# LCMS Convention Workbook_St. Louis Missouri_2019_S384 # Machine transcription, uncorrected — CHI Digital Archive (demonstration) 384 X. REPORT AND RECOMMENDATIONS: 13-03 TASK FORCE + The need for training in basic leadership skills among clergy and laity, specifically those skills connected with biblical and adaptive leadership. + To affirm “the ministry of the baptized” and to equip His disciples to live out their identity and ministry as His “scribe … trained for the kingdom” (Matt. 13:52) so that they may serve faithfully and fruitfully as His evangelizing, edifying, and missionary priesthood to the nations (Matt. 7:24–27; 13:1–23; Rom. 10:9–17; 2 Cor. 5:16–21). + That the Synod establish “helping offices” for the edification of God’s people (teaching office) and the evangelization of the nations (evangelist office). + That LCMS congregations, as they seek to proclaim the Gospel and extend His Kingdom in new places, would be wise to consider Paul’s missionary methods as expressed in Acts 14:21–23. + Since LCMS congregations are located in the third-largest mission field in the world, it is essential that those who lead His people, along with “the ministry of the baptized,” receive training to live as missionaries in their daily lives and vocations. 3 Armin Siedlecki, “Protestant Theological Education at German Universities in the Sixteenth Century,” ATLA 2008 Proceedings, 251. Foelsch (“Ministerial Education,” 1565) notes that while raising the standard of philosophical acumen, this curricular shift had the unfortunate result in leading many students to unbelief. On the other hand, many clergy, who lacked a university education, knew little substantively of the church’s faith. “Many of the university-trained students became skeptics. Most priests, however, had no higher education at all. The outlook for a worthily trained ministry was dismal.” 4 John Kleinig, “Oratio, Meditatio, Tentatio: What Makes a Theologian?” Concordia Theological Quarterly 66 (July 2002): 260: “The study of theology, then, is based on prayer for the gift of the Holy Spirit. The Holy Spirit turns would-be masters of theology, spiritual self-promoters, into humble, life-long students of the Scriptures. Apart from the Spirit and His empowerment, people know nothing about eternal life. Without His illumination, the teaching of the Scriptures remains mere theory without any reality. Prayer for God’s ongoing bestowal of the Holy Spirit through Jesus and the ongoing reception of the Holy Spirit makes a theologian. In short, the Holy Spirit makes a theologian, and this is a life-long undertaking.” Available online at ctsfw.net/media/pdfs/kleinigoratio.pdf. 5 Siedlecki, “Protestant Theological Education,” 253. 6 Philipp Melanchthon, Examen eorum, qui audiuntur ante ritum publicae ordinationis, qua commendatur eis ministerium Evangelii. Traditum (Wittenbergae: Excudebat Iohnnes Crato, 1554), cited in Siedlecki, “Protestant Theological Education,” 255–57. + That the members of the Synod engage in an intensive and comprehensive study of the Book of Acts so that we might fully understand what “the ministry of the Word” entails post-Ascension and post-Pentecost; churches were established through the ministry of the apostolic church, and the Early Church experienced significant ecclesiastical and missiological ministry shifts as “the Word of the Lord grew.” 9 Craig J. Westendorf, “The Piety of the Orthodox in 17th-Century Postille Literature,” Essay and Reports 14:1–19, Lutheran Historical Conference, 1992. + That credentialed missiologists and directors of Christian outreach, along with “ordained and commissioned ministers” who have demonstrated fruitful ministry expertise and experience in evangelism and outreach, should be encouraged and commissioned to develop evangelism and outreach resources for district training and congregational usage. 11 Edward Farley, Theologia: Fragmentation and Unity in Theological Education (Fortress Press). This section summarizes Farley’s argument in a portion of this book, specifically the chapter “Schleiermacher and the Beginning of the Encyclopedia Movement.” + That the ministry functions connected with the five “Word gifts” of Eph. 4:11–16 inform and norm our ecclesiastical and missiological labors. Respectfully submitted, Rev. Dr. Robert Newton, West Region district president representative Rev. Dr. Anthony Steinbronn, East Region district president representative To read the full minority report, visit lcms.org/doc/res1303-taskforce-minority-report. Notes 1 Foelsch, “Ministerial Education,” 1564. 2 Foelsch, “Ministerial Education,” 1564–65. 2019 Convention Workbook 7 Siedlecki, “Protestant Theological Education,” 257. 8 Foelsch, “Ministerial Education,” 1565. 10 Philip Spener, Pia Desideria (Fortress Press); Lawrence R. Rast Jr., “Pietism and Mission: Lutheran Millennialism in the Eighteenth and Nineteenth Centuries,” Concordia Theological Quarterly 64 (October 2000): 295–318. Available online at ctsfw.net/media/pdfs/rastpietismandmission.pdf. 12 Friedrich Schleiermacher, Brief Outline on the Study of Theology, Terrence N. Tice, ed., 3rd ed. (Louisville, Ky.: John Knox Press, 2011). Revised in 1830. 13 For many years, the Missouri Synod published the curricula for its colleges and seminaries in a single volume. This listing is for the 1873–74 school year for the combined seminary at St. Louis. The following year, the Synod moved the practical department to Springfield. 14 See David P. Scaer, “Critique of the Fourfold Pattern,” Concordia Theological Quarterly (October 1999). Available at ctsfw.net/media/pdfs/ scaercritique.pdf. 15 H. Jackson Carroll, et al., Being There: Culture and Formation in Two Theological Schools (New York: Oxford University Press, 1997). 16 See Commission on Theology and Church Relations, The Royal Priesthood: Identity and Mission (St. Louis: The Lutheran Church—Missouri Synod, September 2018), especially pages 38–39. Available at lcms. org/about/leadership/commission-on-theology-and-church-relations/documents/lutheran-doctrine-and-practice.