LCMS Convention Proceedings St. Louis, Missouri — 1962, Page 183

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ECS EOE EL EES ELD RL SS AO RODE TEENS AN AR iT ict DEL Mie Bi eC be AA AT SELENA

COMMITTEE 4 183

thing I write is to a greater or lesser extent informed or
affected by his statements. Specifically in answer to your
questions, in a recent course on the Book of Isaiah I cred~
ited the likelihood that it was written by two men, and
treated the prophecy from two viewpoints. I have on
several occasions omitted any reference to the conflict
between the ancient ecclesiastical viewpoint on the first
chapters of Genesis and modern scientific learnings.
I omitted this because I did not want to be a disturbing
influence toward either viewpoint and I do not think that
the question is of primary importance. I would never
make belief in the Mosaic authorship of the first five
books any kind of requisite. It seems obvious to me that
at least Deuteronomy is from another source and that the
other four books were deeply edited.

Our Bible class editors have for some time taken
thorough cognizance of the work being done by our gifted
scholars. However, in the present state of the church it
would be somewhat unwise for us to direct our courses
specifically to the questions which these people are
raising. In order to do so, it would be necessary for us
to speak a definitely negative word to our own past.
In the cold print of materials to be used by teachers
whom we do not know, such negative statements would
be ineffective, and they would destroy the very purpose
we are hoping to accomplish. We do not in the least
wish to call our past false. Rather we would hope to in-
still a more enlightened and godly attitude toward the
Scriptures. Our church needs men like you, who are
able to understand the work being done and speak for it
in local situations where your personality can be brought
to bear on the audience. We need this far more than
we need outspoken printed material. As much as possible,
I have tried to write our Bible courses in such a way
that you and people like you will be drawn into the dis-
cussion, and your viewpoints given due credit.

(The above quotation taken from page 46 of Part IV
of “What Is Troubling the Lutherans?” in News &
Views, May 1962 edition); and

WHEREAS, It is obvious according to these statements
that at least one Bible class editor is attempting to infil-
trate our Bible class literature with modernistic views
which will eventually destroy the faith of our children;
therefore be it

Resolved, That Concordia Publishing House be in-
structed to remove this editor from his position.

Ronatp Burtraw, Detroit, Mich.

[401-A] COMMITTEE 4

To Establish the Office of Coordinator

of Curriculum Materials
Background

Since its inception, our Synod has recognized the
important role that Christian education plays in the life
of the church. The Synod has always regarded the fore-
most function of the church to be the carrying out of
the commission given by our blessed Lord shortly before
His ascension: “Go ye into all the world and preach
the Gospel to every creature” — “teaching them to ob-
serve all things whatsoever I have commanded you.”

Our Synod has consistently held that this commission
of our Lord was given to each individual member of
the church. Only insofar as each individual shares with
others his experience of forgiveness in Christ does the
church discharge her responsibility in the way our
Lord intended.

Individuals can effectively carry out this God-given
responsibility only if they themselves have a clear un-
derstanding of the true significance of the Gospel in
their own lives. To assist the individual Christians in
gaining the insights, understandings, appreciations, atti-
tudes, and skills they need in order to become effective
ambassadors for Christ, the Synod urges congregations
to establish such agencies of Christian education as may
be necessary. Realizing that pastors, teachers, and con-
gregations would need guidance in performing this im-
portant function, and recognizing the importance of
instructional materials in such a program of Christian
education, the Synod established the Board of Parish
Education to aid congregations in discharging this duty.

Functions of the Board of Parish Education

Among the functions of the Board of Parish Educa-
tion, the synodical Handbook, 1960 edition, lists the fol-
lowing that have a direct bearing on the development
of instructional materials:

7.25 Functions

c. plan and direct the production of textbooks and
other printed materials necessary to carry out an effective
program of parish education;

d. assist in coordinating and integrating the various
educational agencies and activities intended to promote
parish education;

f. initiate and direct research activities necessary to
promote and improve parish education;

g. advise Synod, its Districts, and congregations con~
cerning problems, needs, and possibilities in the field of
parish education.

Implementation of the Directives

The Board of Parish Education and its staff have
attempted to the best of their ability to provide the
leadership in Christian education which can be given
in the time available and with the number of persons
allowed by the Synod to perform the multiplicity of
duties that devolve upon them.

The Board of Parish Education has become increas-
ingly aware of the need for a comprehensive study of
the curriculum needs of the Synod to insure the great-
est possible effectiveness of operation in the various
agencies of Christian education. Contributing to this
awareness was the realization by the staff of their need
to keep abreast of changing insights and understandings
in the field of education and in related fields. The staff,
therefore, initiated a preliminary study of the theories,
principles, and practices current in curriculum building.
The staff believes that new insights and understandings
such as have come to light in recent years in the fields
of Christian theology, Christian education, educational
psychology, methodology, etc., and will contribute to
the more effective Christian education of the members
of Christ’s body, should be reflected in the curriculum
materials prepared by the Board of Parish Education.
The importance of this concern becomes apparent when
it is understood that these curriculum materials in large
degree set the pattern, if they do not actually constitute,
the curriculum of Christian education in use in the
congregations of the Synod. By the curriculum of