Book Reviews 391

summary, “There seems to be a general unwillingness to consider the impact of

technological innovation on the human sensibility” (p. 89), is an indictment upon
thinkers who should know better. He knows (in 1959!) that people are concerned
with information overload (p. 34). The subtitle, “Reflections on Religion,” could
have included all the disciplines in an academic catalog. The editors cut to the chase,
“There was at this time little or no distinction between literature, theology, and
politics” (p. xi). Marshall McLuhan, who foresaw “cottage economies” (pp. xxviii,
85) and the need to “build bridges between the arts and society” (p. 174), would be
amazed that people would still ignore “the pervasive and penetrating character of the
TV image, or service, itself” (p. xxi).

Strategies for Transformational Learning: How to Teach for Discipleship. By Jane Thayer. Berrien
Springs, MI: Stone Bridge Teaching Ministries, 2018. 228 pp. $18.50. Pbk.

Reviewed by: Connie Rasilim, Dean of Education—Teachers College and Dean of Psychology,
Universitas Pelita Harapan, Tangerang, Indonesia

“How many Christians in your own congregation are becoming spiritually

mature in Jesus or are intentionally making other disciples?” (p. 2). Thayer
challenges her readers right from the start to reflect on the sadly true condition
of believers in general, leaving no room to second guess what she has purposed
for her comprehensively concise resource on teaching for discipleship. An Asso-
ciate Professor of Religious Education, Emerita at Andrews University after her
retirement in 2007, her experience in Christian higher education spans from
public relations director to eventually becoming director of the religious educa-
tion programs. She has also developed an instrument, the Christian Spiritual
Participation Profile, which continues to be used by doctoral students from
seminaries and Christian universities across the United States and a few other
countries. Thayer affirms that most Christians fail to develop more Christlike
features in terms of their character, values and behaviors. Hence, she presents a
credibly concrete case and offers systematic strategies for real-life transforma-
tion, made possible only by God, who chooses to use human participation (p.
40). Her convincingly creative communication style serves well not only for
pastors and teachers, but also lay leaders who truly long to teach for transfor-
mational growth toward maturity in Christ.
Despite the absence of explicitly identified sections, Thayer appears to “cluster”
the 13 chapters into four parts. Part I, which seems to group chapters 1 and 2,
discusses the essence of discipleship and the model of Jesus and the apostles in
making disciples. She then seems to group chapters 3–7 as Part II, explaining the
development and transformation required for people to change. She also provides the
392 Christian Education Journal: Research on Educational Ministry 16(2)

thinking rationale on how to teach disciples, while elaborating clearly the impor-
tance of the planning, writing, and assessing of the desired learning outcomes. Part
III, which comprises chapters 8–11, identifies the instructional strategies that are
necessary to teach effectively for transformation. Finally, concluding with chapters
12 and 13 as Part IV, Thayer provides practical recommendations for a transforma-
tional learning climate and how to be the “can-do people [who] get things done now”
(p. 199).
The first two chapters appear to make up Part I. In chapter 1, Thayer argues that
many churches neglect discipleship as the Gospel Commission is not regarded
seriously, other things take a higher priority, life-long discipleship making is not
only absent but also goes against deeply held secular values, and, most sadly,
potential disciple-makers are not true disciples themselves (pp. 2–6). In chapter 2
she continues with a clear elaboration of the way Jesus and the apostles made
disciples. Ultimately, “hallmarks of Jesus’ ways of disciple-making can be studied
appropriated to our own work of carrying out the commission Jesus gave his dis-
ciples” (p. 17).
The next five chapters seem to cluster into Part II. Chapter 3 succinctly discusses
five major developmental theorists and their theories (pp. 22–25). Her comparison
table of four social science models of development (p. 23), along with the biblical
stages of growth based on Paul’s description of Christian maturity (p. 26), serve as
helpful resources. In chapter 4, Thayer invites her readers to consider three verbs for
teaching and learning: tell, discover, and create (p. 32), while advocating for dis-
cover as the primary one for teaching discipleship (p. 34). Chapter 5 explores the
importance for Christians to develop a well-prepared unit and lesson plan, encom-
passing the KSAs of Knowledge and beliefs, Skills and behaviors, and Attitudes,
values, and commitments (p. 54). Thayer continues to elaborate the critical approach
of planning with backward design for determining desired learner outcomes in
chapter 6 and the practical steps towards effective assessment of those desired
learning outcomes in chapter 7.
Part III explores how to design the instructional strategies for transformational
teaching and learning. While chapter 8 provides a wide-ranging landscape for
experiential learning and its value, covering the basic strategies for teaching that
should be in the teaching repertoire of every disciple-making teacher (p. 92), chapter
9 succinctly provides an introduction to transformational learning theorists. Glean-
ing from scriptural teaching and social science theories, Thayer affirms that, ulti-
mately, all theories of transformation are rooted in the way “Jesus worked
insightfully through all of the steps of transformation with his disciples, so the Holy
Spirit works with followers of Jesus today” (p. 119). Synthesizing the steps of seven
major theories of transformation in a handy table is particularly helpful to orient both
novices and the more well-versed leaders (p. 113), either with or without prior
academic exposure. Chapter 10 continues with further exploration of two basic
approaches for studying the Bible toward understanding and believing the Word,
which Thayer argues as central to our believing and abiding in Christ as described in
Book Reviews 393

Jn 15:1-17 (p. 138). Although studying the Bible depends on the spiritual condition
of the heart, it is critical to employ (1) informational study (p. 139) and (2) forma-
tional reading (p. 141) as catalyst toward a changed life. This is a mark of living as a
disciple of Christ, with three characteristics that Jesus himself identifies for his
disciples: (1) love God and one another (Matt. 22:37-39; Mk 12:30-31; Jn 13:35),
(2) obey his teachings (Jn 8:31), and (3) bear much fruit (Jn 15:8) (p. 164).
The last section, Part IV, comprises the final two chapters. Chapter 12 offers
practical recommendations for a transformational learning climate since
“transforming the life . . . requires an atmosphere or climate of acceptance, trust,
love, and grace” (p. 187). Thayer conveniently provides three types of climate to
consider for transformational teaching: (1) organizational climate (p. 188); (2) social
climate (p. 190); and (3) climate for doing learning tasks (p. 193). Finally, ensuring
that her recommended thoughts are wrapped up with practical take-aways, Thayer
concludes the last chapter with how to make it all happen. The 11-step overview she
describes for creating a seminar provides the readers with “supporting wheels” that
allow room to “test the water” with considerable confidence for the first-timers, or
“plunge with more gusto” for the old-timers (p. 200).
Thayer articulately addresses the epidemic condition of the lifelessness of Chris-
tians, as found in many churches. She poignantly poses a rhetorical question at the
start of her book, “How many Christians in your own congregation are becoming
spiritually mature in Jesus or are intentionally making other disciples?” (p. 2). In the
midst of the often-misunderstood teaching for transformation among Christians,
either by brushing it off as “the show must go on,” or dealing with it through the
“pulling-on-our-own-boot-straps” approach, Thayer helps bring clarity and possi-
bility to working out our salvation with intentionality for true transformation,
enabled only by God working in us, both to will and to work for His good pleasures
(Phil. 2:12-13). While including social science theories, as without them, one has no
protection against their own incompetence (p. 39), she convincingly and winsomely
argues that the person and work of Christ as revealed by Scripture are, in fact, the
very foundation of true transformation toward discipleship (pp. 10–18). Living the
life of a true disciple does not have to remain merely wishful thinking for the true
believers, as Thayer offers Christian pastors, teachers, and lay leaders practical
strategies for transformational learning that teaches discipleship for the
“dreadfully-dragging” or “leisurely-lagging” life, which is trapping many Christians
today.
Thayer is right to identify the similarities and differences between the two
models of human development: the predictable growth assumed in the social
science developmental theories (pp. 23, 27) and the unpredictability of transfor-
mation in the biblical model of development (pp. 26–27). As the two models
interact with each other, she underlines that the biblical truth affirming trans-
formation towards discipleship does not follow a pre-determined path to matu-
rity as it deals with changes in perspective and worldview, thus, is often the
catalyst for developmental growth (p. 27). Thayer convincingly argues that as
394 Christian Education Journal: Research on Educational Ministry 16(2)

true Christians, we are supposedly also to be true disciples of Jesus Christ (p. 1).
Whilst God is the one who brings about the growth in the transformation to be
His true disciples, still, He chooses to use human beings in the entire growth
process. The teacher, then, as God’s fellow worker, plays a critical role in this
drama of redemption and transformation (p. 40), and thus must be equipped in
their planting and watering with the understanding and strategies to teach for
discipleship (1 Cor. 3:5-9). Indeed, “the Christian life is filled with paradox-
es . . . [whereby] we are to deny ourselves, yet we are to live life to the full” (p.
163). As such, living this paradox-filled life requires clear and intentional stra-
tegies for transformational learning so as to teach effectively for discipleship.
The world today lives in deeply held secular values that go squarely against
discipleship (p. 4). What do these values offer that makes them so convincing, even
to those who call themselves Christians? For one, they appear to offer a “liberating”
life as those espousing them are led to believe that they can “be whoever and do
whatever they want, whenever and wherever they want it.” On the other hand, Jesus
makes it clear that true discipleship is costly (Lk. 14:25-33), hence, it is often
misunderstood as the “laborious” life. As such, Thayer adamantly affirms that the
only way to respond to these comfortable Christians of this world is by inviting them
into a genuine personal relationship with Christ, through being the role models of
true disciples (1 Cor. 11:1) and utilizing the right strategies in teaching them for
discipleship as His co-workers in this ministry of reconciliation (2 Cor. 5:17).
Throughout her clear descriptions of the required steps and components in this
transformational teaching and learning process, Thayer continues to remind her
readers to consider and analyze the learners so as to determine what would appeal
to their teachable moment or readiness to grow in their relationship with Christ (p.
61). Her focus on the learners’ growth is indeed reflected in how she highlights the
need to undertake assessment before, during, and after the teaching (p. 76), which
upon successful implementation, the learners, by the power of His Holy Spirit (Jn
14:16-17), will experience true freedom in Christ as His disciples: the true liberated
life (Jn 8:31-32).
Strategies for transformational learning: How to teach for discipleship is written
with committed-to-discipleship teachers, pastors and lay leaders in mind. Those who
deeply desire to grow in their personal walk with Christ as his disciples and long to
live out their calling as His ministers of reconciliation (2 Cor. 5:17-20) will find this
book refreshingly rewarding as they explore and experience the tangible strategies,
solidly grounded in Scripture, whilst clearly exposed to the major social science
theories. Although a seemingly simple read, the book is far from being simplistic.
Thayer’s creative approach in spelling out the foundational principles of Scripture
along with the major development and transformation theories help provide clear
scaffolding to understand and carry out the strategies well. Her step-by-step
approach in walking through the details helps Christians understand the procedures,
particularly in the “learn by doing” section for practical application at the end of
each chapter. This special feature and the addendum for the instructional strategies
Book Reviews 395

of chapters 8–11 come in handy for those taking discipleship seriously. After all, His
disciples will be Can-do people for discipleship as “that’s what the Gospel Com-
mission is all about” (p. 200). Any Christians who consider themselves the disciples
of Jesus Christ, and genuinely want to grow in discipleship as they assist others to
also grow effectively, will find this book worthy of careful reading.

The Lost Discipline of Conversation: Surprising Lessons in Spiritual Formation Drawn from the English
Puritans. By Joanne J. Jung. Grand Rapids, MI: Zondervan, 2018. 224 pp. $16.99. Pbk.

Reviewed by: Santa Rusliana, Talbot School of Theology, Biola University, La Mirada, CA

How can the human soul thrive and be nurtured in an individualistic and
entertainment-soaked culture? How is your soul? The book presents insights on how
to have “optimal spiritual health” and experience a one-another relationship that
refreshes the soul through a godly conversation in the communal context (p. 17). In
her introduction, Jung argues for the importance of conversations on spiritual mat-
ters that direct people to God. She claims that our conversations have lost transfor-
mative impact and Christlikeness. Our dialogue and engagement with one another
are not meaningful and profound (p. 18). In our gatherings, many of us are tempted
to be satisfied with quick and superficial conversation rather than to seek to listen
attentively and to speak with thoughtful words. Our community needs recovery
through having a spiritual discipline of godly conversation with God and others.
Joanne J. Jung is a recognized New Testament scholar who received her PhD at
Fuller Theological Seminary and currently teaches as a professor of Biblical and
Theological Studies at Biola University. In this book she proposes the important
spiritual practice of the English Puritans that is called conference. In conference,
Jung argues that when soul-to-soul conversations are exercised, a community that is
Christlike and transformative will be established. As a double-edged sword, confer-
ence serves a twofold goal, strengthening one’s faith and knowledge of God, and
exploring the state of one’s soul. This is a helpful book for church leaders, ministers,
and all Christians who want to have a deep impact and investment in others’ lives.
This book is laid out in a very creative, but straightforward manner, presenting
the argument of conference as an important means of grace for an authentic com-
munity. It is supported by biblical views and the Puritans’ life experiences of con-
ferencing. It is divided into three main parts and concludes with appendices of
worksheets and helpful information.
In Part I (chapters 1–5), the author lays out the conceptual and practical founda-
tions of having soul-to-soul talk and experiencing growth in godliness. Chapter 1
emphasizes the significance of a relationship with God and others as a critical
component for a thriving soul, which canbe accomplished with attentiveness,