if we can build people these four dynamics we we're building them comprehensively we're building them holistically okay the four dynamics contain everything that we've written there's nothing that has to reside
38:30 - 39:00 outside of these four quadrants so these are the four dynamics and we see that each of them each of them are at work in our life and i asked you just to pick one thing but if we were to look further at our life we would find that god has been using all four dynamics all along but we'll save that for another time shall we i think right now that it's the time for a break so let's take a break and uh can we do
39:00 - 39:30 about a ten minute break or twelve no twelve about a twelve minute break yeah let's do that i'm feeling generous today uh so let's do a 12 minute break and then we'll come back uh and and begin again with our look at these four dynamics