Group Study Guide for

Teaching That Transforms

[Cover of Teaching That Transforms]

Why Anabaptist-Mennonite Education Matters

by John D. Roth

Study Guide written by Dale Shenk, Bethany Christian Schools, Goshen, Indiana.

These questions are intended to expand and deepen appreciation for Roth's book. Although page numbers are not provided in most cases, the questions are given in the approximate sequence that the themes occur in the chapters. These questions are also available for download as a Word document or in PDF format.

Also see Teaching That Transforms in the MennoMedia online catalog.

Introduction Chapter 4
Chapter 1 Chapter 5
Chapter 2 Chapter 6 / Conclusion
Chapter 3  

Chapter 2: Theological Starting Points

  1. Distinctiveness
    • Following the attacks on September 11, 2001, many Anabaptist-Mennonite schools experienced tensions within their communities as they sought to respond peacefully and also support the nation. What are your memories of those tensions?
    • How are Mennonite schools specifically Mennonite? Do they sometimes shift to meet different marketing trends?
    • Talk about the connection between particularity or distinctiveness and mission. Would it be possible to be missional without a particular message?
  2. Curricular emphases
    • Creation matters: Those who believe that creation matters because of our faith are sometimes in tension with those who believe that since we are going to heaven we do not need to care for the earth. Is that tension present in your congregation and community? How does this tension relate to the Mennonite faith?
    • History matters: What are the ways that God's presence can be intertwined with stories from history? When might this conflict with some of the national stories?
    • Community matters: If a school takes the idea of community seriously, what should characterize the relationships in such a school? Think about relationships between staff members and students both individually and as groups.
    • Whole person matters: What does a whole person oriented curriculum look like? What are the implications of this for schools that are experiencing budget constraints?
    • World matters: In what sense does a church school speak to the world? What does a balance between spoken and written word look like? How might it be exemplified in the activities and curriculum of a school?
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