T E M P LE S CH OOL

INTRODUCTION TO

Priesthood Ministry
 TEM PLE SCHOOL

INTRODUCTION TO

Priesthood Ministry
Produced by Community of Christ
1001 W. Walnut St.
Independence, MO 64050
Herald Publishing House
1001 W. Walnut St.
Independence, MO 64050
© 2015 Herald Publishing House
All rights reserved. Published 2015. Printed in the
United States of America.
ISBN: 978-0-8309-1619-1

Author: David D. Schaal

Editors: Tammy Lindle, Greg Clark, and Steven L. Shields
Artist: Amy Rich

Note: Unless otherwise noted, all hymns herein are from

Community of Christ Sings (CCS), and all Bible scripture
references are from the New Revised Standard Version Bible
(NRSV), copyright 1989 by the Division of Christian Educa-
tion of the National Council of the Churches of Christ in the
USA, and are used by permission. All rights reserved.

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 CONTENTS

TIPS FOR TEACHING 7

INTRODUCTION 8

COVENANT PRINCIPLES FOR FAITHFUL PRIESTHOOD MINISTRY 9

LESSON 1—PRIESTHOOD AND COVENANT

10

LESSON 2—FAITH AND SPIRITUAL PRACTICES

16

LESSON 3—MISSION INITIATIVES

24

LESSON 4—EXPLORE IDENTITY, MISSION, MESSAGE, AND BELIEFS 30

LESSON 5—ETHICS, MORALITY, AND HOLISTIC LIVING 36

LESSON 6—GENEROSITY AND TRUE CAPACITY

42

LESSON 7—PROTECT CHILDREN AND YOUTH

49

LESSON 8—MINISTRY IN CONGREGATION LIFE

57

LESSON 9—CONTINUE TO LEARN AND GROW

71

LESSON 10—PLAN FOR MINISTRY

75

DEACON MINISTRY PLAN

79

TEACHER MINISTRY PLAN

83

PRIEST MINISTRY PLAN

87

ELDER MINISTRY PLAN

91

CLASS REPORT FORM

95

RECORD CARD (ENROLLMENT FORM)

97
 TIPS FOR TEACHING
Thank you for agreeing to teach this Ministry and
Priesthood course! Please review the entire course
and consider how it will work in your environment
and culture. The lessons follow an active-learning
approach, which helps students engage more holisti-
cally with ideas related to ministry. They allow learn-
ers to experience moving from the “knowing” to the
“being” and “doing” facets of ministry. This approach
not only provides information, but improves disciple
formation.
Each lesson follows a five-step flow accessible to dif-
ferent learning styles, universal across cultures, and
adaptable to different circumstances. The lessons work
in different settings: large or small groups; individ-
ual study with a mentor, coach, or guide; and online
learning.
Outlined below are the five steps and estimated lesson
times devoted to each:
• Gather—Activates background knowledge, pre-
pares, and motivates for the lesson (15 percent of
the lesson)
• Engage—Invites exploration and interaction
(35 percent of the lesson)
• Respond—Takes learners from hearing to doing
(35 percent of the lesson)
• Send—Explores how the lesson might be lived
(10 percent of the lesson)
• Bless—Time of prayer, praise, blessing, and hope
(5 percent of the lesson)
Instructors: Please watch this short video as part of your
preparation for teaching: “Ministry and Priesthood:
Teach the Teacher” (six-minute video) at www.CofChrist
.org/resources?tags=English-Home-Resource#/1338
/ministry-and-priesthood:-teach-the-teacher
Time Management
Do not plan to teach the course in one day. The lesson
flow provides a plan for deeper understanding of top-
ics. Schedule enough time for the entire course. Please
plan for a minimum of 10 hours.
Some ways to approach teaching:
1. A long weekend—10 hours divided between Fri-
day and Saturday or among Friday, Saturday, and
Sunday
2. A series of weekday or evening classes (four or five
two-hour sessions)
3. Two five-hour sessions, most likely two Saturdays
or a Saturday-Sunday combination
4. Away from the traditional Sunday-school setting
(most lessons take at least an hour)
Take care in managing classroom discussion so each
student has an equal chance to take part. You need to
set time limits for discussions and provide reminders
about sharing the discussion time to help these parts
of the class go smoothly.
We designed each lesson to stand alone. The lessons
begin and end with a spiritual practice or other object
lesson to help students engage and focus on the topic.
If you complete two or more lessons in a setting, ad-
just some features in the “Gather” and “Bless” sections
for a more cohesive overall experience. The Gather and
Bless sections are important learning features. They
help students connect with the “being” facets of their
ministry and disciple formation.
Some lessons include links to videos or online re-
sources. Consider a location with Internet access and
video-presentation capabilities.
Some lessons need advance student preparation, au-
diovisual setup, and other preparations. See the Over-
view page of each lesson and remind students of their
assignments well before your class.
Please return the Temple School Class Report form and
all Record Cards (enrollment cards) to:
Community of Christ
Membership Records
1001 W. Walnut St.
Independence, MO 64050
Tips for teaching—7
 INTRODUCTION
Priesthood is a sacred covenant involving the high-
est form of stewardship of body, mind, spirit, and
relationships. The priesthood shall be composed
of people of humility and integrity who are willing
to extend themselves in service for others and for
the well-being of the faith community.
—Doctrine and Covenants 163:6a
Welcome to the Introduction to Priesthood Ministry! We
hope your experience with this course will bless you as
you prepare for ordination and learn more about the
essential ministry of the teacher.
Priesthood is a gift from God for the sake of the church’s
life and mission. This gift, expressed through different
priesthood offices and callings, provides consistent and
effective proclamation of the gospel and equips the
church for ministries that live Christ’s mission.
Priesthood faithfulness is about trustworthy, account-
able, and competent ministry. In response to God’s sa-
cred call, priesthood members reflect covenant princi-
ples that shape and enrich ministry. Faithful priesthood
8—Ministry and Priesthood: Introduction to Priesthood Ministry
ministry blesses the faith community and priesthood
members. Disciples find great meaning as they grow
in Christ-like service and develop their giftedness and
capacity to be living vessels for God’s grace to bless oth-
ers. Through such response, we find our truest selves
created by God to share in fulfilling divine purposes.
As a result, joy, hope, love, and peace become enduring
qualities in the lives of faithful priesthood members.
As ministry takes place, sacred communities of un-
conditional love, tolerance, reconciliation, and Unity
in Diversity are born. These Christ-centered commu-
nities invite and welcome those searching for a spiri-
tual home and yearning to know God’s redeeming love.
These grace-filled communities nurture and empower
disciples as Christ’s representatives to the many lives
waiting to hear the redeeming words of the gospel.
May you find blessings and become a blessing as you
study and serve!
—First Presidency
Presiding Bishopric
 COVENANT PRINCIPLES FOR
FAITHFUL PRIESTHOOD MINISTRY
FOR ALL PRIESTHOOD MEMBERS AND ORDINANDS
Priesthood faithfulness begins with faithful disciple-
ship. Faithful discipleship emerges from ongoing faith
and spiritual formation. The constant call is to follow
the Living Christ and to abide in increasing measure in
God’s love and vision for creation. Being comes before
doing.
The following expectations will help me serve as a
faithful priesthood member. In response to God’s sa-
cred call and priesthood authority granted by Commu-
nity of Christ, I covenant to…
• Engage in ongoing faith and spiritual practices
to deepen my relationship with God and others
through study and spiritual formation.
• Affirm and promote Christ’s mission of invitation,
compassionate ministries, and justice and peace-
making; help prepare others for Christ’s mission;
and partner with other priesthood in leading con-
gregations in Christ’s mission.
• Provide ministry consistent with the church’s iden-
tity, mission, message, and beliefs as expressed in
Sharing in Community of Christ: Exploring Identity,
Mission, Message, and Beliefs, 3rd Edition (www
.CofChrist.org/common/cms/resources/Documents
/Sharing-in-Community-of-Christ-3rd-edition.pdf)
and other current official documents.
• Model an ethical, moral, and holistic lifestyle.
• Model generosity as a regular contributor to mis-
sion tithes (local, mission center, and worldwide
ministries), according to my true capacity.
• Protect the safety and well-being of children and
youth, including, where applicable, being a Regis-
tered Children and Youth Worker.
• Actively participate in congregational life or similar
church expressions when congregational life is not
available.
• Participate annually in educational or spiritual-for-
mation experiences offered by my congregation,
mission center, apostolic mission field, or World
Church.
• Develop and implement a plan for ministry that
uses my gifts to advance Christ’s mission.
Covenant Principles for Faithful Priesthood Ministry—9
PRIESTHOOD AND COVENANT
FOCUS
Explore the facets of covenant and covenant living for
priesthood members.
OBJECTIVES
Learners will…
• Know: Understand priesthood as a covenant, rather
than a list of duties or a grant of special authority.
• Know: Understand that priesthood comes from
scriptural tradition, is intended to be holistic, and
includes helping develop gifts in others.
• Be: Begin to internalize scriptural counsel about
the priesthood covenant.
10—Ministry and Priesthood: Introduction to Priesthood Ministry
1
• Be: Enter new relationships of conversation,
prayer, and interdependent support.
• Do: Perform two important behaviors of cove-
nant-living—help others share their stories and
openly share important facets of their own lives.
• Do: Give to and receive specific support from an-
other person who is preparing for ordination.
RESOURCES
• Course book for each learner
• Community of Christ Sings, Herald Publishing
House, 2013
SUPPLIES
• Pens or pencils for all learners

GATHER
Activates background
knowledge, prepares, and
motivates for lesson
The path toward ordination and priesthood ministry
is personal, but it is not private. One reason you are
taking this course is the influence of people who have
loved you, encouraged you, and helped shape your life.
Write the names of three people who have
helped you understand what it means to be a
minister of Jesus Christ.
Instructor: Invite people to find one or two
others to talk with. Ask them to share one
name from their list and tell why this person is
important to them.
ENGAGE
Invites exploration
and interaction
THE SIGNIFICANCE OF COVENANT
Covenant: A Major Theme of Scripture
The idea of “covenant” is a major theme in scripture
and in the heritage of the church. The scriptural idea of
covenant means more than simply an agreement. It is
an agreement characterized by faith, marked by God’s
promise, and grounded in the hope of God’s vision for
the future.
In ancient times, God made a covenant with Abraham.
It was foundational for generations that would learn
about living together under God’s care. The prophets
would hold up God’s covenant like a compass when
calling people to faithful living. The psalmist would
sing of the covenant’s importance.
As Jesus drew his disciples together for one last eve-
ning, he invited them into a new covenant revealed in
his body and blood—a covenant we remember each
time we join in the Lord’s Supper.
In Community of Christ, we affirm that God also calls us
into covenant. We don’t just “join the church” when we
are baptized and or confirmed. We enter a covenant with
God and the church that shapes us all the days of our lives.
In the tradition of both scripture and the church, a
priesthood call is also an invitation to enter a covenant.
Ordination to priesthood involves a covenant relation-
ship with God and the church community. It involves
committing one’s life to bring blessing to others. Bring-
ing blessing to others occurs through the sacraments
and through leading an exemplary life of discipleship,
including facets of inward and outward formation.
What exactly is this priesthood covenant? If one says
“yes” to a priesthood call and is ordained, what is he
or she making a covenant to know…to be…to do? This
Introduction to Priesthood Ministry will help you explore
these essential questions.
There are nine Covenant Principles for Faithful Priest-
hood Ministry. We will explore each during this course.
The main point in this lesson is to affirm that ordination
is not simply an agreement to perform certain duties (al-
though priesthood duties are important). It is not mainly
an endowment of special privilege or authority (though
priesthood has certain important authorities). Saying
“yes” to ordination affirms one’s commitment to enter a
covenant with self, the church, the community, and God.
What difference does it make that priesthood
is mainly a covenant, rather than being a set of
duties or a special grant of privilege or author-
ity? How do you believe this understanding
will affect your ministry?
Instructor: Divide everyone into three groups.
• Ask one group to talk about what serving in
the priesthood might be like if priesthood
ministry were mainly about taking care of a
list of duties.
• Ask another group to talk about what serv-
ing in the priesthood might be like if priest-
hood ministry were mostly about having
special privileges or authority.
• Ask the other group to talk about what serv-
ing in the priesthood would be like if priest-
hood ministry were chiefly about being in
a covenant. Have each group identify a re-
porter who will summarize the conversation.
Priesthood and Covenant—11
Personal Reflection
The idea of priesthood as covenant is worthy of con-
versation, study, and contemplation. We are fortunate
the scriptures contain enough information for us. Con-
sider Doctrine and Covenants 163:6a:
Priesthood is a sacred covenant involving the high-
est form of stewardship of body, mind, spirit, and
relationships. The priesthood shall be composed
of people of humility and integrity who are willing
to extend themselves in service for others and for
the well-being of the faith community.
Read Doctrine and Covenants 163:6a again.
Don’t “think hard” about it, but just read it
slowly and be aware of any words, phrases, or
images that grab your attention. Note them.
Why do you think these words, phrases, or im-
ages stood out to you?
Instructor: Have everyone close their eyes
as you read Doctrine and Covenants 163:6a.
Ask them to note words, phrases, and images
that grab their attention. When finished invite
them to form groups of two or three and share
what stood out to them and why.
Why Priesthood?
When preparing for ordination, some people ask these
basic questions: “Why is priesthood necessary any-
way?” “Why is this covenant so important?”
Throughout the scriptures, we find stories of God’s in-
tentional movement in the lives of people, calling them
to serve in ministry and leadership. In Hebrew Scrip-
tures, the call often came in the form of a covenant. In
the New Testament, Jesus called 12 people to provide
leadership and ministry to the church as a new expres-
sion of God’s movement in the world. As the Christian
movement grew, many others accepted the call to re-
sponsibilities of servant leadership and ministry.
Community of Christ stays true to that tradition, but
not just for tradition’s sake. The various priesthood
offices give attention to basic areas of human need
12—Ministry and Priesthood: Introduction to Priesthood Ministry
and relationships. Thus, when priesthood members
work together, there is great potential to address hu-
man needs in wonderfully holistic ways. This means,
of course, most priesthood ministry occurs outside the
walls of the church and in places where people live and
work.
An Enduring Principle of Community of Christ is All
Are Called:
• God graciously gives people gifts and opportunities
to do good and to share in God’s purposes.
• Jesus Christ invites people to follow him by becom-
ing disciples who share his life and ministry.
• Some disciples are called and ordained to partic-
ular priesthood responsibilities and ministries for
the sake of the community, the congregation, and
the world.
• We respond faithfully, with the help of the Holy
Spirit, to our best understanding of God’s call.
Priesthood ministry is a covenant to provide ministry
and servant leadership necessary to sustain and lead
the faith community as an expression of Christ’s mis-
sion in the world. Those called to priesthood responsi-
bility do not stand apart from but with those seeking to
live as faithful disciples in community. By committing
to a life of servant ministry and leadership, priesthood
members create pathways of hope and opportunity for
others to respond to the call to life as a disciple.
Priesthood Scriptural Principles
1. Priesthood is a sacred covenant one enters with
God and the faith community, involving the total
commitment of one’s life.
2. The foundation for priesthood ministry is the ho-
listic ministry of Jesus Christ—God’s shalom. Jesus
modeled the essential balance between spiritual
formation, renewal, and ministry to others.
3. God calls disciples to share the peace of Jesus
Christ. God entrusts some to responsibilities of
priesthood and leadership.
4. Priesthood ministry is a response to the grace and
generosity of God.
5. As priesthood members share ministry in their of-
fices and calling, the faith community experiences
the holistic ministry of Jesus.
6. Priesthood members prepare and extend them-
selves in the service of God’s vision for the blessing
and salvation of creation.
7. Priesthood members embody generosity, humility,
and integrity.
Exercise (Do this now, before going further)
8. Priesthood members continually seek to magnify
their calling. Step 1: On lines A1, B1, and C1 below, write
your top three responses to the question “Why
9. Office-specific ministry may expand as new in- does the church have priesthood?”
sights emerge through our encounter with God’s
revelation. Step 2: If your three responses were lived in
practical ways in your congregation, what
10. The ultimate responsibility for priesthood faith- would that look like? Write this on lines A2,
fulness rests on the individual in response to the B2, and C2.
needs and expectations of the faith community.
The church is accountable to God for supporting, Step 3: If your three responses were lived in
equipping, and empowering priesthood members practical ways in the community where you
to fulfill their callings for bringing blessing to the live, what would that look like? Write this on
community. lines A3, B3, and C3.
A1
Covenant Principles for Faithful Priesthood
1. Engage in ongoing faith and spiritual practices A2
to deepen my relationship with God and others
through study and spiritual formation.
2. Affirm and promote Christ’s mission of invitation, A3
compassionate ministries, and justice and peace-
making; help prepare others for Christ’s mission;
and partner with other priesthood in leading con-
gregations in Christ’s mission. B1
3. Provide ministry consistent with the church’s iden-
tity, mission, message, and beliefs as expressed in
Sharing in Community of Christ: Exploring Identity, B2
Mission, Message, and Beliefs (current edition; www
.CofChrist.org/common/cms/resources/Documents
/Sharing-in-Community-of-Christ-3rd-edition.pdf) B3
and other current official documents.
4. Model an ethical, moral, and holistic lifestyle.
5. Model generosity as a regular contributor to mis- C1
sion tithes (local, mission center, and worldwide
ministries), according to my true capacity.
C2
6. Protect the safety and well-being of children and
youth, including, where applicable, being a Regis-
tered Children and Youth Worker.
C3
7. Actively participate in congregational life or similar
church expressions when congregational life is not
available.
8. Participate annually in educational or spiritual-for-
mation experiences offered by my congregation,
mission center, apostolic mission field, or World Instructor: Let those who are comfort-
Church. able briefly share thoughts and insights that
emerged from doing this exercise.
9. Develop and implement a plan for ministry that
uses my gifts to advance Christ’s mission.
Priesthood and Covenant—13

RESPO ND
Takes the learners from
hearing to doing
PRACTICING COVENANT BEHAVIOR
We already have considered that priesthood ministry
means living in covenant. It is a covenant with the per-
son called, the church, the community, and God. As a
priesthood member, you are not asked to be an inde-
pendent ministry practitioner. Instead, you are called
to partner with others to give ministry. In genuine
partnerships, we know how to listen to one another.
We know one another’s stories, and we support one an-
other along the way. This is an important part of being
in covenant.
If you are taking this class on your own, find an-
other priesthood member with whom you can
share. Tell them your joys and concerns about
serving in the priesthood. Then, ask them to
share their joys and concerns with you. As the
person shares, help him or her to go as deeply
into the story as the person wishes to go. You
may find it helpful to ask the person to tell you
stories from life experiences that explain his or
her feelings.
Instructor: Ask everyone to form pairs. Ask
them to share with partners their joys and con-
cerns about serving in the priesthood. They will
take turns sharing. Stress the primary point is
to help each other go beyond the surface level,
and to open our lives to each other a bit more.
It may be helpful to invite their partners to
share stories from their lives that explain why
they feel the way they do. When finished, invite
everyone into a moment of silence when they
can think about what support they would like
to receive from their partners during the du-
ration of this course. Close the time of silence
by having them share with their partners how
they would like to receive support. (Even if the
support is as simple as praying for them, they
now will be praying with a heightened aware-
ness of their partner’s story.)
another. They should share their stories and should
know how to draw stories out of others. They should
know how to give and receive support from one an-
other. Healthy congregational life is much more than
putting on programs or events. Healthy congregational
life includes building relationships. Priesthood mem-
bers must be adept at creating safe relational space in
which people can open their lives to one another.
SEND
Explores how the lesson
might be lived
God is calling the church to bring change in the world.
Doctrine and Covenants 162:2c issues a profound
invitation:
…You live in a world with new challenges, and that
world will require new forms of ministry. The priest-
hood must especially respond to that challenge,
and the church is admonished to prayerfully con-
sider how calling and giftedness in the Community
of Christ can best be expressed in a new time.
It is important to remember that priesthood is a cov-
enant we must “live into,” rather than being a set of
skills that we master by the time of ordination. It is a
lifelong journey of learning and integrating what we
must know, what we must do, and how we must be.
Please be assured of the church’s support in the journey
and, most importantly, of the Holy Spirit’s accompany-
ing insight and grace in your life as you engage in this
exploration.
Introspection and Response
You are being called and sent. In the space be-
low, list some of your hopes for the path ahead.

Sharing, as we have just done, is not simply an exercise,

but rather a behavior of people in covenant relation-
ship. Priesthood members need to be open with one
14—Ministry and Priesthood: Introduction to Priesthood Ministry
 BLESS
Time of prayer, praise,
blessing, and hope

Hold your notes about your hopes in your

hands as an offering to God. In silence, pray for
yourself, for others on the path with you, and
for the journey we now share.
Instructor: Close this session by singing CCS
649, “With a Steadfast Faith.”

Priesthood and Covenant—15

 FAITH AND SPIRITUAL
PRACTICES 2
FOCUS • Do: Work with others to plan worship that honors
the variety of spiritual types.
Covenant Principle: Engage in ongoing faith and spiri-
tual practices to deepen my relationship with God and • Do: Begin to invite people to be part of a personal
others through study and spiritual formation. support network.

OBJECTIVES RESOURCES
Learners will… • Course book for each learner
• Know: Discover the importance of spiritual prac-
tices in shaping priesthood ministry. • Video: Theological Foundations for Ministry and
Priesthood:1b (www.CofChrist.org/resources?tags=En
• Know: Explore “spiritual types” for self-awareness
glish-Home-Resource#/1276/theological-founda
and for ministry.
tions-for-ministry-and-priesthood---session-1b)
• Know: Identify characteristics of good people to
have in one’s spiritual and ministerial support • Computer, projector, and screen
network.
• Internet access
• Be: Have opportunity to live a life shaped by “abid-
ing in God’s love” with spiritual practice as a key
aspect of living. SUPPLIES
• Be: Be enriched by engaging in meaningful rela- • Poster board or flip-chart paper
tionships with special people who give support.
• Markers
• Do: Find helpful resources for spiritual formation
that align with the church’s identity, mission, mes- • Pens or pencils for all learners
sage, and beliefs.
16—Ministry and Priesthood: Introduction to Priesthood Ministry

GATHER
Activates background
knowledge, prepares, and
motivates for lesson
Learning from Elijah
Listen to President Stephen M. Veazey’s tes-
timony on the video, Theological Foundations
for Ministry and Priesthood: 1b at www.Cof
Christ.org/resources?tags=English-Home-Re
source#/1276/theological-foundations-for-min
istry-and-priesthood---session-1b (Watch the
first 8 minutes, 50 seconds of video.) If viewing
is not available, read the excerpted transcript
below:
First 8 minutes, 50 seconds of video.
Linda: I was struck in the reading of this foundational
paper that talks about the “doing” and the “be-
ing” in relationship to who we are as ministers,
leaders, and priesthood. And oftentimes we
equate our faithfulness with how much we’re
doing and how much energy and time we
place in the doing. But, in this foundational
paper it makes it very clear in order for us to
truly experience the love that God has for us,
and then our response to that love in the way
in which we minister, that we need to take the
time to intentionally be in the Presence. And
so I’m going ask you a personal question. All
of us are ministers who struggle with that bal-
ance between the incredible need that we see
as we serve, and the intrinsic, intentional need
to be close to our God. How do you personally
balance between the “doing” and the “being”
in God’s love?
Steve: Well I’ve been a priesthood member for about
40 years…And the lesson I have to keep learn-
ing over and over and over again is that the
most effective ministry that I offer comes out
of the overflow of my own encounter and expe-
rience with God’s grace and God’s love. When
I’m not doing that, ministry just becomes more
of going through the motions—tasks, check-
lists of things to do. That too easily leads to
burnout or cynicism about ministry in our
own lives and decreasing effectiveness. Even
though we may be very active, we may be very
busy, but it’s not offering the kinds of ministry
and blessings that people in the congregation
or mission center or the field really stand in
need of.
There’s a good story in the Bible that I return
to, time and time again, to remind me about
the importance of the “being” side. That’s the
story of Elijah in the book of First Kings. Elijah
was a prophet’s prophet, and he was doing
mighty, prophetic acts. And he found himself
eventually being hunted down by Queen Je-
zebel, who said she was going to take his life.
All of a sudden, he was disoriented. So he went
into the wilderness. Now in the scriptures the
wilderness is always symbolic or is speaking
about either the need for solitude or the call
to solitude—to be with God in one’s own inner
being. So he goes into the wilderness, he’s ex-
hausted physically and spiritually, he’s afraid,
he’s anxious, and he sits under a broom tree
and basically says, “It’s all over.” Says to God,
“Take my life, it’s all over, it’s nothing. I can’t live
like this.” Then he goes to sleep.
Now there’s a good point. Sometimes what
we need most is to sleep. I was thinking about
that this morning.
Linda: Yeah, what time?
Steve: About 3:30 when I woke up!
He goes to sleep and in a moment of grace, in
that solitude, when he’s on the edge, a mes-
senger of the Lord, an angel, comes to him
and taps him on the shoulder and says, “You
need to eat some bread and drink some water
because the journey has become too great for
you.” That’s the phrase that really speaks to me.
But not just to me but I think to leaders in the
church, priesthood ministers, at every level of
the church’s life. It’s all too easy for the journey
to become too much for us. And so he’s being
nurtured by God’s grace and God’s generosity.
And not only does that occur once, but it oc-
curs twice, as if to say one retreat or just one
break is never enough. The angel says again,
“Eat some bread and drink some water,” which
of course are highly symbolic of the spiritual
life. The journey is too great for you.
And all of that becomes prelude to a contin-
ued journey where he goes further into the
Faith and Spiritual Practices—17
 wilderness. He dwells in a cave, so he’s going
deeper. And then, he has experiences with
God that he hadn’t had before. And he finds Reflection
God in an inner, still, small voice. Then all of What did you hear that challenged you most?
that becomes prelude for all of the ministry, all
of the prophetic activity which was to follow.
So always remember that phrase, “The journey
has become too much, too great for you.”

And so more and more I’m taking time to be

quiet, to be still, to do things that I like to do
that I know renew and refresh me. I draw on
daily meditations that come to me via the
Internet, but I have the discipline of doing
the meditation before I get to all of the other
Instructor: Allow any to speak who would like
e-mails. I took all of my vacation this year, and
to share briefly about what challenged them
I may sneak a few more days in after the Peace
most in the video. Be attentive to common
Colloquy. themes and unique perspectives.
Linda: Good for you.

Steve: I’ll see if the fish are still biting!

Prayer time in quietness and stillness with a lot ENGAGE

of listening has become even more frequent in
my life. So, yes, “being” is just as important as
“doing” in ministry. Because if I’m not “being,”
by that means, if I’m not abiding or immersing
myself in God’s love and God’s Spirit, the jour-
ney will become too great for me. And then my
ministry will just be activity with little real ef-
fect in the life of the church. God put Sabbath
in the cycle of human life. And that means to
rest and accept that you are fully accepted
when you’re not doing anything. That’s the
concept of Sabbath.
Linda: To rest in God’s love frees us to incarnate or
to enflesh Christ’s passion and concern for all
people.
Steve: And then it’s out of the overflow…that we min-
ister. And then ministry becomes a joy. It’s very
meaningful, and it connects.
18—Ministry and Priesthood: Introduction to Priesthood Ministry
Invites exploration
and interaction
SPIRITUAL PRACTICES, TYPES, AND
SUPPORT NETWORKS
“Abiding in God’s Love”—Jesus’ Example
The following thoughts are an important consideration
for those who want to live as disciples of Jesus Christ.
Before Jesus began his public ministry the scripture,
teaching, sacred rituals, and spiritual practices of his
faith community shaped him. This spiritual formation
occurred in his home, synagogue, at the Temple, and in
nature. It included prayer, fasting, study, solitude, con-
versation, and genuine community life.
When Jesus publicly announced his identifying mis-
sion (Luke 4:18–19), what he said he would do came
from his awareness that “The Spirit of the Lord is upon
me, because he has anointed me…” The ministry that
followed was not motivated by human ego or good in-
tentions. Jesus’ call to mission emerged from abiding in
God’s love, Spirit, and vision for creation.
The priesthood covenant includes a commitment to
follow Jesus’ example of “abiding in God’s love” and be-
ing shaped by spiritual practices.
But which practices? Many spiritual practices can
be helpful and give meaning. However, they don’t all
match with everyone’s needs and inclinations. For ex-
ample, some people may find great meaning in a prayer
life that includes mostly written prayers; while others
may find greater meaning in a prayer life in which they
“talk” to God (silently or aloud). For some, meditation
is more deeply expressive when they are sitting quietly
in their kitchen. Others need a meditation style that
involves walking or some form of movement. Some
people find spiritual insight and renewal most readily
in nature, while others discover it in the pages of per-
sonal journals. All priesthood members should have
a deepening familiarity with scripture. How they en-
counter the sacred text may be anything but uniform
in style and practice.
Knowing which spiritual practices bring the most
personal meaning is important for each to consider,
so daily practice is life-giving rather than drudgery.
It’s also important that we open ourselves to new ex-
periences and insights that can arise from trying new
practices.
Finding Helpful Resources
It can be daunting to sort through the many books on
spirituality available today. This is especially true when
one is looking for resources that are practical and well
aligned with the identity, mission, message, and beliefs
of the church. The World Church website can help.
In looking for resources, it is important to find some-
thing that “fits” our personalities, likes, and prefer-
ences. It also is important to learn about practices that
are different from what we know, so we can stretch
and enlarge the number of ways we open ourselves to
God’s Spirit. Several excellent resources are listed on
the World Church website at www.CofChrist.org. Find
some on the web pages below.
There are two reasons for you to know these resources.
As a disciple, you will find many helps for your own
spiritual practice. As a priesthood member, you will
be helping people of various ages, backgrounds, and
spiritual types develop discipleship. Your familiarity
with various spiritual practices is important. Even if a
practice does not appeal to you, it may be just right for
someone you are helping.
Explore the resources on the web pages below.
Take time to look around. Make notes about
practices that you would like to return to later.
• www.CofChrist.org/spiritual-formation. This
web page contains several practices, many
of which have proven helpful for centuries
but are voiced in present-day language and
context.
• www.CofChrist.org/common/cms/resources
/Documents/pastors-and-leaders-field-guide
.pdf (Topical Index of Practices and Tools,
pg. 1) This section of the Pastors and Lead-
ers Field Guide is an alphabetical listing of
“Tools and Practices.” Look at this list and
its one-sentence descriptions. You will find
spiritual practices that you may wish to
experience.
Instructor: If multiple media devices are avail-
able, ask everyone to review (individually or in
small groups) the resources on the listed pages
of the church’s website. Ask them to keep their
eyes open for resources that look appealing.
This includes resources that contain their “fa-
vorite” practices and practices that are unfamil-
iar. Use a projector and screen, and be prepared
to show the class how to access these resources.
Keep it short. The purpose of this exercise is to
give people opportunity to explore these re-
sources on their own or in small groups. Give
everyone 15–20 minutes to explore.
If multiple media devices are not available,
then explore these web pages with the group
using a projector and screen. Share one or two
examples from each resource. If you do not
have access to any media devices or projector,
print copies of sample practices from each web
page listed.
Spiritual Types
One Enduring Principle is Unity in Diversity. The gifts
of human diversity are made known in countless ways.
Our gender, ethnicity, family background, and per-
sonal experiences are only a few features that make us
unique. It is no wonder people are inclined to be aware
of God’s Spirit in various ways. Often these ways are
different from one another.
Faith and Spiritual Practices—19
One theological scholar has researched and described
spiritual diversity among disciples1. People refer to this
Consider the following five questions, and cir-
as a person’s spiritual type. The following is a brief de-
cle the response that most often reflects your
scription of four “types” of spirituality:
experience.
• Head spirituality: People who are especially adept 1. In congregational worship, when do you
at experiencing God through order, logic, or means most often find the deepest meaning?
that stretch the mind. They may sense God’s pres-
ence most readily when being challenged and in- a. When I am introduced to new thoughts
spired with new ideas or information. or ideas
b. When I am stirred with feelings of joy or
• Heart spirituality: People who are especially ad-
compassion
ept at experiencing God through what they “feel.”
They often talk about “feeling” the Holy Spirit and c. When I am filled with a sense of awe or
may wish to be “stirred,” “fired up,” or “touched” in wonder
deeply felt ways in their emotional being.
d. When I hear about or am challenged to
• Mystic spirituality: People who are especially ad- serve people in need
ept at experiencing God through mystery, awe, or 2. All of the following are important, but what
wonder. They may be inspired more by questions do you tend to find motivating your disci-
than answers; may want silence more than words, pleship most frequently?
and may enjoy the unknown parts of the journey.
a. The desire to understand God’s will for
• Kingdom spirituality: People who are especially me and my world
adept at experiencing God through “doing things.”
They may prefer helping the homeless, tutoring b. The desire to feel close to God
schoolchildren, or visiting hospitals as the best c. The desire to be one with God
ways to experience God.
d. The desire to do God’s will in the world
Please note, there is no prescriptive box, nor are people
3. In your personal spiritual practices, how is
only one way or the other. In fact, many people have
your own soul fed most easily?
experienced God’s Spirit through all four types listed
above. This approach helps us understand that while a. By things that stretch my mind and
an individual experiences God in multiple ways, we all deepen my understanding
tend to be most aware of God’s presence through one
or two types of experiences. b. By things that move my heart to feel
deeply
Knowing our own spiritual type helps us be in touch c. By things that draw me into silence or
with experiences and practices that may be of great- contemplation
est meaning to us, given our natural tendencies. This
helps us identify types of experiences and practices d. By praying for the people whom I am
that might strengthen us in ways we are not as inclined seeking to serve
toward engaging. Finally, it can help us increase the
4. In worship, when you experience meaning-
depth of our ministerial efforts so we can plan ministry
ful music, how do you most often experi-
that is sensitive to all spiritual types.
ence it?
Reflecting on Your Personal Spirituality a. It stimulates me intellectually—its parts
uniting to form something beautiful.
As stated above, many people experience God in mul-
tiple ways, and no one is limited to experiencing only b. It moves me emotionally—I feel inspired.
one type of spirituality. Still, we all have tendencies or
c. It draws me into wonder—into a sense of
inclinations regarding how we may experience God’s
unity with God.
presence most readily.
d. It calls me to serve the world that God
1
Corrine Ware, Discover Your Spiritual Type: A Guide to Individual and Con- loves.
gregational Growth (Alban Institute, 1995, ISBN 1566991498). This book, al-
though only in English, can be a valuable resource for priesthood members.

20—Ministry and Priesthood: Introduction to Priesthood Ministry


5. What do you find most meaningful when
reading scripture?
a. Insight into God’s will and a better un-
derstanding of discipleship
b. Feeling the joy, pain, and hope of people
in the scriptures—people like me
c. The journey of faith expressed in scrip-
ture, with all its mystery and wonder
d. The stories of people who made a differ-
ence for good—and the call do likewise
In each of the above, the “a” responses relate to
a strong “Head” spirituality. The “b” responses
relate to a strong “Heart” spirituality; “c” to a
strong “Mystic” spirituality; and “d” to a strong
“Kingdom” spirituality. Where did your re-
sponses tend to be?
Go back to the paragraphs from earlier in this
session that describe the four spiritualties. As
you read these descriptions, which one or two
sound most like you?
a. Head spirituality
b. Heart spirituality
c. Mystic spirituality
d. Kingdom spirituality
Now, which of these four spiritual types tends
to describe you the least? What can you do to
cultivate deeper awareness of God’s presence
through that type of spiritual practice?
Instructor: You may wish to divide people into
groups that represent each spiritual type (if
possible) in each group. Invite groups to have
a conversation about what people find most
meaningful in their spiritual journeys.
Support Networks
As priesthood members, nothing is more valuable than
having people join us as trusted friends and compan-
ions in our spiritual and ministerial journeys. Each of
us needs relationships in which we feel free to share our
thoughts and feelings about our spiritual lives, minis-
try, and personal experiences. These relationships do
not always “just happen.” We often must choose them
with intent. They are vital to our ministerial and spiri-
tual development. It is important to have a network of
people who:
• Are excellent listeners and care less about giving
advice than about helping you reflect on your own
experience.
• Are trustworthy and honor confidentiality.
• Do not consider themselves experts yet have expe-
rience in ministry and spiritual practice.
• Are open about their own journey and experience.
• Are available for regular conversation.
• Are willing to gently hold us accountable.
• Are nonjudgmental.
• Understand and embrace the church’s identity,
mission, message, and beliefs.
Perhaps you know a person who embodies all of these
characteristics. Or, perhaps you may identify a net-
work of people with whom to share various parts of
your experience. Whatever the case, choosing people
to walk with us in this way is not something to rush
into. Think about it. Pray about it. When ready, take
this article to the person(s) you have in mind. Ask them
to read it and to pray about it themselves. Remind
them that it is honorable to say yes or no to this invi-
tation, based on what they believe is timely and fitting
for their own journey now. If they say yes, set a time for
your first conversation. When you meet, be informal
and begin talking about your thoughts, feelings, and
experiences in preparing for ordination. The walk to-
gether has begun.
As you consider this, please keep in mind the multiple
alternatives that may be available to you. For instance,
the High Priest Quorum embraces the stewardship of
mentoring other priesthood. High priests are called to
serve as mentors. This means high priests walk along-
side others, offering ministry, coaching, and encour-
agement as well as helping others connect in similar
partnerships for ministry development. High priests
model mentor partnerships by having their own men-
tor, guide, or coach, and by developing a personal testi-
mony about the value of mentoring.
Faith and Spiritual Practices—21
Similarly, the evangelists affirm their call to be “spiri-
tual companions.” The Order of Evangelists describes
it this way: one who shares the personal practice of
spiritual disciplines and invites others into a deep and
enriching relationship of spiritual growth in times
of need and times of plenty…[they are] a soul friend,
a teacher, companion, confessor, or spiritual guide,
someone with whom you could share your innermost
thoughts. Such a friend loves you as you are. You feel
safe and blessed.
This is not to suggest you must select a high priest
or evangelist to walk with you in your spiritual and
ministerial path. It is simply to point out there are
ministers who have a specific calling to journey with
us.
Who are some people you might consider to
walk with you in this way in your spiritual and
ministerial path?
Instructor: Please stress that this is not a time
for decision-making. Rather, it is a time to “be-
gin” thinking about whom they might invite
to walk with them in this way. Each learn-
er’s thoughts on this matter are personal and
confidential.
22—Ministry and Priesthood: Introduction to Priesthood Ministry
RESPOND
Takes the learners from
hearing to doing
PLANNING WITH OTHERS IN MIND
Worship and Spiritual Types
Imagine you are part of a worship-planning team
for a service on (pick a date that is three to four
months in the future). Look at the service out-
line in Worship Resources on the church’s website.
(Remember, these outlines are suggestions, not
prescriptions.) Examine the outline. What parts
of the service do you think might appeal to the
various spiritual types? What features can you
amend or add to make the service broader in its
appeal? Or, how might you coach worship leaders
and participants to help them share ministry in a
manner that would best reach all spiritual types?
Instructor: Put people in groups for this plan-
ning exercise. Have them write their amended
orders of worship on flip-chart paper to post
on a wall. Looking at all the collected ideas can
be helpful. Plus, someone in the room may be
responsible for planning that service and may
value the group’s insights and ideas.
 SEND BLESS
Explores how the lesson Time of prayer, praise,
might be lived blessing, and hope

It is easy to become excited about the “doing” of minis- Spiritual development has as much to do with unlearn-
try. Please remember the holistic example of Jesus. His ing as it does learning.
ministry was not the result of a personal strategic plan,
centered only on “doing.” Instead, his ministry was in-
formed by what he knew, was expressed through doing,
Make some notes about what you may have to
but was given power by being a person shaped by a life
unlearn and learn to integrate spiritual prac-
of abiding in God’s love. Many of us come from cultures
tices more effectively in your life.
that give great attention to doing and knowing. Some-
times, this comes at the expense of “being,” which is
that internal tapestry of character, values, vision, and
natural gifts that makes each person unique. “Being”
asks us to be still and attentive, to be mindful of God’s
presence and the world around us. It is the part of us
that recognizes our truest self, and understands we are
meant to live in God’s love.
You are called and sent to be in Christ. From that, flows
doing.

Introspection and response

What spiritual practices do I need to integrate
into my life to more fully abide in God’s love?
When will I do them?
If you are taking this class on your own, offer
a prayer asking for God’s help and blessing in
learning and unlearning.

Instructor: Have everyone form a circle. Ask

everyone to think quietly about the unlearn-
ing and learning they need to do. After a few
moments, ask them to pray silently for the per-
son on their left. After several moments, say
“amen.”

Faith and Spiritual Practices—23

 MISSION INITIATIVES
FOCUS
Covenant Principle: Affirm and promote Christ’s mis-
sion of invitation, compassionate ministries, and jus-
tice and peacemaking; help prepare others for Christ’s
mission; and partner with other priesthood in leading
congregations in Christ’s mission.
OBJECTIVES
Learners will…
• Know: Understand the importance and relevancy
of Luke 4:16–21 for the church’s mission.
• Know: Know the five Mission Initiatives.
• Know: Understand that priesthood involves part-
nering with and developing others for mission.
• Be: Reflect on being vulnerable to community, and
how this can shape ministry.
• Be: Be shaped by the dynamics of partnering with
another person.
24—Ministry and Priesthood: Introduction to Priesthood Ministry
3
• Do: Be able to state how the Mission Initiatives
shape their personal priesthood ministry.
• Do: Partner with others to plan and carry out
ministry.
RESOURCES
• Course book for each learner
• Computer, projector, and screen
• Community of Christ Sings, Herald Publishing
House, 2013
• Video: Theological Foundations for Ministry
and Priesthood:1b at www.CofChrist.org/resources
?tags=English-Home-Resource#/1276/theologi
cal-foundations-for-ministry-and-priesthood---ses
sion1b (Specifically, segment 8:29–12:55 of the
video.)
SUPPLIES
• Pens or pencils for all learners

GATHER
Activates background
knowledge, prepares, and
motivates for lesson
As we continue our journey of discipleship—in and
through Christian community—we become ever more
aware of our giftedness and growing capacity to re-
spond to God’s generosity. We hear more clearly God’s
call for us to contribute to fulfilling divine purposes.
This growing sense of call often is experienced as a de-
sire or even urgency to engage more fully in ministries
of witness, compassion, reconciliation, justice, peace-
making, and community building that reflect God’s na-
ture and will.
If you are taking this course on your own, iden-
tify a priesthood member who ministers in the
community. Meet with and ask the person to
share testimony about how God’s Spirit drew
the person to care for people in the community.
Instructor: Select one or two people ahead of
time to share about how God’s Spirit drew them
into ministry in the community. Ask them to
be brief (five minutes), so there is time for the
class to ask questions about their experiences.
ENGAGE
Invites exploration
and interaction
CHRIST’S MISSION IS OUR MISSION
Note: Engaging in mission receives more attention in
Lesson 8, which includes brief sections on priesthood
preparing others for ministry and “standing with” the
congregation in mission.
The Mission Initiatives
The church declares its mission is the mission of Je-
sus Christ. But what is Christ’s mission? Fortunately,
Jesus was clear about his purpose. In the fourth chapter
of Luke, Jesus proclaimed his mission when he stood
in the synagogue of his hometown and read from the
prophet Isaiah. Using this sacred text, he announced
his purpose:
When he came to Nazareth, where he had been
brought up, he went to the synagogue on the sab-
bath day, as was his custom. He stood up to read,
and the scroll of the prophet Isaiah was given to
him. He unrolled the scroll and found the place
where it was written:
“The Spirit of the Lord is upon me, because he has
anointed me to bring good news to the poor. He
has sent me to proclaim release to the captives
and recovery of sight to the blind, to let the op-
pressed go free, to proclaim the year of the Lord’s
favor.”
And he rolled up the scroll, gave it back to the at-
tendant, and sat down. The eyes of all in the syn-
agogue were fixed on him. Then he began to say
to them, “Today this scripture has been fulfilled in
your hearing.”
—Luke 4:16–21, emphasis added
To help the church carry out Christ’s mission, the prin-
ciples in Christ’s mission statement are voiced in the
church’s Mission Initiatives:
Invite People to Christ
Abolish Poverty, End Suffering
Pursue Peace on Earth
To fulfill these, the church will carry out the following
two Mission Initiatives:
Develop Disciples to Serve
Experience Congregations in Mission
It is essential that priesthood members understand,
support, and give ministerial energy to these five Mis-
sion Initiatives. Please note that they are not programs
or emphases. The Mission Initiatives are the mission of
the church.
Video
Watch the video, Theological Foundations
for Ministry and Priesthood:1b at www.Cof
Christ.org/resources?tags=English-Home-Re
source#/1276/theological-foundations-for-min
istry-and-priesthood---session-1b. (Specifically,
segment 8:29–12:55). If viewing is not possible,
read the excerpted transcript below. Take notes
about things that stand out to you.
Mission Initiatives—25
Segment 8:29–12:55 of video
Linda: To rest in God’s love frees us to incarnate or
to enflesh Christ’s passion and concern for all
people.
Steve: And then it’s out of the overflow of that that
we minister. And then ministry becomes a joy.
It’s very meaningful and it connects.
Linda: It also helps us better connect with Christ’s
mission because when we love to the degree
that we can love like God loves, then we have
this wonderful sense of call into Christ’s whole
mission. And so as we talk about Christ’s mis-
sion, explain to us…our response of faithful-
ness to God’s nature, will, and purpose for all
of creation.
Steve: Well, we believe Jesus Christ is the embodi-
ment of God’s nature, will, and unfolding pur-
poses in creation. So we can look to Christ
to understand more clearly what that is. And
so this is the connection again theologically,
foundationally. Where do we see the clearest
expression of Christ’s understanding of God’s
nature and will and unfolding purposes? It’s
when Christ, as is reported in Luke 4…pro-
claims his understanding of mission as his
personal calling. That is revelation to us about
God’s nature, God’s purposes, God’s priorities
in creation.
And Jesus speaks about evangelism, proclaim-
ing good news, compassionate ministries that
heal the brokenhearted and the despairing.
And then justice and peacemaking ministries,
especially with the phrase, “to proclaim the
acceptable year of the Lord.” We study that in
scriptural context. We understand that’s the
time of God’s realized justice on Earth as it is
in heaven.
So when we focus on that mission as disciples
and as members of the priesthood, we are
right in the center of expression of God’s na-
ture and God’s purposes as revealed in the life
and ministry of Jesus Christ. And that’s why we
continue to emphasize the Mission Initiatives,
because they align us, and they focus us, and
they help us avoid not just giving attention to
one aspect of God’s nature or one aspect of
Jesus’ ministry that particularly appeals to us,
or that’s most related into our interests and
giftedness. [They] push us to always be looking
at all the dimensions of Christ’s mission and
ministry in the world. And that’s good for us as
26—Ministry and Priesthood: Introduction to Priesthood Ministry
disciples, as leaders, as priesthood. It’s good
because it makes for healthy congregations
that are truly aligned with God’s will, nature,
and purposes.
Linda: Yes. And as ministers, all three Mission Initia-
tives—Invite People to Christ; Abolish Poverty,
End Suffering; and Pursue Peace on Earth—
are all connected in very important ways. We
don’t just do one and not the other. In fact, we
do them all, all the time, daily in our lives. In all
three we’re actually focusing on Christ’s mis-
sion, and we live all three out daily.
Steve: Yes. The danger of identifying three is that
people begin to separate them, or they think
it’s a list of choices. And if we do that, we’ve
truncated the gospel. What we’re presenting is
not a full understanding of Jesus’ mission or
God’s purposes in the world.
Linda: Yes. And all people, by our varying Enduring
Principles, All Are Called and the Worth of All
Persons…are called into Christ’s mission.
If you are taking this class on your own, think
about the responsibilities of the priesthood of-
fice to which you are being called. Now, look
at these responsibilities through the lens of the
Mission Initiatives. How do they inform how
you may approach your ministry?
Instructor: In pairs or groups of three and four
people, share the following assignment:
Imagine you serve on a project team. This team
is to design a plan to help newly called priest-
hood members incorporate the five Mission
Initiatives into preparations for ordination.
Work together to identify what this plan might
include.
Help Prepare Others
There was a time—in some places—when priesthood
members were understood to be the “ministry-givers”
and other congregational members were understood
to be the “ministry receivers.” Today, the church wants
to honor the scriptural affirmation that All Are Called
(Doctrine and Covenants 119:8b). All, indeed, are
called, and it is the responsibility of priesthood to help
prepare and support others for ministry. Preparing
people for mission is not “an event.” Preparing people
for mission is a process—a way of being in relationship
with someone—over time.
There are many ways to prepare people for mission,
including:
• Help people understand the importance of daily
spiritual practice, so they are making themselves
more vulnerable to God’s Spirit.
• Invite, when suitable, someone to go with you on
a ministerial visit or effort that would increase his
or her experience. Debrief the experience with the
person afterward.
• Cultivate personal relationships characterized by
trust and transparency so people feel comfortable
talking with you about their gifts, desires, and
sense of call.
• Be so involved in the life of the congregation and
community that you see opportunities for minis-
try and are aware of who has the gifts to address
those needs. When suitable, bring the person and
the need together.
What are some other ways to prepare people
for mission?
When helping to prepare others for mission,
we are most effective if we ourselves engage
in mission. This does not mean we have to be
mission experts before trying to prepare oth-
ers. It does mean mission should be more than
theory or an idea. We should engage person-
ally. How are you feeling about your own in-
volvement in the Mission Initiatives? (There
is no need to feel guilty if you’ve had little in-
volvement in mission up to now. This is a time
for self-assessment and looking to the future.)
Instructor: When dealing with this question, it
may help to put the chairs in a circle (or circles).
Have a time of informal sharing. Ask people to
think and share honestly about their lives and
their involvement in ministries that align with
the Mission Initiatives.
Partner with Other Priesthood Members
The word community means with unity or in oneness.
God, a “community of three persons,” means that God
“in three persons” lives eternally in mutual love, pur-
pose, devotion, and communion. Community also
means God’s nature has room for distinct “identities”
that are united in boundless love and are fully inclu-
sive. This insight has clear implications for how we un-
derstand ministry and congregational life.
Priesthood is not a solo performance. It is not taking
one’s turn on a schedule. Priesthood ministry has to do
with being responsible for addressing the needs in your
community and congregation according to the focus of
your priesthood office. It is a team effort.
As you prepare for ordination, think about how you
might partner with other priesthood members in the
congregation. This doesn’t have to be complicated. It
can be as simple as getting together each month with
other priesthood members to pray and talk together
about ministry opportunities in your community and
congregation. Keep this gathering informal. Don’t try
to work toward every opportunity mentioned. Instead,
be attentive to that which especially stimulates your
imagination, lays special claim on your heart, or seems
a good match for your gifts. Few opportunities will be
followed up by a congregation’s entire priesthood team.
Instead, different and various ministerial partnerships
may form to meet the variety of needs.
RESPOND
Takes the learners from
hearing to doing
PRACTICE PARTNERING
Scenario 1
Congregation X has existed about 60 years. About 65
percent of the active members are 65 or older. Repre-
sentation from other generations is smaller, but evenly
spread between children, youth, young adults, and
midlife adults. Congregational members care for one
another, and most like being together. Still, they don’t
see one another much outside church, given the hec-
tic nature of their schedules. Some members are not as
busy, but they rarely speak of how they wish they had
more to do, or to be more honest, more people to do
things with.
In general, most people in the congregation consider
their church life to be important. At the same time,
they rarely invite others to attend church activities
Mission Initiatives—27
with them, being unsure about whether their other
friends would find it important. They like to think of
themselves as being involved in mission, and they often
speak of how important it is to reach out. Nevertheless,
their actual engagement in the community’s life is lim-
ited, other than taking part in a quarterly food drive
and an annual community day of prayer.
The congregation has many programs, most of which
focus on being together, fund-raising, Christian educa-
tion, and worship. About 10 percent of the active mem-
bers provide most of the leadership, and we can count
on 30 percent more to help staff programs and activi-
ties. Those who lead and those who help staff programs
genuinely love the church. They also are tired.
How would you help this congregation explore
possibilities for engaging in the five Mission
Initiatives? (Remember, members do not need
more on their plate, so simply recommending
programs probably will not help.)
Important: Engaging successfully in mission
has little to do with knowing all the answers.
It has much to do with asking important ques-
tions. So, what questions might you ask this
congregation?
• After completing, find someone to share
this case study with and talk together
about how you might approach helping
this congregation.
• How is collaborating with someone eas-
ier or harder than doing it yourself? What
differences did you experience in creating
ideas?
Instructor: You can do this partnering exer-
cise by having people partner in pairs or small
groups after they try the exercise by them-
selves. When finished, lead a brief conversation
on observations or principles learned.
28—Ministry and Priesthood: Introduction to Priesthood Ministry
Scenario 2
A couple in their late 30s began attending the con-
gregation about two months ago. They come from a
strong Christian tradition, but one with practices that
often are very different from Community of Christ.
Nevertheless, they love the fellowship of the congre-
gation and have decided to join the church. Last week,
they volunteered to help lead outreach efforts in the
community. This was received as good news.
However, a concern has arisen. Some congregation
members quietly voiced concern the couple does not
have an adequate understanding of Community of
Christ identity and beliefs to lead outreach efforts in
the community.
The pastor is aware of this concern and has
asked you to help prepare this couple for
Christ’s mission. What would you do to help?
After completing the section above, find some-
one to share this case study with and talk about
how you might approach helping this couple.
How is collaborating with someone easier or
harder than doing it yourself? What differences
did you experience in creating ideas?
Instructor: You can do this exercise by having
people partner in pairs or small groups after
they try the exercise by themselves. When fin-
ished, lead a brief conversation on observations
or principles learned.
Scenario 3
A young adult recently has returned home after being
away six months. While she was away, she attended a
congregation where young adults played very active
roles in congregational life. Young adults led programs,
were sometimes congregational officers, and were very
engaged in community ministries of peacemaking.
She now is back in her home congregation, where young
adults typically have not been engaged in leadership.
She has identified a need in the community where she
and other young adults can help, and some are excited
to do so. She has asked for a small amount of money
from the congregation to help and is inviting everyone
to help. She also is beginning to share her ideas about
how worship and Christian-education classes can re-
late more closely to serving in the community.
Many in the congregation like her ideas. Many do not.
In addition, some people believe congregational out-
reach should focus on making new disciples. They have
little interest in community service. Others believe the
focus should be on community service. They have little
interest in inviting people to church. So far, there has
been no significant conflict in the congregation over
this matter, but tensions are beginning to rise.
The pastor has asked you to lead an effort to
address the situation. How would you ap-
proach this?
After completing the above, find someone to
share this case study with and talk together
about how you might approach this situation.
How is collaborating with someone easier or
harder than doing it yourself? What differences
did you experience in creating ideas?
Instructor: You can do this exercise by having
people partner in pairs or small groups after
they try the exercise by themselves. When fin-
ished, lead a brief conversation on observations
or principles learned.
SEND
Explores how the lesson
might be lived
Christ chose to be “in” this world that God loves rather
than live separately from it. This is the same world that
God invites us to love. The challenge, of course, is that
genuine love always makes us vulnerable as we open our
hearts to caring deeply. Ordination involves loving the
world. It involves loving the church. This spirit of love
makes us vulnerable to pain, but also to grace. It exposes
us to disappointment, but also to deep joy and hope.
Introspection and Response
What does it mean for you to be vulnerable to
your faith community? What does it mean to
be vulnerable to the community in which you
live? How might this shape your ministry as a
member of the priesthood?
BLESS
Time of prayer, praise,
blessing, and hope
Mission is best understood in the context of community.
What is God up to in your community?
Look at what you’ve just written. Think about
the people who are or could be affected. Pray
for them. Pray a prayer of blessing for what
God is up to.
Instructor: Invite everyone to sing CCS 354,
“Community of Christ.”
Mission Initiatives—29
 EXPLORE IDENTITY, MISSION,
MESSAGE, AND BELIEFS
FOCUS
Covenant Principle: Provide ministry consistent with
the church’s identity, mission, message, and beliefs as
expressed in Sharing in Community of Christ: Exploring
Identity, Mission, Message, and Beliefs, 3rd Edition (www
.CofChrist.org/common/cms/resources/Documents/Shar
ing-in-Community-of-Christ-3rd-edition.pdf) and other
current official documents.
OBJECTIVES
Learners will…
• Know: Discover how the Enduring Principles can
shape priesthood ministry.
• Know: Be aware of the importance of Sharing in
Community of Christ; have a working knowledge of
portions of this study guide, and understand the
need of knowing the entire document.
• Know: Learn of specific resources to help stay in
touch with the church’s deepening understanding
of its identity, mission, message, and beliefs.
• Be: Reflect on how the church’s public faith is
emerging from the faith community that contin-
ues to shape them.
• Be: Internalize the church’s identity, mission, mes-
sage, and beliefs as foundations to be “lived out”
rather than only being statements to agree with.
30—Ministry and Priesthood: Introduction to Priesthood Ministry
4
• Do: Identify how the Enduring Principles have
been experienced in their own lives and in the life
and ministry of Jesus.
• Do: Be able to share with people, using their own
words, the church’s identity, mission, message, and
beliefs.
RESOURCES
• Course book for each learner
• Sharing in Community of Christ: Exploring Identity,
Mission, Message and Beliefs, 3rd Edition, Herald
Publishing House, 2012, (www.CofChrist.org/com
mon/cms/resources/Documents/Sharing-in-Commu
nity-of-Christ-3rd-edition.pdf)
• Copies of “We Share Enduring Principles” for
each learner (see pages 12–14)
• Community of Christ Sings, Herald Publishing
House, 2013
SUPPLIES
• 100x150-mm/4x6-inch cards or sticky notes, three
for each student
• Markers
• Pens or pencils for all learners

GATHER
Activates background
knowledge, prepares, and
motivates for lesson
This church’s identity, mission, message, and beliefs
are more than just statements to believe in or affirma-
tions to agree with intellectually. They are central fea-
tures of the church’s faith that we are to internalize and
live out.
Think about a belief or value that is so strong
that it shapes how you live. What is it? How
does it affect your daily life?
Instructor: Give everyone three 100x150-
mm/4x6-inch cards or sticky notes. Ask them
to write three ways—one per card—that their
lives have been shaped by the belief or value
they identified above. When finished, have
them post the cards on a wall. Once posted, ask
three or four volunteers to help organize the
cards on the wall, according to similar themes.
When finished, ask the class members what
they understand about how beliefs and values
shape us.
ENGAGE
Invites exploration
and interaction
ENGAGE WITH THE CHURCH’S IDENTITY,
MISSION, MESSAGE, AND BELIEFS
The Church’s Public Faith
Blessings of Community is one of the church’s Endur-
ing Principles. Being in community becomes possible
by several principles, including our embrace of com-
mon identity, mission, message, and beliefs. When the
church expresses matters of faith and belief in its offi-
cial documents and statements, we call it the church’s
public faith.
The public faith of the church is much more than
words on a page. It is a result of shared experiences that
shape where we are today. Within the public faith is
the collective wisdom of our faith community that has
evolved over time and finds expression in the church’s
official documents and statements. Our public faith is
informed by the lessons of the past, as well as by God’s
promise for the future.
Priesthood members are accountable for communicat-
ing and upholding the church’s public faith as expressed
in official documents and statements. This does not
mean private opinions or disagreements have no place
in the church; rather, it means personal opinions and
disagreements have no place in the public proclama-
tion and sacramental sharing of the good news of Jesus
Christ.
There are times in all of our lives when we disagree
with a position of the church. Members of the priest-
hood need to understand how to disagree responsibly,
and they are expected to help others mature as well.
This is a part of living in community.
Read the article on “Faithful Disagreement,”
at the end of this lesson. Which parts of this
document seem especially helpful in pro-
moting deeper, richer “community” in your
congregation?
Sharing in Community of Christ
When it comes to the identity, mission, message, and
beliefs of the church, no document or statement is
more central than Sharing in Community of Christ:
Exploring Identity, Mission, Message, and Beliefs, 3rd
Edition. It is essential that every priesthood member
know this document. You can find it at Herald House
or download it at www.CofChrist.org/common/cms/re
sources/Documents/Sharing-in-Community-of-Christ
-3rd-edition.pdf. Please read it often. Pray about it. Let
it shape your ministry.
Because this is such an important expression of the
church’s identity, mission, message, and beliefs, we
spend most of our time during this session with this
document. It is important that priesthood members
do more than simply know its content intellectually.
It is important they internalize it—understanding how
its contents intertwine with their own lives and expe-
riences. While there is not time in one session to ex-
plore adequately the entire document, we will invest
ourselves in one portion of it. Please become familiar
with the rest of the document as well.
Explore Identity, Mission, Message, and Beliefs—31

Visit www.CofChrist.org/common/cms/resources
/Documents/Sharing-in-Community-of-Christ
-3rd-edition.pdf. Then, go to pages 12–14 of
Sharing in Community of Christ, where you will
find the “Enduring Principles.” Read the nine
principles and the descriptions that follow. Ask
yourself this question: How have I experienced
these principles in my life? Make some notes
about your reflections, which you will need to
refer to later.
For number one in the space below, write the
primary responsibilities of the priesthood of-
fice to which you’ve been called. For number
two, review the Enduring Principles again and
write how they may shape the way you live the
responsibilities of your priesthood office.
1.
2.
Instructor: For the exercises above, share cop-
ies of the Enduring Principles from Sharing in
Community of Christ. For the second exercise
above, form groups of two to four and ask peo-
ple to complete the exercise as a group.
32—Ministry and Priesthood: Introduction to Priesthood Ministry
Keeping our Fingers on the Pulse
Resources are important. Besides Sharing in Community
of Christ, you will need and want to have other books.
• Community of Christ Sings is an important book for
worship and personal spiritual practice.
• The Church Administrator’s Handbook is an im-
portant tool that addresses many policy and pro-
cedural matters about which you (and others)
will have questions. Find this at www.CofChrist
.org/common/cms/resources/Documents/Church-Ad
min-Handbook-2005.pdf.
• Ministry and Priesthood in Community of Christ, Part
I is a foundational document for understanding the
theological and practical contexts of priesthood
ministry. Find this at www.CofChrist.org/common
/cms/resources/Documents/Ministry-Priesthood-Cof
Christ-DRAFT.pdf.
The church’s understanding about its identity, mission,
message, and beliefs continues to deepen. Staying up-
to-date with what God is doing in the church is im-
portant. So, priesthood members should be in touch
with what keeps us informed, such as the Herald, the
church’s website (www.CofChrist.org), and 10-minute
News. Priesthood members should listen to or read
the church president’s regular addresses to the church
and other events that keep us current with the church’s
identity, mission, message, and beliefs.
What will you do to stay in touch with how
God is deepening the church’s understanding
of its identity, mission, message, and beliefs?
RESPOND
Takes the learners from
hearing to doing
Scenario
A family of four began attending your congregation
several weeks ago. One parent is an elementary school-
teacher; the other sells real estate. Their daughters are
13 and 10 years old. They have lived in the community
about two years and like living here. They appear to be
a happy family, although the recent death of a favorite
uncle has shaken them, and sometimes there appears
to be tension between the parents. In addition, they
all are concerned about violence in the middle school
the 13-year-old attends. The girls do well in school and The mission of the church progresses when the church’s
have good friends. The 10-year-old recently told her identity, mission, message, and beliefs are internalized
Sunday schoolteacher that it makes her sad to see her and lived out by church members. Priesthood members
daddy cry, but he cries only when he drinks a lot from are called to model this.
the “bottle he hides in the cupboard.”
Everyone in the family likes the people at church. The
parents want their children to connect to “good people Introspection and Response
with good values,” and they want to learn more about What can you do to internalize more deeply
the church. the identity, mission, message, and beliefs of
the church into your own life?
Imagine you are asked to visit this family with
another member of the priesthood. Because of
the parents’ concerns about values, you suspect
they would enjoy talking about the Enduring
Principles. Go back to your notes on the En-
during Principles from earlier in this session.
Based on this family’s circumstance and the
notes you made earlier, how might you share
the Enduring Principles in a personal, signifi-
cant way?
How can you most effectively share the iden-
tity, mission, message, and beliefs of the church
with your congregation? With people outside
the congregation?

Instructor: This is an opportunity for learners

to practice sharing the Enduring Principles in
their own words. After preparation, put peo-
ple in groups of three. Give each person five to
six minutes to share an Enduring Principle of
his or her choice with the group. This should
be a time of conversation—not lecture. Group
members should role-play members of the
family from the scenario, asking questions and
helping the discussion to go deeper.
BLESS
Time of prayer, praise,
blessing, and hope

SEND
Explores how the lesson
might be lived
The identity, mission, message, and beliefs of the
church include a shared vision of what God wants for
the entire creation. This vision compels us to integrate
TO LIVE IDENTITY, MISSION, MESSAGE, AND the church’s identity, mission, message, and beliefs into
BELIEFS our daily living. What is that vision?

The mission of the church can only partly progress if The vision we share is God’s vision of reconciliation,
we treat the church’s public faith as only a set of state- salvation, wholeness, justice, and peace expressed
ments that are believed in or intellectually agreed with. in the scriptural definition of shalom. Shalom

Explore Identity, Mission, Message, and Beliefs—33

 means a fullness or completeness of peace. God
yearns to establish a lasting covenant of peace
with humankind and with all of creation.
—“We Share a Vision for Creation”
Sharing in Community of Christ, 4
After reading, close your eyes and put your
hands on your lap. Feel the in-and-out of your
breathing. Allow this to relax you as you focus
on nothing but your breathing. As your mind
strays do not fret, simply return your awareness
to your breathing. After a minute or so, begin
to hold gently this question in your aware-
ness: Lord, how can I be a part of your vision for
creation? When you are ready, offer a prayer,
thanking God for this vision of creation, and
for the opportunity to share in it.
Instructor: End the time of silence by affirming
that we do not aspire to this vision by ourselves
but together as a faith community. Ask every-
one to sing CCS 350, “We Are a Family of Faith”
or CCS 359, “We Are One in the Spirit.”
FAITHFUL DISAGREEMENT:
DEFINITION AND PRINCIPLES
WORLD CHURCH LEADERSHIP COUNCIL,
MARCH 2013
www.CofChrist.org/common/cms/resources/Documents
/FAITHFUL-DISAGREEMENT-PRINCIPLES.pdf
Definition
Faithful disagreement is defined as actions and/or re-
sponses by a person holding a different view about a
specific policy, belief, principle, or other position of
Community of Christ. This disagreement with a Com-
munity of Christ position or direction is helpful, re-
sponsible, faithful, and bounded by loyalty and com-
mitment to the identity, mission, message, and beliefs
of Community of Christ. A person who faithfully dis-
agrees is welcome to share about the church position
with which she or he disagrees. The intent of the shar-
ing is to improve the overall faithful response of the
church to God’s intended direction without classifying
others as unfaithful.
34—Ministry and Priesthood: Introduction to Priesthood Ministry
Principles
1. Community of Christ’s Enduring Principles—
Blessings of Community, Worth of All Persons, Re-
sponsible Choices, and Unity in Diversity—allow
for faithful disagreement.
2. The commitment, in general, to the overall iden-
tity, mission, message, and beliefs of Community
of Christ may serve to keep a person in the faith
community even when that person strongly dis-
agrees with a particular position. One’s love for the
faith community is stronger than any particular
disagreement.
3. Holding a differing view from the Community of
Christ position on a specific matter does not lessen
in any way a person’s participation as a faithful,
generous, committed, and responsible disciple.
Nor does having a differing view impact a person’s
eligibility to hold a priesthood office or partake in
the sacraments.
4. A person with a differing viewpoint on a particu-
lar position is to be respected by the body. She or
he may share a viewpoint as a personal opinion
during discussions, meetings, training, and other
conversations where it is suitable to share personal
opinions.
5. A person is not to be excluded by a congregation or
mission center because of holding a differing view-
point on a specific Community of Christ position.
6. A member or a priesthood member with a differing
viewpoint is not to use public-ministry opportuni-
ties to speak against the identity, mission, message,
or beliefs of Community of Christ. Nor should a
member or priesthood member publicly criticize
the Community of Christ stance on the particular
position with which the person disagrees. Public
ministry must focus on proclaiming the good news
of Jesus Christ in ways that align with Community
of Christ identity, mission, message, and beliefs.
7. Agreeing with Community of Christ positions, of-
ficial and unofficial, is not a test of faith for priest-
hood, members, and friends.
8. A person cannot ignore policies because he or she
disagrees with a particular policy. Ethically, admin-
istrators must consistently apply the official poli-
cies and procedures of the church.
9. At no time is any action that harms the body of the
church considered in harmony with the principles
in this document.
10. In seeking to create genuine signal communities,
we listen respectfully to one another’s viewpoints.
In addition, we try to see from each other’s per-
spective. We trust in each person’s commitment to
Christ and motivation to see the mission of Com-
munity of Christ flourish. We seek to celebrate our
unity while learning from our diversity.
11. As a community that embraces Continuing Revela-
tion, we strive always to remain open to the Holy
Spirit. We understand that sometimes both indi-
vidually and collectively we respond wisely to the
Holy Spirit’s guidance, and sometimes we do not
fully understand. Through our vulnerability to the
Holy Spirit, we trust God will continue to guide us
in refining positions held by Community of Christ.
12. Various legislative conferences and consent-build-
ing methods used by Community of Christ, allow
a person holding a differing viewpoint to continue
to seek change to the position with which she or he
disagrees.
Background Information
• Doctrine and Covenants 131:4a–b, 164:5–6
• 1988 Standing High Council Statement on Ethical
Dissent
• National Conferences: General Questions and An-
swers, June 2012
Explore Identity, Mission, Message, and Beliefs—35
 ETHICS, MORALITY, AND
HOLISTIC LIVING 5
FOCUS • Do: Gain experience by talking with others about
how integrating the church’s ethics into practical
Covenant Principle: Model an ethical, moral, and ho- situations helps guide behavior.
listic lifestyle.
• Do: Compare and contrast the church’s under-
OBJECTIVES standing of authority with images of authority in
the larger culture.
Learners will…
• Do: Be able to engage in conversations to help
• Know: Know the importance of moral authority others explore desires and obstacles related to
and its connection to the ethics of the church. wholeness.
• Know: Understand the connection between mo-
rality and mission. RESOURCES
• Know: Know at least three reasons holistic living is • Course book for each learner
important for priesthood members.
• Community of Christ Sings, Herald Publishing
• Be: Reflect on ways to stay grounded when moral House, 2013.
decisions may be hard.
• Be: Consider their strengths and weaknesses about SUPPLIES
holistic living. • Pens or pencils for all learners
• Be: Consider how to make space for deeper en- • 100x150-mm/4x6-inch cards
counter with Christ, who leads us to more-holistic
living. • Flip chart or screen and projector

36—Ministry and Priesthood: Introduction to Priesthood Ministry

 GATHER What are some images and characteristics of
Activates background
knowledge, prepares, and
“authority” portrayed in your community, your
motivates for lesson family, your work, your congregation, and in
the media?

Think about a priesthood member who you

deeply respect and who has blessed your life in
a significant way. What about this person made
her or his ministry in your life so effective?
How would you describe the person’s morals
and ethical behavior and how they contributed
to the ability to minister?

How do these images and characteristics com-

pare to the example of Jesus, as stated above?

Instructor: Ask everyone to consider and re-

spond the question above. After two or three
minutes, invite the group to share some re-
sponses. Point out any likenesses in comments.
Note how those who have blessed us did so not
only through specific acts, but through character.
ENGAGE
Invites exploration
and interaction
THE ESSENTIAL OF MORAL AUTHORITY AND
HOLISTIC LIVING
Authority
Through the years, people often have talked about
priesthood “authority.” What does that mean?
Consider:
Priesthood authority is the opposite of how people
often understand authority. Instead of authority
based on power and position, genuine priesthood
authority comes from the example of Jesus Christ,
who humbly knelt before the disciples and lov-
ingly washed their feet before blessing all creation
through his sacrifice on the cross.
Moral Authority
Priesthood authority originates in God and is lived in
the lives of people who are humble and wish to serve
others. Multiple facets of authority are vital to effective
ministry. There is a legal or institutional facet of priest-
hood authority. This means the priesthood license is
given through the church and is necessary to perform
sacramental and some other duties. This authority
alone, however, is inadequate unless it comes with the
authority of competence, which we will explore later.
Both legal authority and the authority of competence
are important. However, a third type of authority also
is essential. This is moral authority.
This comes from aligning one’s private and public lives
with the church’s mission, Enduring Principles, beliefs,
and ethics. A lack of such alignment lessens the credi-
bility and effectiveness of the church’s witness of Jesus
Christ. It reduces one’s spiritual standing in the eyes of
members and friends to represent Christ genuinely in
the world.
The church’s ethics are principles centered in the life,
ministry, and values of Jesus Christ. The church’s

Ethics, Morality, and Holistic Living—37

expectations for priesthood members are for moral be-
haviors that are aligned with the church’s ethics. This
Given the principles in Doctrine and Cove-
means our morality is to be shaped by God’s desires
nants 164:6a, what would you want to include
for our planet and human relations. Therefore, living a
in your conversation with your friend about il-
moral life is more than simply avoiding bad behaviors
legal drugs?
on a “checklist” of sins.

While avoiding bad behaviors is important, true moral

authority has to do with living our lives in Christ so our
relationships and interactions are healthy. We do not
steal our neighbor’s dog simply because stealing is on a
list of bad behaviors. Rather, we do not steal our neigh-
bor’s dog because we want to be in right relationship
with our neighbor! When we engage in immoral be- Instructor: You may want to ask people to pair
haviors we diminish the witness of the church and our up and role-play this scenario, in which one
own credibility. This happens not just because we’ve person plays the part of the friend. When fin-
“done something on a list of sins,” but because we’ve ished, guide a discussion about the experience.
done something that hurts or diminishes the worth of How did Doctrine and Covenants 164:6a help
persons or the planet. frame the discussion? What was hardest and
easiest about the discussion?
Let’s explore an example:

Scenario
A good friend picks you up to go to a community event.
You move the car seat backward to give yourself more
legroom. When you do, you see a packet stuffed under
the seat that looks like it could be illegal drugs. Your
friend notices you’ve seen it. After a few awkward mo-
ments of silence, your friend confesses and says, “I’m
not an addict, but sometimes I need something to help
me get through the day.”
We find this counsel in Doctrine and Covenants 164:6a:
As revealed in Christ, God, the Creator of all, ulti-
mately is concerned about behaviors and relation-
ships that uphold the worth and giftedness of all
people and that protect the most vulnerable. Such
relationships are to be rooted in the principles
of Christ-like love, mutual respect, responsibility,
justice, covenant, and faithfulness, against which
there is no law.
Lean on the Faith Community’s Ethics
Sometimes, moral choices are difficult because of dif-
ficult times in our own lives. During these times, our
souls can become muddled in a mix of personal needs,
competing thoughts, and what may be a way to “feel
good again.” Temptations abound and cover the full
range of human experience. Some are financial, sexual,
or drug and alcohol-related. Some may understand the
need to promote ourselves above others or to distort
the truth to look good to a colleague or friend. What-
ever they may be, the temptation to stray from what
we know is good often is most enticing when it con-
nects to a point of personal need, fear, or brokenness.
For instance, when a person is under extreme financial
stress, the temptation to take more than a fair share in
a business transaction might be rationalized as “OK.”
When a person is emotionally broken, the opportunity
to engage in an inappropriate relationship might have
momentary appeal.

38—Ministry and Priesthood: Introduction to Priesthood Ministry

When a person is fatigued, broken, or confused, her or
his moral compass may not be in great shape. It is es-
pecially important during these times to trust in the
ethics of the faith community, rather than following
one’s own wants. People often talk about “leaning on
friends” during difficult times. The church is a commu-
nity of friends and seekers. There is wisdom in leaning
on the ethics of the faith community.
What have you found helpful when facing
moral challenges or feeling unclear about the
right ethical decision?
Morality and Mission
The church’s ethics center on the life of Jesus and on
God’s good desires for humankind. So, when people
live a moral life based on these ethics, they live their
relationships in a manner that models healthy ways of
being. When congregations live their lives this way, this
creates a powerful witness in the community. This is
because living a moral life is about living responsibly
in the world.
One of the church’s Enduring Principles is Responsible
Choices. This principle affirms that we make choices
that affect the lives of people around us. God loves the
world, yet the world suffers from irresponsible choices
made by humans. When our choices are contrary to
God’s intents for healthy living, we simply add our poor
witness to the countless bad models people see every
day. If, however, we can show the world a different
way—a way based on God’s vision for human relation-
ships—then we create possibilities for healing and new
life. In other words, the effectiveness of the church’s
mission depends on moral living. Priesthood members
are called to model this.
Think of a problem in your community of con-
cern to you. How might people’s moral behav-
ior help or worsen the problem?
Instructor: Put these two statements on a
board, flip chart, or screen:
• Living a moral life is about living responsi-
bly in the world.
• Poverty exists in our community.
Ask class members, “What does it mean to you
if addressing poverty is a moral issue for Chris-
tians, rather than a social issue alone?”
Holism
You will notice this covenant principle speaks of mod-
eling an ethical, moral, and holistic lifestyle. This is im-
portant for at least three reasons:
1. We are created for wholeness. We have the capac-
ity for work, play, prayer, family, friends, and much
more. When our lives become consumed by only
one or two things, we become imbalanced and
fatigued, and we don’t live up to our God-given
potential.
2. People do not need a religious version of the hec-
tic, overworked, broken living that they already
know. They do need to learn a more abundant way
of living that includes time for family, friends, rec-
reation, and meaningful living. Our talking about
it or holding classes on it will not be enough. We
must be intentional about learning to live more ho-
listic lives. Priesthood members are called to model
this effort toward wholeness.
Ethics, Morality, and Holistic Living—39
3. We must seek to live holistically if we want to fol- it’s as simple as talking about our need for wholeness
low Jesus. While Jesus often was busy ministering, and the challenges of living in a world that makes
he also was intentional about taking time out. We wholeness so difficult. Being that conversation partner
often speak of the Jesus who healed, taught, and for someone can be a great blessing.
ministered. We also should talk about the Jesus
who took breaks, went to parties, and spent time
with friends. Priesthood members should model If you are taking this course on your own, think
what it means to follow the “whole” Jesus, not only of someone who you believe would find inter-
the Jesus of our favorite stories. est in and benefit from a conversation about
wholeness and its challenges. Visit with this
person. Remember, as a minister it is not your
RESPO ND role to prescribe solutions. It is your role to
create a safe space for conversation where the
Takes the learners from
hearing to doing person can freely offer expressions and explore
alternatives.
And/Or
Identify someone in your personal support net-
WALKING TOWARD WHOLENESS
work to talk with about how you can focus on
Living holistically is a huge challenge. Many demands your own wants and obstacles to holistic living.
call to us every day, competing for our time and atten-
Instructor: Have people self-select a partner for
tion. The church is not so naïve to suggest that holistic
this exercise. Invite them to talk about whole-
living is easy. At the same time, the church’s primary loy-
ness, in which one person serves as the minis-
alty is always to Christ, who wishes people to be whole.
ter or “listener,” and the other has opportunity
to talk about a wish to live holistically. Make
clear the minister’s role is to ask questions that
Wholeness is made of many parts and looks
will help the person go deeper in describing
differently to each person. Read each state-
wishes for wholeness and obstacles faced. After
ment below and circle the number that best
six to seven minutes, ask them to switch roles.
describes your life right now, with “5” meaning
often; “3” meaning occasionally; and “1” mean-
ing not often.
• I take time regularly for spiritual practices.
1 2 3 4 5
SEND
Explores how the lesson
• I enjoy social time with friends or family. might be lived
1 2 3 4 5
• I get enough sleep. 1 2 3 4 5
• I use my gifts and talents in significant
Introspection and Response
ways. 1 2 3 4 5
Think about the responsibilities associated
• I have a healthy diet. 1 2 3 4 5 with the priesthood office to which you’ve been
• I get satisfactory physical exercise. called. In performing these responsibilities,
1 2 3 4 5 how can you help others live more holistically?
• I feel like I am living a purposeful life.
1 2 3 4 5
• I find beauty in the world around me.
1 2 3 4 5 In your own life, how can you make yourself
most available to encountering the Living
• I laugh. 1 2 3 4 5
Christ, who calls us all to holistic living?

Many people today suffer from busyness and overex-

tended schedules. Among so many demands, how do
we even begin to live a more holistic life? Sometimes,
40—Ministry and Priesthood: Introduction to Priesthood Ministry
 BLESS
Time of prayer, praise,
blessing, and hope
Everyone makes mistakes. As a priesthood member,
your call to model an ethical, moral, and holistic life, is
not a demand for you to be flawless. It is a call to set your
compass to follow the ethical standards the church up-
holds and to seek to live as holistically as possible. When
you stumble, rely on the faith community’s ethics to
help you get up and move forward. When others around
you stumble, help them up with your love, presence, and
companionship in the pathway of following Christ.
If you are taking this course on your own, take a
few moments now and talk with God in prayer
about your wish to live an ethical, moral, holistic
life. End this prayer with silence, resting in God’s
love and assurance of God’s desire to bless you.
Instructor: Ask learners to read the text of
CCS 237, “God, Renew Us by Your Spirit,” or
CCS 190, “Breathe on Me, Breath of God.” Ask
them to identify a word or short phrase that
touches them. Have them write that word or
phrase on a card that you placed on their ta-
ble. Explain that what they write will be their
offering. For some, it will be an offering of
healing or confession. For others, it will be
an offering of thanksgiving or dedication. For
others it may be different still. Then, invite ev-
eryone to come forward and place their cards
in an offering basket you have set before them.
Sing the hymn together, and have someone
ready to offer an offertory prayer of thanks
and blessing.
Ethics, Morality, and Holistic Living—41
 GENEROSITY AND
TRUE CAPACITY
FOCUS
Covenant Principle: Model generosity as a regular con-
tributor to mission tithes (local, mission center, and
worldwide ministries), according to my true capacity.
OBJECTIVES
Learners will…
• Know: Know that tithing and generosity are spiri-
tual practices (not merely budgetary needs).
• Know: Be able to repeat and explain the six prin-
ciples of A Disciple’s Generous Response (www.Cof
Christ.org/disciples-generous-response).
• Be: Reflect on the 2013 words of counsel (www
.CofChrist.org/common/cms/resources/Documents
/Words-of-Counsel-14-April-2013.pdf); consider the
meaning of tithing as spiritual practice.
• Be: Engage in prayer and reflection to consider
their thoughts and responses to the six principles
of A Disciple’s Generous Response.
• Do: Work on project teams to promote generosity
as a spiritual practice in congregations.
42—Ministry and Priesthood: Introduction to Priesthood Ministry
6
• Do: Develop follow-up questions for the six princi-
ples of A Disciple’s Generous Response for deeper
understanding of these principles.
RESOURCES
• Course book for each learner
• Access to video: Apostle Booth Interviews President
Steve Veazey: Words of Counsel on World Church
website: www.CofChrist.org/resources?tags=English
-Home-Resource#/1167/interview-with-Steve-Veazey
-regarding-words-of-counsel-2013
• Community of Christ Sings, Herald Publishing
House, 2013
SUPPLIES
• Flip chart
• Screen and projector
• Pens or pencils for all learners
• Tape

GATHER
Activates background
knowledge, prepares, and
motivates for lesson
It’s time.
It’s time for a reclaiming of God’s intent for tithing.
Putting it frankly, tithing is so much more than a mon-
etary response to the church’s budgetary needs. Words
of counsel shared with the church by President Veazey
at the 2013 World Conference proclaim something
much deeper:
Tithing is a spiritual practice that shows willing-
ness to regularly offer every dimension of one’s life
to God. When defined by faith, love, and hopeful
planning, including resolving indebtedness, capac-
ity to respond becomes much greater than initially
assumed.
Tithing is a spiritual practice. What does this
mean to you?
Instructor: Guide a time of sharing so all who
wish may respond to the question.
ENGAGE
Invites exploration
and interaction
ENGAGE IN GENEROSITY
In previous sessions, we’ve stated that our understand-
ing of priesthood and ministry flows from our beliefs
about God and God’s nature.
It is God’s nature to be generous. The biblical story
itself begins with images of God creating wonderful
gifts to share with humanity. God’s gracious giving is
unceasing. A complete inventory of God’s blessings
would be impossible to compile. From this simple fact
flows our understanding that generosity should be a
hallmark of priesthood ministry. This includes being
generous in our witness and our willingness to give
ministry. The covenant principle for this session points
specifically to generosity in connection to mission
tithes according to our true capacity.
Let’s be clear: The call to model generosity does not
arise merely from a budgetary need to fund church
programs and facilities (as important as that is). Living
generously, when properly understood, is a spiritual
practice.
Instructor: Ask everyone to form project teams
of two to four people. Their assignment: De-
sign an approach to help congregations grow in
experiencing generosity as a spiritual practice.
In your design, remember tithing as a major
point of emphasis.
Ask people to summarize their major points
on flip-chart paper, which will be posted on
the wall. Briefly review the major points on the
flip-chart papers. (If suitable, collect this data
at the end of class and share the ideas with con-
gregational and mission center leaders.)
If you are taking this class on your own, ask
yourself, “How can I incorporate into my life
the principle of generosity as a spiritual prac-
tice?” As you think about the priesthood office
to which you’ve been called, how will you be
able to help others with this principle?
True Capacity
The covenant principle focus for this session asks us to
contribute to mission tithes according to our “true ca-
pacity.” If tithing is spiritual practice, then discovering
our true capacity to give is nothing less than a spiri-
tual adventure! Listen to President Veazey’s discussion
about generosity and discovering our true capacity.
Generosity and True Capacity—43

Listen to President Veazey’s remarks by visit-
ing www.CofChrist.org/resources?tags=English
-Home-Resource#/1167/interview-with-Steve
-Veazey-regarding-words-of-counsel-2013.
Watch segment 16:00—19:00. As you watch
the video, note the things that stand out to you.
If viewing is not possible, read the text below.
“What Our Souls Long For”
Prophet-President Steve Veazey recently talked with Linda
Booth, president of the Council of Twelve Apostles and
director of Communications, about the words of coun-
sel he presented to the World Conference in April. These
excerpts are the second of a three-part series from their
conversation. See the entire interview and view or read
the words of counsel at www.CofChrist.org/common/
cms/resources/Documents/ Words-of-Counsel-14
-April-2013.pdf.
Linda: Many words had a profound effect on me. One
phrase that really challenged me is, “Free the
full capacity of Christ’s mission through gener-
osity that imitates God’s generosity.”
I was thinking of my own life, being free to have
the full capacity of Christ’s mission lived in my
life, and then communities. As I think of these
few words [I think of] the great missional im-
pact they will have on individuals, congrega-
tions, and then communities in the world. I get
excited about that!
What do you envision as we are freed, and we
express the full capacity of Christ’s mission
through the generosity of God’s grace?
Steve: Well, on an individual basis, I think it’s an oppor-
tunity for all of us to grow our understanding
44—Ministry and Priesthood: Introduction to Priesthood Ministry
of our own capacity to experience and receive
God’s love. Then, from the outflow, love flows
into the lives of others around us. When we’re
doing that, we’re living more and more in God’s
Grace and Generosity, which is what our souls
long for.
Secondly, as the church is populated by peo-
ple who have grown their understanding of
their own capacity to receive and generously
share God’s love, then the church’s capacity to
impact the whole world expands exponentially.
Sometimes we are limited by the resources
available to implement the ministries we en-
vision. So as we grow our capacity to receive
and share God’s love, and as the church grows
its capacity to receive and share God’s love,
then the world is blessed. And all of this poten-
tial that is resident within the church is freed.
I think we will be amazed at the impact that
could have in the lives of individuals, families,
communities, and nations.
I don’t think we understand God’s economy of
taking our availability, and then when we freely
offer it, magnifying it to meet the needs and
opportunities for ministry. It’s a joyous thing
when that happens.
Important questions for priesthood members: How do
I discover my true capacity? How do I help others dis-
cover their true capacity?
As a disciple of Jesus Christ, you will find various ways
to explore and discover your true capacity for generos-
ity. An important foundation for this discovery is A Dis-
ciple’s Generous Response and its six principles. These
principles, when clearly understood and practiced, can
enlarge our capacity for generosity and ministry:
Listed below are the six principles of A Disciple’s Generous Response. Following each principle is a ques-
tion that can help students explore their connections with that principle. In the space provided, compose
one or two more questions for each principle that could help a person examine his or her life in that
regard. (You will use these later.)
Principle 1. A disciple practices generosity as a spiritual discipline in response to God’s grace and love. Am
I being prayerful about my generosity—how I can be a blessing to others?

Principle 2. A disciple is faithful in response to Christ’s ministry. How is my life invested in the Five Mission
Initiatives?

Principle 3. A disciple’s financial response, while unique to individual circumstances, expresses love of
God, neighbor, creation, and oneself. How does my financial response reflect where I want my
love to be directed?

Principle 4. A disciple shares generously through tithing so that others may experience God’s generosity.
Am I contributing equally to local and worldwide mission tithes?

Principle 5. A disciple saves wisely in order to create a better tomorrow for self, family, the church’s
mission, and the world. How is my savings plan going?

Principle 6. A disciple spends responsibly as a commitment to live in health and harmony with God and
the world. Do I look carefully to see how I am spending my money?

Generosity and True Capacity—45

About Tithing
The words of counsel referred to at the beginning of
this session proclaim: “Tithing is a spiritual practice…”
This is true not only in the spirit in which tithing is
given, but because of how it eventually is used.
Tithing matters. Because of tithing, ministries occur
in your community and around the world that change
lives. Children learn they are precious. Young people
learn about healthy ways of living that save their lives.
Families learn ways of relating to one another that stop
cycles of violence. Lonely people find friends, and iso-
lated people find community. Habits of peace replace
habits of violence. People of all ages learn about Jesus.
People around the world have opportunity to enter
into covenant with Christ and become members of
Community of Christ. It matters.
That you are preparing for ordination says you care
deeply for people. In your ministry, modeling and
teaching tithing as a spiritual practice can be a power-
ful means of translating caring into acts that transform
lives for good.
During the President’s Address to the Church on Octo-
ber 5, 2014, the Presiding Bishopric shared the follow-
ing statement “Official Interpretation of Tithing” with
the church.
OFFICIAL INTERPRETATION OF
TITHING
PRESIDING BISHOPRIC—5 OCTOBER 2014
This statement is the official interpretation of the Pre-
siding Bishopric for the church today:
Tithing is offerings to support local, mission center,
and worldwide church ministries. Tithing is a dis-
ciple’s generous response to God’s grace and gen-
erosity revealed in Jesus Christ. A disciple’s calling
is to give according to true capacity as a witness
of God’s generosity and as a spiritual practice that
helps disciples grow in relationship to God.
Disciples seek to share 10 percent or more of their
annual income as tithing before saving and spend-
ing. For some people, though, there is not enough
income to meet basic living expenses. Then tith-
ing is an offering of any amount or item desired,
including offering one’s life in service to Christ and
the church.
Tithing is given to local and world ministries equally
(Doctrine and Covenants 162:7d). Giving to church
affiliates is the priority after tithing. However, those
contributions are not tithing. Contributing to other
46—Ministry and Priesthood: Introduction to Priesthood Ministry
charitable organizations that recognize the worth
of persons and are committed to bringing Christ’s
ministry to them is highly encouraged. But, those
contributions are not tithing either.
As understanding of God’s grace grows with true
capacity to give through wise savings, responsible
spending, and debt reduction, disciples make ad-
ditional tithing contributions. This often includes
contributions and estate gifts to church endow-
ments that ensure one’s legacy as an ongoing gen-
erous contributor to Christ’s mission.
RESPOND
Takes the learners from
hearing to doing
IN SPIRITUAL PRACTICE
This session explores the affirmation that generosity,
tithing, and how we connect to our resources are—by
nature—spiritual matters. With that in mind, this por-
tion of this session asks you to engage in a simple—yet
important—spiritual practice.
Earlier in this session, you were asked to cre-
ate questions about the six principles of A
Disciple’s Generous Response. Look again at
these principles and the questions about them.
Slowly, deliberately, move through the ques-
tions as you apply them to your life. Take your
time. Talk with God about your life and gener-
osity. Take 20–30 minutes for this time alone
with God.
Instructor: Invite everyone to find private space
for this exercise. This includes going outside (if
weather allows). Affirm that this is a personal
experience, and that learners will not need to
share their reflections. Ask that everyone re-
spect this time as a time of prayer and stop con-
versation—even when gathering. Ask everyone
to be back in the room at an appointed time.
Once everyone is back, offer a prayer, thanking
God for this time and asking God’s blessing on
our wishes to discover and increase our true
capacity.

SEND
Explores how the lesson
might be lived
Your calling, as a member of the priesthood, is to walk
the path of the disciple, alongside those you serve. In
this path, you will find many opportunities to intro-
duce people to resources that you, yourself, are using
in your own life. Take a moment now, and review “Dis-
covering Your True Capacity—a Missional Practice.”
(Review this information before going any further.)
DISCOVERING YOUR TRUE
CAPACITY—A MISSIONAL PRACTICE
Missional practices: cultivating new understand-
ings, ways of being, and living Christ’s mission.
Developed by Ron Harmon,
Council of Twelve Apostles
Purpose
Intentionally and prayerfully, record and reflect on
what you bought and how you spent your time each
week. Seek the Spirit’s guidance in what you can cut
out to increase your capacity to deepen your ministry
and share with others.
Steps
Find a journal, inexpensive notebook, or simple
note-taking application on your smartphone.
Create two columns. Under the first column you will
write everything you bought for the week. Under the
second column, you will record how you spent your
time during the week.
Pick a day toward the end of the week and set aside
30 minutes for prayerful reflection. Begin with prayer,
asking for insight and courage to evaluate your capac-
ity openly and honestly in the presence of God.
First, review what you bought during the week. Place a
check next to items bought that you decide are not nec-
essary. Then place a question mark next to items you
could cut out but are unsure if you want to or have the
will to cut out. Pray about your list and commit to cut
out one item in the coming week to increase your capac-
ity. Share your commitment with a spouse or friend. De-
cide an alternative use for your money that will increase
your capacity (saving or giving to a worthy cause).
Second, review your time spent during the week. Place
a check next to time spent that clearly was not useful.
Next, place a question mark next to time spent that
you could have used in better ways. Remember, it is
important to set aside time for rest and renewal. Now,
pray about your list and consider replacing one of your
activities with one that will increase your capacity for
ministry or directly benefit others. Share your commit-
ment with a spouse of friend.
End your time with a prayer of thanksgiving.
Consider repeating this practice weekly or several
times a month. Invite several friends to join you in this
practice and commit to sharing your decisions and ex-
periences together. Support one another in prayer.
Introspection and Response
Create two columns in a journal, notebook, or
simple notetaking application on your smart-
phone as called for in “Discovering Your True
Capacity—A Missional Practice” (see text at the
end of this lesson). Next, schedule time toward
the end of the week to review your notes.
You are called and sent to model generosity as
a spiritual practice. Engaging in this practice is
a discipline to help you on your way.
In what other ways can you begin to strengthen
your generosity toward contributing to mis-
sion tithes to support local, mission center, and
worldwide ministries?
Generosity and True Capacity—47
 BL ESS
Time of prayer, praise,
blessing, and hope
Growing in generosity, while helping others do the
same, results in blessing other people—many of whom
we never will meet. As our patterns of giving and re-
ceiving become more and more a part of our relation-
ship with Christ, our own sense of blessing deepens.
48—Ministry and Priesthood: Introduction to Priesthood Ministry
If you are taking this course on your own, read
the words to CCS 617, “Can We Calculate Our
Giving” or CCS 611, “From You I Receive.”
Slowly read and ponder the words. When fin-
ished, pray, thanking God for blessings that are
on your mind and asking God to bless you as
you seek to bless others.
Instructor: Invite students into a time of si-
lence, to ponder God’s desire to bless them and
to bless others through them. After a few mo-
ments of silence, invite the group to sing CCS
617, “Can We Calculate Our Giving” or CCS
611, “From You I Receive.”
 PROTECT CHILDREN
7 AND YOUTH
FOCUS RESOURCES
Covenant Principle: Protect the safety and well-being • Course book for each learner
of children and youth, including where applicable, be-
ing a Registered Children and Youth Worker. • Community of Christ Sings, Herald Publishing
House, 2013
OBJECTIVES • Child protection core training materials
Learners will…
• Article: “Protecting Our Children,” at www.Cof
• Know: Understand why being a Registered Chil-
Christ.org/common/cms/resources/documents/pas
dren and Youth Worker is so important.
tors-and-leaders-field-guide.pdf.
• Know: Become aware of the nature of abuse and
things that threaten the well-being of children and SUPPLIES
youth in their communities.
• Pens or pencils for all learners
• Know: Become familiar with the Child Protection
website and available policies and documents. • 100x150-mm or 4x6-inch cards or sticky notes
• Be: Hold children and youth in their hearts and
• Copies of “Children and Youth Worker Confidential
pray for them.
Application” at www.CofChrist.org/child-protection
• Be: Choose solidarity with the church and its care
for children and youth by becoming Registered • Lined paper
Children and Youth Workers.
• Small envelopes
• Do: Become a Registered Children and Youth
Worker. • Flip chart or screen and projector
• Do: Identify possible ways for their congregation to • Markers
help protect the well-being of children and youth
in the congregation and community. • Offering basket
Protect Children and Youth—49
Note: Issues of child protection and abuse are sensitive
topics affecting many people. Please respect the con-
versations shared in this class session as confidential
and use sensitivity when listening and sharing together.
G ATHER
Activates background
knowledge, prepares, and
motivates for lesson
Think about some children and youth in your
congregation, family, or community. Do not
name them here, but list qualities in their lives
that bless you.
Instructor: Ask learners to do the exercise, but
have them share the qualities and gifts aloud
with the entire group. Write these on a flip
chart or project them on a screen. When fin-
ished, briefly comment about the blessing of
children and youth. Tell the group that in this
session we will focus on protecting these pre-
cious lives.
50—Ministry and Priesthood: Introduction to Priesthood Ministry
ENGAGE
Invites exploration
and interaction
ENGAGE IN PROTECTING CHILDREN AND
YOUTH
There is bad news. There is good news.
The bad news is that throughout the centuries, the
most innocent among us have been the most vulnera-
ble to suffering. The neglect and abuse of children and
youth is a staggering evil that marks human experience.
The good news is that God advocates for the vulnera-
ble, including children. Writers of the Old Testament
firmly portray God as demanding justice for orphans
(Deuteronomy 10:18 is one of many examples) among
cultures that easily would regard such children as ex-
pendable. In the New Testament, Jesus takes children
in his arms and blesses them in front of others who
would dismiss them (Mark 10:13–16). This is the same
divine love that has spoken in Doctrine and Covenants
163:4a saying, “…Open your ears to hear the pleading
of mothers and fathers in all nations who desperately
seek a future of hope for their children…”
One cannot represent God without representing the
concerns of God. Thus, priesthood members have a
stewardship to seek the welfare of the vulnerable. This
includes a special concern for children and youth.
Unfortunately, abuse or risk to children and youth comes
in various ways—physical, sexual, economic, psycholog-
ical, social, and more. They occur in the larger commu-
nity and—sadly—in the faith community at times.

If you are taking this class on your own, use
number one below to name what most signifi-
cantly puts children and youth at risk where
you live.
1.
2.
Use number two above to write your ideas for
how a congregation could confront and resolve
these dangers.
Instructor: Begin the exercise by putting people
in groups of two or three. Ask them to agree on
abuses or dangers to the well-being of children
and youth in their communities. Have them
write them on 100x150-mm or 4x6-inch cards
or sticky notes—one risk or danger per card or
note. Give them five to six minutes to complete
the exercise. Next, ask them to post their cards
or notes on the wall. Ask two or three people to
rearrange the cards or notes into “like” groups
(risks or dangers).
Point out the most commonly named dangers.
Then ask groups to talk again about how a
congregation could confront and resolve these
risks. Ask them to be ready to share their three
best ideas. After 10 minutes, invite groups to
share with the class. Write the ideas on a flip
chart or project them on a screen.
Why Being a Registered Children and Youth Worker
Matters
Since the 1980s, the church has required all those who
work with children and young people to complete a
registration process. The 2005 Church Administrator’s
Handbook references the requirement for priesthood
to register.
The covenant principle that is the focus of this session
clearly states the church’s expectation that priesthood
members will become Registered Children and Youth
Workers, where applicable. Community of Christ is
engaged in promoting child protection in all nations
where the church has a presence. Internationally,
training and good practices are in place.
Becoming a Registered Children and Youth Worker is
a simple, but important, two-part process. It involves:
1. Completing the child protection core training—
this 90-minute course is available from your mis-
sion center. (If you completed training before
2011, you ought to take the new training. We rec-
ommend renewing your training every three to
four years.)
2. Successfully completing the Registered Children
and Youth Worker application—please complete
the first two pages of this form and give them to
the pastor (or the pastor’s designee). The pastor
interviews the applicant and checks his or her
references. Find information at www.CofChrist
.org/children-and-youth-worker-registration.
The pastor or designee will send completed forms
to the appropriate representative for processing.
Once checked, the designated representative will
forward the forms to the Office of General Coun-
sel at International Headquarters. The Office of
General Counsel will approve and complete the
registration process. Find specific details about
completing this procedure at www.CofChrist.org
/child-protection.
Becoming a Registered Children and Youth Worker
occurs only after the Office of General Counsel
authenticates the form and registers the person
on the church’s database.
On occasion, priesthood members ask, “Since I’ve
been working with children and youth for years, why
do I now have to go through this process?” Or, “I don’t
work with children or youth, so why do I need to be
registered?”
Protect Children and Youth—51
Being a Registered Children and Youth Worker matters
for many reasons, including:
1. The process of becoming registered includes infor-
mation that can raise our awareness about symp-
toms and consequences of abuse.
2. The process of becoming registered makes us aware
of how we can prevent abuse.
3. Registration is an act of solidarity in which we
stand with the church in its commitment to pro-
tect children and youth.
4. In a world where innocent ones become victims, a
congregation whose priesthood members and oth-
ers are Registered Children and Youth Workers is a
strong witness.
5. Though we may not plan to work with children and
youth, they are in the congregation where we offer
ministry. They are still part of our ministry focus.
RESPO ND
Takes the learners from
hearing to doing
Review policies and guidelines related to
child protection at www.CofChrist.org/child
-protection.
Instructor: Give out copies of the “Children
and Youth Worker Confidential Applica-
tion.” Find it at www.CofChrist.org/children
-and-youth-worker-registration. Stress the im-
portance of completing this form and giving it
to the pastor.
Point learners to the article, “Protecting Our
Children,” at the end of this chapter. Ask peo-
ple to meet in teams of three or four and give
them this assignment:
Imagine your pastor asks you to serve on
a project team tasked with educating the
congregation on protecting children and
youth. What would you do? What practices
would you carry out? Record your major
points on the sheet or flip chart paper
given to your group and post it on the wall.
Briefly review the posted ideas with the entire
group.

TAKE THE NEXT STEP

Begin the process of becoming a Registered Children SEND
and Youth Worker (if you are not one already). If you Explores how the lesson
are taking this class on your own, go to the following might be lived
page on the church’s website: www.CofChrist.org/child
ren-and-youth-worker-registration. Select “RCYW Ap-
plication Form,” which takes you to a printable form.
Your Care and Attention Matters
Complete pages 1 and 2 and take the form to your pas-
tor, saying you want to become a Registered Children Before leaving this session, there is another important
and Youth Worker. This will begin the process. point about children and youth. They need to know

52—Ministry and Priesthood: Introduction to Priesthood Ministry

that they matter, that people care about them, that
they are part of the faith community. While it may
seem small, it matters to children and youth when
adults know their names and pay attention to them.
As a priesthood member, make it your business to know
the names of the children and youth in your congre-
gation. Speak to them every time you see them. Learn
about their interests. Get to know them and their fam-
ilies. (Go to their concerts, games, etc. if you can.) This
is a powerful message to children and youth. It makes
a difference.
Reporting Child Abuse
Priesthood members are mandatory reporters of child
abuse. This rule supersedes any state law requirements.
Guidelines for doing this are shared in the child protec-
tion core training. Remember: Do not promise to keep
a child’s secret. Report immediately both externally to
your local child protective services and internally to
your pastor, mission center president, and the Office of
General Counsel. To report internally please call:
• (816) 833–1000 ext. 2220 (assistant to general
counsel)
• (816) 509–2946 (after business hours)
Introspection and Response
Consider the responsibilities of the priesthood
office to which you’ve been called. Think about
how and whom you will serve. How can you
be a servant, a friend, and a minister to chil-
dren, youth, and their families? Not everyone
is suited to be a children’s minister or youth
minister. Nevertheless, everyone can serve
children, youth, and their families in import-
ant ways. What can you do?
BLESS
Time of prayer, praise,
blessing, and hope
Pause for a moment. Think of a child or young
person in your congregation or elsewhere in
your life. Put down your course books and
just think about this person…his or her life…
family…whatever you know about the person.
Hold him or her up to God in prayer. Pray spe-
cifically for your relationship with this person.
Talk with God about your willingness to be
available to him or her. Ask God to bless your
relationship with the person and his or her
family.
Instructor: Hand out envelopes and pieces of
paper. Invite everyone to think about the chil-
dren and youth in their congregation and com-
munity. After a few moments, ask everyone
to take a piece of paper and write a prayer for
these children and youth. Have them seal their
prayers in envelopes. Collect the envelopes in
an offering basket and place the basket in front
of the group.
Ask everyone to sing CCS 490, “Lord, for the
Gift of Children” or CCS 637, “Lord, Who Views
All People Precious.” Then pray, asking God to
bless these ministers who wish to protect chil-
dren and youth.
PROTECTING OUR CHILDREN
Karen Waring
God calls the church to be a people who promote com-
munities of joy, hope, love, and peace. The church con-
tinues to explore how these facets of Christian life can
translate into effective ministry. Child Protection is
ministry with its foundation in the church’s Enduring
Principles. It expresses the Mission Initiatives of end-
ing suffering in the world and pursuing peace on Earth.
Doctrine and Covenants Section 162 reminds us that
“...we hold precious lives in our hands.” No lives are
more precious than the lives of vulnerable children in
our societies.
Since the 1980s the Christian church at large has striven
to protect children by responding to allegations of abuse.
Protect Children and Youth—53
Statistically child abuse is a reality. Community of that reveals that God’s love promotes healing and ex-
Christ approaches the protection of children profes- presses justice.
sionally and with rigorous standards. Community of
Affirmations
Christ provides policies and guidelines for protecting
children. These policies are for the entire church and The ministry of child protection has two emphases:
have three purposes:
• Spiritual investment
• Protecting all children in the care and ministries of
the church. • Practical systems
• Providing guidelines and procedures for admin- Spiritual Investment
istrative officers, the ministers who are in con-
Within the Enduring Principles of the church lies the
tact with children, and clear immediate reporting
foundation of the spiritual investment we make in our
requirements.
children:
• Reducing the liability and risk from legal action.
• We recognize them to be of worth.
Protecting children is more than administrative proce-
dures. These procedures become missional when mo- • We make responsible choices in our rearing and in-
tivated by the gospel message. At one level the church teraction skills.
is registering and training youth workers. On a deeper • We value them as part of God’s sacred creation.
level these procedures arise from the church’s ministry
of safeguarding those most vulnerable in society. The • We receive precious blessings as they share in our
church approaches child protection with a compassion community.

54—Ministry and Priesthood: Introduction to Priesthood Ministry

There are other principles that acknowledge children’s
important place in the faith community. The church
invests in curricula to educate children in God’s ways
and nourish them with experiences that develop their
spiritual giftedness. As these ministries mingle with
child protection policies the church grows disciples in
safe and nurturing places.
In Luke 18:15–18 is the story of Jesus welcoming chil-
dren for a blessing. This narrative lays the foundational
model for the church’s ministry to children. Welcom-
ing children is what the church does. Ensuring that the
church’s welcome is safe in a contemporary society is
also part of the church’s stewardship.
Practical Systems
Community of Christ is not alone in its determina-
tion to protect the children in its care. Local and in-
ternational organizations recognize the need and are
responding. Often initiatives to protect children follow
well-publicized incidents. The impetus gathers as orga-
nizations put new safeguarding procedures into place
and new texts are written on the topic. Community of
Christ tries to remain aware of present-day thinking,
research, and methodology as it lays out its policies.
The Child Protection Policy
The Child Protection Policy is a series of documents
that clarifies safeguarding children in Community of
Christ, which includes:
• Community of Christ Mission Statement
• Introduction (the context of child protection in
Community of Christ)
• Registered Children and Youth Worker Application
• Training materials
• Perpetrator procedures for congregations
• Guidance policies
Some of these documents are available at www.Cof
Christ.org/child-protection.
Additional materials are available from the Child Pro-
tection Office, Office of General Counsel (816) 833-
1000, ext. 2220.
The policy is a changing document and will undergo
periodic updates.
The Child Protection Policy contains the guidance
congregational leaders need to keep the children in
their care safe.
No one can work with children and young people in
Community of Christ unless registered as a youth
worker.
Pastor Responsibilities
• The pastor (perhaps after consultation with the
pastor’s leadership team) chooses a person(s) to
take responsibility for coordinating the Child Pro-
tection Policy within the congregation. This may
be the pastor, another leader, or person with skills
in this field. (The responsibilities for this position
are found below.)
• The pastor oversees the procedures for policy im-
plementation, even if delegated.
• The pastor is responsible for a Supervised Partici-
pation Plan for a sexual perpetrator’s attendance in
the congregation, should this need arise.
• When an applicant has a history of felonies or has
been investigated by children protection services,
the pastor refers the Children and Youth Worker
Application to the Special Circumstances Commit-
tee for approval. The pastor’s recommendation is
required. When the applicant is related to the pas-
tor, the pastor delegates responsibility to the finan-
cial officer or other congregational leader.
• The pastor consults with the mission center re-
garding any additional requirements from the state
or other government jurisdiction.
• It is strongly recommended that pastors and any-
one involved in managing the Child Protection
Policy receive the Administrators’ Training avail-
able through the Office of General Counsel.
Child Protection Coordinator Responsibilities
• Administer the youth worker applications: check
applicant’s details, interview references and fill in
form with comments, interview the applicant, and
send form to mission center president. (Please con-
sult online guidance.)
• Ensure the delivery of the Child Protection Core
Training
Protect Children and Youth—55
• Ensure that all persons in the congregation who
work with children and all members of the priest-
hood are registered children and youth workers
with Community of Christ.
• Inform the pastor of any deviations from the policy.
Training Materials
Child protection training resources, both generic and
specific are available for use in the field. These are listed
on the website and can be requested from the Office of
General Counsel at legalservices@CofChrist.org or (816)
833-1000, ext. 2220. Registration as a children and
youth worker is two-fold:
1. Successful completion of the application form
2. Participation in Child Protection Core Training
The Child Protection Core Training Pack is available
from mission centers. Additional copies are available
from Office of General Counsel. Because of copyright
restrictions anyone who requests an additional set of
the core training materials must purchase a Reducing
the Risk DVD. Confirmation of the purchase of the
Reducing the Risk DVD must be sent to the child pro-
tection coordinator in Legal Services. Follow this link
to order your set: www.reducingtherisk.com. On receipt
of the order confirmation the Core Training Pack will
be delivered. To buy the leader’s set go to: http://store
.churchlawtodaystore.com/reducingrisk.html. The Core
Training (PPT) is available to download from www.Cof
Christ.org/child-protection.
Registration as a Youth Worker
The guidance for registering as a children and youth
worker is described above and in the online policy.
Please note:
No one can work with children and young people in
Community of Christ unless registered as a youth
worker.
Applicants are not registered as youth workers until
the status code is entered onto Shelby (Membership
Records system) by the Office of General Counsel.
Sex Offenders or Abuse Incidents
Guidance about these matters is provided online. If
you do not have Internet access, please contact your
56—Ministry and Priesthood: Introduction to Priesthood Ministry
mission center officers or Legal Services. It is important
to inform the Office of General Counsel of the circum-
stances surrounding these events as soon as possible.
Legal services are available 24 hours a day: Telephone:
(816) 833-1000 or 1-800-825-2806, ext. 2217 (during
regular office hours Monday through Friday, 8:00 a.m.
to 5:00 p.m. CST). Emergency telephone: (816) 509-
2946 (after regular office hours and on weekends).
E-mail: legalservices@CofChrist.org; Fax: (816) 521-
3099; and website: www.CofChrist.org/legal. Ask for
General Counsel or the child protection coordinator.
Either of these people is available to offer information,
support, and guidance as you may need. The Office of
General Counsel will provide supervised participation
plans when accused or convicted sexual perpetrators
wish to participate in congregational life.
Ministers, employees, and leaders in Community of
Christ are mandatory reporters of child abuse. All
ministers, employees, and leaders in the congregation
must report suspicion or incidents of child abuse to the
relevant authorities. More information is provided in
the Administrators’ Training. Please contact the Office
of General Counsel for any questions or assistance.
If any doubt exists regarding any aspect of the child
protection policies please contact the Office of Gen-
eral Counsel. We recognize the demanding and often
sensitive nature of this ministry. The Office of General
Counsel is available 24 hours a day to support you with
the prevention of child abuse.
If any of the above seems daunting, don’t worry. Your
mission center officers and members of the Office of
General Counsel team are there to help.
Questions
1. Are the priesthood of the congregation registered
youth workers?
2. Is everyone who works with children or youth a
registered youth worker?
3. Becoming a registered children and youth worker
is not just an administrative policy to follow—it
requires active participation in a process that is
designed to protect the most vulnerable. How will
you talk with your priesthood and others about
this? How can you use the information provided
here to educate leaders in your congregation?
 MINISTRY IN
8 CONGREGATION LIFE
FOCUS
Covenant Principle: Actively participate in congrega-
tional life or similar church expressions when congre-
gational life is not available.
OBJECTIVES
Learners will…
• Know: Discover how our understanding of minis-
try and priesthood is shaped by our beliefs about
God as divine community.
• Know: Know five ways that priesthood members
can effectively “stand with” their congregations.
• Be: Be invited to “be with” people in relationships
rather than ministering “to them” as objects.
• Be: Pause to consider how congregation life has
shaped their lives.
• Do: Identify obstacles to building relationships in
the congregation, as well as possible ways to over-
come the obstacles.
• Do: Team with others to design a customized ap-
proach to help priesthood members deepen re-
lationships while leading the congregation in
mission.
RESOURCES
• Course book for each learner
• Computer, projector, and screen
• Community of Christ Sings, Herald Publishing
House, 2013
• Video: Theological Foundations for Ministry and
Priesthood: 1b found at www.CofChrist.org/resources
?tags=English-Home-Resource#/1276/theologi
cal-foundations-for-ministry-and-priesthood---ses
sion-1b
SUPPLIES
• Pens or pencils for all learners
• Writing paper or journal
Ministry in Congregation Life—57
 G ATHER
Activates background
knowledge, prepares, and
motivates for lesson
Our understanding of God as triune (three existing in
one) has major implications for our beliefs about minis-
try and priesthood. God lives in the divine triune com-
munity. God acts to redeem creation from destruction
and death through suffering love, as seen in the cruci-
fixion of Jesus, and the birth of human communities
that reveal to the greatest degree possible God’s nature
and will. Community of Christ understandings of min-
istry and priesthood arise from the fundamental “in
community” and “for community” nature of God re-
vealed in Jesus Christ and confirmed by the Holy Spirit.
Our understanding of God as triune has major
implications for our beliefs about ministry and
priesthood. What are some of those implica-
tions? How is our understanding of priesthood
and ministry shaped by the belief that God lives
in divine “community”?
Instructor: Guide a brief discussion about
these questions, encouraging and receiving
various perspectives.
58—Ministry and Priesthood: Introduction to Priesthood Ministry
ENGAGE
Invites exploration
and interaction
ENGAGE IN CONGREGATIONAL LIFE
Those called to priesthood responsibility stand with—
not apart from—those seeking to live the gospel in
community.
Congregations are diverse in makeup. Priesthood
members—and their gifts—are part of that diverse
body. They are commissioned to serve in specialized
responsibilities, but this does not make them more
important, more righteous, or more valued. They are
called to model servant ministry. Thus, priesthood
members cannot serve well if they are disconnected
from the congregation or if they seek to stand above
the congregation. They are called to stand with the
congregation. This includes being regular attendees,
but it goes far beyond that.
What does it mean to “stand with” the congregation?
There are many ways to describe this, including:
1. It Means Being With People in Times of Celebra-
tion, Need, and “In Between”
Priesthood members should develop close enough re-
lationships with people in the congregation that they
know when people have moments in life to celebrate.
This includes birthdays, personal accomplishments,
and events in family life. Priesthood members should
cultivate relationships that are so trustworthy and free
of judgment that people will share their struggles and
times of need, as well.
This is possible, though only if priesthood members
also share with people during the “in between” times.
These are the times when most of life is lived. This is
being with people in their homes, at their children’s
ballgames and concerts. It’s meeting for coffee or just
“hanging around” after church to talk. It’s being in each
other’s lives. It is in the “in between” times that trusting
relationships are built, conversations about life occur,
and faith is shared. As this happens, a trust is developed
that allows people to share with us what in their lives
calls for celebration, as well as the needs in life that no
one should experience alone.
Priesthood members must model this healthy relation-
ship building. Why? The objective is for all members of
the congregation to live in such a caring relationship
with one another. Priesthood members are to stand
with—walk with—the congregation on this journey of
growing in community.
How would you describe your relationships
right now with people in the congregation?
What could you do to enrich these relation-
ships? What obstacles are in your way, and is
there a way to deal with these obstacles?
Instructor: After people have finished writing,
ask if anyone would like to share an “obstacle”
(without naming any names). If several people
have obstacles in common, ask the group to
brainstorm ideas about how to overcome them.
2. It Means Preparing People for Ministry
It occurs over time. It includes having one’s eyes and
ears open to sense the gifts in people’s lives. It means
talking with people about their gifts and how they can
develop them. This includes helping them find study
guides, workshops, and training. It means inviting
them to “go with you” to gain experience in ministry.
It means talking with people and praying with them
about their lives, their dreams, and their sense of call-
ing. It means being transparent with them about your
own struggles and joys in ministry. It means talking
with other priesthood members about the gifts you
see in someone’s life, and asking your ministerial col-
leagues to keep their eyes open for opportunities to
help this person develop their gifts further.
Think about someone in your congregation
whom you believe has underutilized or unrec-
ognized gifts. How could you help prepare this
person for ministry over time?
3. It Means Ministering in Teams
One way to “stand with” the congregation is to model
teamwork, as opposed to individual efforts. The church
in general and the congregation specifically experience
blessing as priesthood members work as teams of ser-
vant ministers.
Watch Theological Foundations for Ministry
and Priesthood at www.CofChrist.org/resources
?tags=English-Home-Resource#/1276/theo
logical-foundations-for-ministry-and-priesthood
---session-1b. (Watch segment 12:50 to 18:40
of video featuring Apostle Booth and President
Veazey.) If viewing is not possible, read excerpts
of the text below.
Segment 12:50 to 18:40 of video 101613-1b
Linda: …So we’re all called into Christ’s mission. Spe-
cifically some are called to serve in priesthood
for specific roles and responsibilities. And in
the past, I must admit, I think we have thought
of it as an individual pursuit…It’s my ministry
called by God, my ministry.
But in this foundational document, there’s a
real emphasis on working as a team of servant
ministers, which really excites me as I think
about the impact not only in congregations
but into the world. Can you talk about that
idea, rather than being individualistic about
our priesthood, think about our priesthood
as a team of members serving as servant
ministers?
Steve: And this concept is especially important in our
Western cultures, because we know that one
characteristic of the time in which we live in
Western cultures is rampant individualism. It’s
all about me. And that immediately becomes
a danger in ministry. So this was an “aha” mo-
ment for us. We’ve been talking about God’s “in
community” and “for community” nature. Our
name is Community of Christ. We see how Je-
sus promoted, encouraged, birthed commu-
nities of inclusiveness. And then, we tend to
view ministry in individual terms.
…So all of those concepts say to us that the
“in community” and “for community” nature
of God applies to ministry and priesthood.
No one has all the gifts, all the insights, all
Ministry in Congregation Life—59
 the energy, all the experience, to provide the
ministry that’s needed in the life of the church
and in the world. So this concept of ministry
in teams and especially among those offices
of the priesthood where there are some com-
plementary and overlapping purposes, is very
important. It’s almost as if…that in Community
of Christ the very concept of priesthood in the
various offices assumes that we’re going to be
working together in community as ministers.
So the whole notion of “it’s all about me” as an
individual minister…has no relationship to the
church as community…and it doesn’t hold up.
And it’s not consistent with these foundational
understandings that are provided in the paper.
Paul’s analogy of the body of Christ continues
to speak, and it’s not just about that nature of
the church, it’s also about the nature of rela-
tionships among the various priesthood mem-
bers and priesthood offices…And one cannot
say to the other, “I have no need of you.” We
have mutual need for all of those ministries to
be working constantly in the life of the church
for the body of Christ to be alive and vibrant
and dynamic and effective.
Linda: Yes. And even as you’re speaking I’m going
back to what you had said about the “doing”
and the “being.” So, even in this foundational
paper is a call for that team of servant minis-
ters to be very intentional as a team to spend
time in scripture study, and worship, and
prayer, and in “being.”
Steve: Yeah. Well, again, when we look at the life and
ministry of Jesus, he had this cycle…be in sol-
itude, be with God alone. That’s where I get to
know myself—my best self, my shallow self—
in solitude with God. But then Jesus always
moved into community with his disciples.
Then it was from out of community that there
was movement into effective ministry that was
literally world-changing ministry. And that cy-
cle occurred throughout…Jesus’ life and minis-
try on Earth. We’d see him saying he needed to
go away for a while, he needed to renew. There
was time in community and then there was
ministry.
But there was always the coming back to sol-
itude. [It’s] quality community, because we
are spiritually formed as individuals, but we’re
especially spiritually formed in relationship
60—Ministry and Priesthood: Introduction to Priesthood Ministry
to others in community. And then out of that
moving into ministry.
Think about your congregation, community,
and the five Mission Initiatives that we ex-
plored in Lesson 3. What opportunities for
ministering in teams can you imagine?
Instructor: When people have finished the ex-
ercise, ask them to “call out” an opportunity for
ministering in teams that they thought of.
4. It Means Enriching the Congregational Experience
in the Sacraments
Prophetic counsel to the church is to “look especially to
the sacraments to enrich the spiritual life of the body”
(Doctrine and Covenants 158:11c). Heeding such pro-
phetic counsel, priesthood members must do every-
thing possible to create environments where the sac-
raments can enrich the lives of people. This steward-
ship is for all priesthood members, not just those who
celebrate and perform the sacraments. For instance,
the deacon’s ministry of creating “sacred space” where
people experience the sacraments is vital. The teacher’s
ministry can be powerful when it helps people in bro-
ken relationships find healing in the sacraments.
Competency also is important when performing the
sacraments. Worship planners consider the local cul-
ture in planning the worship service where the sacra-
ments are being celebrated so all present can have an
experience that brings meaning. Priesthood members
are to perform the sacraments consistently according
to church policies and procedures. The consistency
with performing the sacraments can bring comfort to
people as they experience familiar symbols in familiar
ways. Performing the sacraments according to church
policy and procedure connects us with the church
throughout the world and throughout the years in a
manner that is significant to many. It is important for
priesthood members to make sure they understand the
correct way to perform the sacraments. Another course
you will take as you prepare further for ordination
covers this topic. We mention it here because of its im-
portance for priesthood members’ engagement in con-
gregational life.
5. It Means Standing with the Congregation in Mission
How can priesthood members stand with the congre-
gation in mission? This can happen in many ways, but
please consider the following idea:
In the past, many mission programs were launched
as congregational leaders put their heads together to
“come up with something” or to mirror a program that
was successful elsewhere. Sometimes this has been
effective.
However, sustainable mission often arises from infor-
mal experiences of conversation and prayer. The shar-
ing imagined here is a continuing experience of com-
munity building in which people simply get together to
talk and pray. They talk about what’s going on in their
lives, their faith, and their heartfelt concern for their
community. This is not a class or a program. It’s people
getting together and talking about what’s going on in
their lives. They pray for one another and support one
another. Because of their genuine concern for their
community, they ask God for insight on how to relate
to their community. As time progresses, they experi-
ment with ideas and practices that deepen their rela-
tionship with the community. They try to discern how
God is calling them into the community’s life.
Let’s be honest. People are often busy, and many con-
gregational leaders are weary. If mission simply means
more programming, then enthusiasm may be hard to
come by. If, however, mission arises naturally from the
conversation and prayers of friends who are building
sacred community together, then new energy is cre-
ated. Priesthood members can stand with the congre-
gation by supporting conversations and community
building like this.
RESPOND
Takes the learners from
hearing to doing
“BEING” WITH THE CONGREGATION
The following assignment will deepen your experience
of working in teams, while attending to the principles
addressed previously.
Scenario
Priesthood members in the congregation have been
meeting once a month for several months. They talk
mostly about scheduling and event planning, but this
often leads to other topics. The pastor has noticed two
statements in particular that often arise in the discus-
sion. They are:
• I wish we (people in the congregation) knew each
other better. Everyone is so busy. We enjoy being
together on Sunday, but then it seems like we just
take off in separate directions.
• We should engage more in the church’s mission,
but what should we do? So much of our discretion-
ary time is poured into running the programs we
have.
In addition, the pastor is aware of some priesthood
members who are frustrated with their own ministry.
They want to do more than just take their turn on the
worship schedule, but they’re not sure how to focus
their ministerial efforts.
After hearing all these ideas repeatedly, the pastor asks
you and two other priesthood members to develop rec-
ommendations about how priesthood members can
deepen their relationships in the congregation while
leading the congregation into mission.
If you are taking this course on your own, share
this scenario with another priesthood member.
Invite him or her to work on this assignment
with you. Besides considering the information
already covered above, divide the responsibil-
ity for reviewing these other resources found at
the end of this lesson:
• “Becoming Sacred Community: A Founda-
tion for Mission”
• “Discerning God’s Call for Mission”
• “Shared Experiences in Community”
After reviewing the contents of this lesson, as
well as briefing one another on the contents of
the articles, what recommendations would you
make to the pastor?
Instructor: Put everyone in groups of three
for this exercise (groups of six for large classes)
and assign the groups to review the different
articles. When finished, ask groups to share the
primary points of their recommendations.
Ministry in Congregation Life—61
 SEND
Explores how the lesson
might be lived
You are called and sent to stand with your congregation
as a servant minister. You and your gifts are part of the
congregation’s rich diversity. You are a blessing. You are
called to stand with your congregation in significant
ways, but you need not stand alone. Other priesthood
members are called to stand with you—each according
to the unique gifts and priesthood office in which he or
she is called to serve.
Introspection and Response
Given your gifts, the office to which you are
called, and the needs in people’s lives, how can
you best “stand with” your congregation?
62—Ministry and Priesthood: Introduction to Priesthood Ministry
BLESS
Time of prayer, praise,
blessing, and hope
Part of being blessed is to take time to remember bless-
ings already received.
Take a few moments and relax. Take two or
three deep, slow breaths.
Let your mind drift back over your experiences
in the congregation for the past several weeks…
months…years.
Now, take an inventory of the blessings you’ve
received through your congregation. What-
ever comes to mind, write a note. Fill the space
below these words and on the margins of the
page if you need to. Write as much as you can.
When finished, sit back and review what you’ve
written. How has congregational life shaped
your life? Let the memories of blessings be a
blessing to you in the here and now.
Instructor: After people have written and re-
viewed their “inventories,” ask if anyone saw
any patterns or recurring themes in the bless-
ings received. Take a few responses, and then
have someone offer a prayer, thanking God for
our congregations.
BECOMING SACRED COMMUNITY:
A FOUNDATION FOR MISSION
By Blake Smith
www.CofChrist.org/common/cms/resources/Docu
ments/pastors-and-leaders-field-guide.pdf (Explor-
ing Mission, p. 19)
Foundational Concepts
Becoming sacred community is one primary way the
congregation gives tangible expression to Christ’s mis-
sion. Becoming sacred community means constantly
learning how disciples belong and relate to one another
in Christ for the sake of the world. This was the expe-
rience of the first-century church. This is the church’s
experience today. The church is called to be a sacred
community, to not only carry out Christ’s mission but
to be an example of Christ’s mission—“a light on a hill.”
No matter where a member travels in the world, a
visit to a Community of Christ congregation will be
like a visit home. Chances are the visiting member
will know someone or have a common acquaintance
or experience with someone. The sense of being at
home and knowing one another are threads that run
deep through the church. These threads draw people
together into sacred community. This sense of being at
home and knowing one another is a true blessing. As
congregations grow in their understanding of being in
community those threads will continue to weave a rich
spiritual home for people.
Sacred community is more than just a place to feel at
home. Sacred community is a spiritual home where
people belong to one another in Christ and feel com-
pelled to respond to a world in need.
…for in Christ Jesus you are all children of God
through faith. As many of you as were baptized into
Christ have clothed yourselves with Christ. There
is no longer Jew or Greek, there is no longer slave
or free, there is no longer male and female; for all
of you are one in Christ Jesus. And if you belong
to Christ, then you are Abraham’s offspring, heirs
according to the promise.
—Galatians 3:26–29 NRSV
While I studied this passage, the Spirit helped
me see much broader dimensions of God’s grace
working through Christ to transform human rela-
tionships in a divided world. As a result, I have an
even-greater testimony than before of the power
of the gospel of Christ to birth a new creation
among those who dare to live its message in sa-
cred community.
—Stephen M. Veazey, president of the church,
Introduction to Doctrine and Covenants 164
The congregation’s calling is to live the message of
Christ’s gospel in sacred community. In The Godbearing
Life, the authors introduce a concept of Communion
that is helpful. “Christian tradition understands ‘break-
ing bread’ as the most basic way Jesus reveals himself to
his followers.” Communion unites disciples to Christ
and to one another in ways that are more than being a
group of people who have things in common.
…in Communions we also take on the lives of one
another—we participate in a common life, united
by Jesus Christ, not by mutual interests or similar
personalities, and experience the joys and pains
of others as though they were our own…Commu-
nions require repentance and forgiveness, speak-
ing the truth in love, hospitality and reconciliation,
the tender trust of knowing and being known, the
assurance that our friends would lay down their
lives for us.
—Kenda Creasy Dean and Ron Foster, The
Godbearing Life: The Art of Soul Tending
for Youth Ministry, (Nashville, TN:
Upper Room Books, 1998), p. 112
Developing relationships for this level of community
doesn’t just happen. It requires hard work and inten-
tionality. When a community hurts or marginalizes
someone, it is not enough simply to say the congrega-
tion didn’t intend for that to happen. Instead, the con-
gregation has to be intentional in language and behav-
ior to create an environment that upholds the Worth of
All Persons and the Blessings of Community.
Like mission, becoming sacred community is not
merely a function of the congregation but must be
integrated into all of congregational life. The pastor’s
leadership team must model this integration by lead-
ing with relationships first, over programs and agenda.
How the leadership team communicates, collaborates,
and cares for its members will tell how it values the
Worth of All Persons. Without this foundation con-
gregational leaders will lack the personal integrity re-
quired to invite others to risk new ideas and forms of
ministry.
The following texts of scripture give a clear picture of
the actions necessary to create sacred community and
the relational principles necessary to sustain it.
Do not think more highly of yourself than you ought.
Love one another with mutual affection.
Outdo one another showing honor.
Extend hospitality to strangers.
Do not be haughty, but associate with the lowly.
Overcome evil with good.
—Romans 12 NRSV, adapted
Ministry in Congregation Life—63
 Open your hearts and feel the yearnings of [the]
lonely, despised, fearful, neglected, unloved.
Reach out in understanding.
Invite all to share in the blessings of community.
Be ready to listen and slow to criticize.
Be patient with one another.
Embrace the blessings of your many differences.
—Doctrine and Covenants 161:3–4, adapted
God…ultimately is concerned about behaviors and
relationships…rooted in the principles of Christ-like
love, mutual respect, responsibility, justice, cove-
nant, and faithfulness…
—Doctrine and Covenants 164:6a
These scriptural sources are consistent with the He-
brew concept of hesed—“God’s loving, dependable ac-
tion that goes beyond what justice requires…caring,
covenantal commitment” (David Teutsch, Spiritual
Community: The Power to Restore Hope, Commitment
and Joy, [Woodstock: Jewish Lights Publishing, 2005],
p. 19). Hesed draws congregations beyond casual ac-
quaintanceships and captures the depth and breadth
of the new creation they are called to become.
The pastor’s leadership team can model the relational
principles above by identifying all the points of inter-
action with the congregation and individuals that oc-
cur over a month. Discuss how these interactions can
become opportunities to build community through
the lenses of Romans 12 and Doctrine and Covenants
161:3–4 and 164:6a. Devote a portion of each leader-
ship team meeting to discussing relationships and pray-
ing for ways to build community in the congregation.
Becoming sacred community does not come without
struggle. Richard Barger writes, “Conflict is inevitable
in communities where passions run deep about the
very life of the community and its clarity of purpose.
Yet, as places where creative conflict is welcomed, these
congregations simultaneously are places of healing…
filled with lots of grace”(Richard Barger, A New and
Right Spirit: Creating an Authentic Church in a Consumer
Culture, [Herndon, VA: The Alban Institute, 2005], p.
35). Denial of the presence of conflict or disagreement
does not remove the conflict. It simply serves to cre-
ate a false sense of security. This eventually will lead
to future problems that may show themselves at unex-
pected times and in unexpected ways.
It is the responsibility of the pastor’s leadership team to
commit to and model open and honest relationships re-
gardless of the difficulty of some situations. Sometimes
this may mean seeking external help by contacting the
mission center president. Failure to address conflict
64—Ministry and Priesthood: Introduction to Priesthood Ministry
will create a significant barrier to discerning and lead-
ing mission. Additional help is available through Peace-
building Ministries. Call 1-800-825-2806, ext. 2353
or see www.CofChrist.org/peacebuilding-ministries for
details on training, facilitation, and mediation minis-
tries to help in individual and group interpersonal re-
lationships and preparation for difficult conversations
or decisions.
The pastor’s leadership team can create an open and
honest environment by providing opportunities to be
in relationship in sacred community. What does this
look like? Life is full of challenges and triumphs, ques-
tions and answers, doubts and assurances, concerns
and joys. It is imperative that people feel free to be
themselves and share from their deepest questions and
experiences without fear of judgment or retribution. In
these environments people can ask questions, explore
new ideas, risk new ministries, and establish deeper
spiritual friendships that connect gifts and open doors
to mission.
The following can help build community and fos-
ter support, safety, and encouragement to engage in
Christ’s mission:
• Make belonging to one another in Christ the high-
est priority. Create safe space for open, honest,
high-trust dialogue. Learn to listen carefully and
respectfully to diverse perspectives and each life
journey. Plan times for fun together and experi-
ence the hope and freedom of the gospel.
• Model vulnerability. Be honest about your own
mistakes. Encourage new approaches without fear
of condemnation or judgment. Create an expecta-
tion that all attempts at new ministry are successes,
and “failures” are opportunities to learn.
• Create opportunities to know one another more
deeply. Take time to be with one another and hear
one another’s stories. This often occurs outside the
walls of the congregation in living rooms, around
dinner tables, and in coffee shops.
• Create opportunities to celebrate and cry together.
Celebrate one another’s victories, accomplish-
ments, and joys. Share in each other’s struggles
and pain. Listen for and encourage the hopes and
dreams of one another.
• Share the gift of presence. No one should have to
walk life’s journey alone. Often it is not words but
our presence that heals and conveys our care for
another. Engage the priesthood and others in en-
suring all people experience friendship in sacred
community.
• Pay attention to everyone. Learn together to re-
spond to visual cues, body language, and behaviors
that signal separation.
• Encourage Christ-like love, mutual respect, re-
sponsibility, justice, and faithfulness (Doctrine and
Covenants 164:6a). Explore these principles and
identify behaviors that more fully express them in
the life of the congregation.
• Engage in spiritual practices as a community. See
the field guide article, “Cultivating Individual and
Group Spiritual Practices.”
Creating sacred community is beyond the scope of the
pastor’s leadership team. The pastor’s leadership team
can model the way and collaborate with others to en-
sure the Blessings of Community are a way of life. See
“Priesthood Ministry: Developing Mutual Expecta-
tions” (www.CofChrist.org/common/cms/resources/Doc
uments/pastors-and-leaders-field-guide.pdf — Orienting
Congregational Life Toward Mission, p.75) for ideas on
how to engage priesthood in developing safe and sa-
cred community.
Questions
1. What attributes of sacred community
are in your congregation? How can you
strengthen these attributes? What attri-
butes of sacred community are missing or
need strengthened?
2. What conditions in your congregation cre-
ate an environment of being home?
3. How can the pastor’s leadership team spe-
cifically promote sacred community by in-
teracting with the congregation and people?
4. How can the pastor’s leadership team
model vulnerability in communicating, en-
gaging in relationships, and leading?
5. How can the pastor’s leadership team be
alert to situations that may lead to conflict
and tension?
DISCERNING GOD’S CALL FOR
MISSION
By Marvin Rice
www.CofChrist.org/common/cms/resources/Docu
ments/pastors-and-leaders-field-guide.pdf (Explor-
ing Mission, p. 25)
FOUNDATIONAL CONCEPTS
Amid active personal lives and competing congrega-
tional priorities it is critical to ask some important
questions: Is the congregation living the mission of
Christ in community? How do congregations discern
what their direction should be in response to the mis-
sion of Christ as reflected in the Enduring Principles
and Mission Initiatives?
Initially the thought of leading the congregation in
discerning Christ’s mission may seem like adding extra
work for leaders and members who are already busy.
The question for congregational leaders is not how to
start another new idea but how to make discernment a
part of the congregation’s ongoing experience of wor-
ship, fellowship, and service. Through discernment
practices, the people of the congregation seek the Holy
Spirit’s guidance in their growing understanding of
their shared mission as followers of Jesus.
There is no one approach to discerning Christ’s mis-
sion for disciples and the congregation. Discernment
is discovering and learning to “live into” new practices
of encounter with God, others, and the world around
them. New practices open the congregation’s vision
to see individuals, situations, and relationships from
a new perspective. Discernment practices create op-
portunities to see God moving in ways not discerned
before. By discerning together the congregation will
discover how its gifts, sense of call, and human need
intersect in ways that empower it for Christ’s mission.
The practical reality is that many congregations have
just begun to experiment with discernment in recent
years. The pastor’s leadership team has the challenge
of inviting the congregation into a new understanding
and constant practice of discernment. One approach
to begin discernment consists of three specific areas:
Ministry in Congregation Life—65
1. Sacred Story
2. Connecting with Spirit
3. Holy Listening
Sacred Story
Begin with sacred story. To depend on the Holy Spirit’s
guidance into a deeper understanding of Christ’s mis-
sion, the congregation needs to develop the ability to
recognize the Holy Spirit’s presence. It is helpful to re-
call how the Holy Spirit has blessed in the past both in-
dividuals and the congregation. Calling to mind these
experiences will stir souls and invigorate thinking so
the congregation can be more awake to receive the
grace of God’s guidance toward Christ’s mission.
Below are two activities to engage the congregation in
sacred storytelling and to awaken awareness of God’s
presence:
Experiences with the Holy: Gather everyone in small
groups. Provide paper, pencils, pens, and crayons. Ask
participants to recall their first experience with “The
Holy.” It is important to recall an event as early in
their lives as possible. Then ask each person to draw
a picture that reflects that event. People may hesitate
to draw. To encourage others the facilitator leads by
drawing, coloring, and going first to share a picture of
his or her experience.
Initial sharing by the facilitator creates trust, and the
participants won’t be as concerned about how their
drawings may look. Invite everyone to share their
drawings and stories in small groups and if time allows
with the larger group. Encourage people to write their
experiences on the back of the drawings and to keep
them in a three-ring notebook. Encourage them to add
other drawings and experiences to the notebook as
they recall them. This will create a wonderful book of
testimonies for them and their families. Telling sacred
stories in this way creates deeper levels of trust and un-
derstanding in the congregation.
Our Congregational Story: Invite persons who are the
longest members of the congregation to share stories
of their early memories and experiences in the con-
gregation. Invite the congregation historian to search
the records to bring out added details. Form a worship
service around the congregational story by asking peo-
ple to share their memories. Consider a congregational
dinner with cake honoring the oldest members of the
congregation. Invite others to share their memories of
the congregational history up to the present.
The purpose of sharing individual and congregational
stories is to bring fresh awareness of the presence of
66—Ministry and Priesthood: Introduction to Priesthood Ministry
the Holy Spirit throughout our lives as individuals and
as a community. The congregation builds a path of
trust when it remembers it has been and continues to
be on a divinely led journey together.
Connecting with Spirit
Many pathways connect with the Spirit. Below are two:
Individual and Group Fasting: One of the most recog-
nized and oldest pathways to connect with the Spirit
is the discipline of fasting. This scriptural tradition fo-
cuses on reducing the intake of food as the object of the
fast. However, the object of fasting can be withdraw-
ing from any voluntary activity or object that becomes
dominant and requires unhealthy attention. The pur-
pose of fasting is not to make people feel they are suf-
fering or deprived. Fasting’s purpose is to control activ-
ities or objects that may fill so much time that people
don’t have time for God.
One definition of a successful fast is to withdraw from
something that in some way controls part of a person’s
life and to replace it by inviting God and spending time
with God in the new space. This spiritual practice has
application for individuals and the congregation. Con-
gregational activities and concerns can take significant
space and distract the congregation from a meaningful
relationship with God and one another. Congregational
leaders lead by engaging in personal fasting and invit-
ing the congregation into special times of fasting in the
place of other congregational activities or concerns.
Prayer: Prayer helps people connect with the Spirit.
“Praying the Hours” is a practice of ongoing conversa-
tion with God throughout the day. In its purest form,
“Praying the Hours” is done in monasteries six to eight
times a day. Congregations may want to select one
time each day when it is practical for its members and
friends to stop whatever they are doing and spend a
few moments in intentional prayer. The result of the
congregation praying together each day will be a grow-
ing recognition of the Holy Spirit being present in the
congregation’s journey. The congregation will begin to
see one another and those they encounter in our neigh-
borhoods and places of work from a new perspective.
There are many creative ways to come together in
prayer. For example, the congregation can commit to
an experience of 24 hours of prayer. Invite people to
sign up for specific times of prayer for a specific pur-
pose (i.e., discerning Christ’s mission for the congre-
gation). These prayers typically are held at the church,
by at least two people at a time, and are offered over a
24-hour period. One approach is to begin on a Satur-
day morning and end on Sunday morning in time for
worship. The congregation then can share in a special
service focused on discernment and communion with
the Holy Spirit.
Holy Listening
Following are three practices (see the practice section
following this article) to engage the congregation in
holy listening:
Centering Prayer: Its purpose is for people to come
before God in quiet and listen for the whisper of the
Holy Spirit in their hearts and minds. With practice,
people can learn to put aside their thoughts and the
demands of life and just sit in the presence of God. The
only agenda is to turn the focus of these moments over
to God and listen for God to speak in the manner of
God’s choosing.
Centering prayer is also for the congregation. The Holy
Spirit draws people together in community as they
center their thoughts on common purposes and con-
cerns by simply listening. People often feel the need
to fill the quiet spaces when they are together. Creat-
ing space to listen is an important practice for leader-
ship-team meetings, worship experiences, or walks in
the neighborhood. Congregational leaders help model
the importance of centering, silence, and holy listening
by intentionally creating space for silence in routine
congregational activities and ministries. It is meaning-
ful to reflect together on new insights gained during
these quiet moments.
Walking the Neighborhood: Although some think of
discernment as a classical spiritual practice (for exam-
ple, prayer, fasting, and meditation), discernment also
occurs as the congregation encounters real human
need and suffering in neighborhoods and workplaces.
Often the Spirit is seeking to break through in the ordi-
nary events of our daily lives. Whether checking out in
the grocery line or reaching to help a stranger in need,
the congregation is to be fully present and awake to the
Spirit’s promptings. Experiences of daily living when
pressed against the gospel of Jesus Christ can result in
new understandings and insights about Christ’s mis-
sion. When the congregation gathers for fellowship or
worship, its encounters with the world coupled with
the story of scripture can lead to inspired imagination.
Dwelling in the Word: This practice allows the stories
of daily living and the story of scripture to intersect in
ways that lead to new understandings of discipleship
and mission. The text of scripture, the Spirit, and shar-
ing stories can become part of an ongoing practice of
listening. Reflecting on discipleship and the congrega-
tion through scripture grounds the disciples and the
congregation in what God has done and desires to do
on the journey with God into the future.
Real discernment requires commitment and intention-
ality by the pastor’s leadership team and congregation.
The result can be an immediate refreshing of spirit
and a deeper understanding of Christ’s mission for the
congregation.
Questions
1. How can we cultivate an expectation that
in everything we do we ground ourselves in
spiritual practices—our planning, worship,
fellowship, and service?
2. How can we create space for quiet reflec-
tion and listening amid congregational
activities?
3. How can we model and invite others into
spiritual practices as an integral part of
discipleship?
4. How can we encounter God’s presence in
places, situations, and relationships outside
the congregation?
PRACTICE: CENTERING PRAYER
Objective
In centering prayer, the emphasis is on creating a space
of quiet openness in which we become aware of God’s
presence with us. It is called centering prayer because
our attention is gathered in and centered on perceiving
and receiving God. Centering prayer uses two “tools”
to help us pull away from distractions and move us to
listening. These two tools are breath and a prayer word
(sometimes called a sacred word).
Process
1. Sit with relaxed but erect posture in a comfortable
chair, both feet on the floor, hands open in lap.
Close your eyes.
2. Offer a brief prayer to state your intention to God
and to ask for help and guidance. (For example,
“I’m here, God, waiting, listening, open. Empty me
of fear, worry, and inner noise. Allow me to rest
and rejoice in the awareness of your presence.”)
3. Use your breath to create a sense of peace and let-
ting go into God. Breathe deeply, slowly, calmly,
starting with several cleansing breaths that end in
an audible sigh. As you fill your lungs and exhale,
feel the tension in your muscles and your entire
Ministry in Congregation Life—67
 body flow out with the air. Continue to breathe in a
regular, natural rhythm from your abdomen rather
than your chest.
4. Focus on breathing God in, breathing all else out
until you feel calm and centered.
5. Continue paying attention to your breath as you
focus your body, mind, and spirit on the reality that
God is present, and that you are here with the in-
tention of loving and being loved by God.
6. Listen beneath or within your breath for a prayer
word (or phrase) that expresses the desires and
needs of your heart in this time. Don’t struggle for
the word. Trust that it will arise as you continue to
be still and open.
7. When you have been made aware of the prayer
word or phrase, repeat it silently to yourself in
rhythm with your breathing.
Example:
(breathing in) Fill me…
(breathing out) O God
(breathing in) [silence]
(breathing out) peace
8. When distracting thoughts pull you away from
centering in God (for example, laundry, work dead-
lines, a phone call you need to make), bring your-
self back by returning to your prayer word and the
rhythm of your breathing. Don’t fight the thoughts
so much as recognizing and letting them go as you
re-center on God through your prayer word and
breathing.
9. Continue in this quiet pattern of presence before
God for approximately 20 minutes. (Beginners may
want to start with five to 10 minutes.) You may
want to set a timer so you will not have to keep
checking the time.
10. When the time for prayer has elapsed, offer a brief
word of thanks to God, take several more deep
breaths, become aware of the room around you,
move or stretch in your chair, and open your eyes
when you feel ready.
PRACTICE: WALKING THE NEIGHBORHOOD
Objective
To learn to listen and pay attention to what is happen-
ing in the lives of people in your community in a famil-
iar setting. Additionally, it is an opportunity to discern
ways you and your congregation can respond to the
needs and opportunities where God is moving in your
neighborhood.
68—Ministry and Priesthood: Introduction to Priesthood Ministry
Many times people in the neighborhood watch us
come and go to our church facility. Often there is lit-
tle conversation with those in the neighborhood, but
God is moving in their lives, and we are being invited
to connect with where God is moving.
The foundation for this practice is an Enduring Princi-
ple—the Worth of All Persons. We engage with people
because we are called to be in relationship with others
and discover the blessings of relationships and com-
munity. This is not about engaging in relationships
with a motive other than connecting with other peo-
ple and being open to what God is up to amid these
relationships.
Process
Take a family member or friend and begin walking
in your home neighborhood or in the neighborhood
around your church facility. As you walk, pray about
each home and the blessing of God in the lives of the
people who live there. If people are in their yards or on
porches, greet them and wish them a good day.
As you become a regular presence in the neighborhood,
begin to talk with the neighbors. As you walk, ask God
to lead you to the people with whom God wants you
to talk. Listen for where God is moving in their lives.
Consider offering the following prayer as you walk in
the neighborhood:
God, who’s out there that you want me to trade sto-
ries with? I need to listen to their stories, and they
need to hear mine. God, bring me together with the
people you would like for me to be in a witnessing
relationship with. In Jesus’ name, I pray. Amen.
Be creative by taking some cookies or freshly picked
vegetables—anything you can offer to people on your
walk—as a way of sharing God’s love in a practical way.
Listen for what God is doing in their lives or what their
experiences have been in their individual walks of faith.
Between walks pray and talk with your partner about
the people you meet and where God may be leading
you in mission.
Now…“step out” in faith!
Process Tip: Read Doctrine and Covenants 161:3–4.
PRACTICE: DWELLING IN THE WORD
Objective
To read and hear scripture as a spiritual practice that
leads to new understandings. Dwelling in the Word is
a practice based on our understanding that God con-
tinues to speak to us in the context of our day and call-
ing. Listen for God’s voice in scripture to connect with
God’s mission in Christ. Listen to the voices of others
about what God is doing in their lives. This practice is
not about gaining information about scripture. Rather,
it is about listening to how God is speaking, calling,
and sending us to join in Christ’s mission to our com-
munities and the world.
Process
Provide a printed copy of a scriptural text. A printed
copy allows participants to hear and see the words for
reflection. Read the scriptural text aloud and pause
for a few minutes to allow people to reflect on what
they’ve heard.
Read the passage a second time. Ask people to note a
word, phrase, or image that draws their attention as
they hear it again. After a short pause, form into groups
of no more than five people to provide opportunities
for each person to share responses to questions like
ones provided below. If someone wishes to remain si-
lent, that is acceptable. It is important to make sure re-
flections are personal and do not become an exercise in
biblical interpretation.
Questions:
• Is there a place I feel drawn to dwell or
explore?
• What words, images, or phrases speak to
me in this text?
• What is God’s invitation to me in this
scripture?
• What is God’s invitation to our congrega-
tion in this scripture?
This is a practice of discovery. Be expectant that God’s
mission in Christ is among you as you gain insights
from listening to one another and to God.
Process Tip: Be patient with the practice. Encourage
participants to remember it is a spiritual practice that
invites scripture to transform our understanding and
our way of being and doing. Do not let this become an
intellectual exercise, which would limit the transfor-
mative impact of this practice. Like any practice, this
will take time to understand fully.
SHARED EXPERIENCES IN
COMMUNITY
SPEND TIME TOGETHER IN COMMUNITY
Community Bingo
Give each person a bingo card and a pencil or pen. There
are two templates, one with 24 spaces and the other
with 12. Divide the larger group into smaller groups
of 12 or 24 people. The goal is to learn one another’s
names with a reference to each one’s involvement in
their church or congregational community. Have them
mingle among their group, asking people to sign the
blank that describes something they have done. For in-
stance, Betty may have “said a prayer at church,” and
Josh “was invited by a friend.” When the cards are full,
invite everyone to sit at tables and call the names of
participants from a list. If the name is written on a
bingo card, the person may mark it with a penny, small
candy, pencil marking, or other small item. Encourage
everyone to continue to get to know one another.
Blessing Bouquet
Make a blessing bouquet by drawing a flowerpot or
vase with bare stems sprouting from it on a large piece
of poster board or paper. Cut simple flower petals from
Ministry in Congregation Life—69
bright-colored paper. Write a blessing of community
on all the petals and tape or glue them to the stems.
Keep adding petals. If the flower gets full, add another
one or layer the petals. Young children may need help
writing and reaching.
Community-support Home or Hospital Visits
Identify those in your faith community or neigh-
borhood who are ill, homebound, in the hospital, or
struggling with chronic problems. Organize a team
to support them. Ask each person to write a brief, en-
couraging postcard. Mail one to recipients each week
or month so they receive several notes over time. Also
put together care packages of needed items. Select one
or two members to visit each person in need. Include
young adults, youth, and children where appropriate.
Deliver the care packages or cards and spend a few
minutes in prayer and sharing. See helpful guidelines
for home or hospital visiting in the Pastors and Leaders
Field Guide or in the Priesthood Manual. Be sure to ex-
plain the guidelines and expectations in advance.
The Cheering Section!
Gather the congregation to attend an activity to support
a young person. It could be a sports event, a school play,
spelling bee, quiz bowl, band concert, or other. You also
could take a group road trip to visit a young adult on his
or her university campus for an event or award. Before
70—Ministry and Priesthood: Introduction to Priesthood Ministry
the event, coordinate your cheering section by creat-
ing encouraging signs, face painting, or dressing alike.
Get creative and have fun! Arrive early to have time for
sharing together. During the event, be enthusiastic, en-
couraging fans for your young person and other partic-
ipants. Be sure to greet your young star after the event.
You may have opportunity to talk about Community of
Christ and your congregation with those around you
who might ask about your cheering section.
World Community
World Community is the Community of Christ reli-
gious emblems program for youth serving in organiza-
tions worldwide. It’s open to those ages 8 to 18. It also
involves dedicated young adults and adults who serve
as leaders, supporters, mentors, and ministers. Look
into starting a World Community program and reach-
ing beyond your congregation for those in service clubs
such as Scouting, 4H, Campfire, and others.
Graduation Open House
Host an open house for graduates in your congregation.
Honor preschoolers who will advance; graduates of el-
ementary school (primary school), junior high school,
middle school, high school, college, or university; and
people who have completed special courses, certifica-
tion, or training. Ask guests to sign an oversized card
for each honoree.
 CONTINUE TO LEARN
9 AND GROW
FOCUS
Covenant Principle: Participate annually in educa-
tional or spiritual-formation experiences offered by my
congregation, mission center, apostolic mission field,
or World Church.
OBJECTIVES
Learners will…
• Know: Understand why the authority of compe-
tence is important and necessary for priesthood
members to foster.
• Know: Learn four reasons it is important for priest-
hood members to join in educational and spiritu-
al-formation experiences the church offers.
• Be: Personally connect with scripture passages that
counsel continued study and spiritual growth.
• Be: Reflect on their own experiences of being with
others in learning and spiritual-growth events of-
fered by the church.
• Do: Design their personal-information networks
for staying informed about education and spiritu-
al-formation programs and events offered by the
church.
• Do: Identify someone in their congregation whom
they would like to invite to an education or spir-
itual-formation program or event offered by the
church.
RESOURCES
• Course book for each learner
SUPPLIES
• Pens or pencils for all learners
• Flip-chart papers
• Markers
Continue to Learn and Grow—71
 G ATHER
Activates background
knowledge, prepares, and
motivates for lesson
Truly authoritative priesthood ministry emerges
from a growing capacity to bring blessing to oth-
ers. Unfortunately, there are some who have cho-
sen to view priesthood as a right of privilege or as
a platform for promoting personal perspectives.
Others hold priesthood as a casual aspect of their
lives without regard to appropriate levels of prepa-
ration and response.
The expectation for priesthood to continually mag-
nify their callings through spiritual growth, study,
exemplary generosity, ethical choices, and fully
accountable ministry is always present. How can
the Spirit fill vessels that are unwilling to expand
their capacity to receive and give according to a
full measure of God’s grace and truth?
—Doctrine and Covenants 163:6b–c
Read the scripture passage above. Read it slowly
and be aware of any words, phrases, or images
that grab your attention. Note them.
Why do you think these words, phrases, and
images stood out to you? What meaning do
they have for you as you prepare for ordination?
Instructor: Have people close their eyes as you
read Doctrine and Covenants 163:6b–c. Ask
them to pay attention to words, phrases, and
images that grab their attention. When fin-
ished, invite people to share their responses
with the group.
72—Ministry and Priesthood: Introduction to Priesthood Ministry
ENGAGE
Invites exploration
and interaction
ENGAGE IN LEARNING, SKILL-BUILDING,
CONTINUING FORMATION
In an earlier session, we explored the matter of priest-
hood authority. We considered the importance of legal
authority as well as moral authority. In this session, we
want to stress the importance of the “authority of com-
petence.” Effective priesthood ministry calls for humil-
ity, love, and a willingness to devote one’s life to Christ.
Besides these qualities though, each priesthood office
has responsibilities that call for ministerial skill. Com-
petency in these areas is vital for effective ministry.
This is not to suggest that priesthood members should
be perfect in fulfilling their ministerial duties. It is sim-
ply to say that priesthood members have a steward-
ship to develop their skills to the best of their ability
for the sake of Christ’s kingdom. For instance, deacons
should develop abilities to help individuals in their life
stewardship. Aaronic teachers should develop skills in
reconciliation. Priests should deepen their capacity to
care for the needs of households and families. Elders
should deepen their ability to build sacred community
that helps congregations engage in mission.
When people recognize ministerial skill in the life of a
minister, they will develop a sense of trust and confi-
dence. This is the authority of competence.
What skills (competencies) do you believe are
needed if a congregation is to be effective in
ministry? Competencies for:
Public Ministry: __________________________
Personal Ministry: ________________________
Community Connections: _________________
Remember, no one person can have all the com-
petencies needed for a congregation to be healthy
and effective. Priesthood members are called to
help others develop gifts (skills or competencies)
and apply them to needed areas of ministry.
 Instructor: At the beginning of this session,
post five flip-chart pages on the wall. Label
each with a Mission Initiative (Invite People to
Christ; Abolish Poverty, End Suffering; Pursue
Peace on Earth; Develop Disciples to Serve; Ex-
perience Congregations in Mission). Ask people
to call out some competencies they listed, and
ask them to say how that competency might
connect with one or more Mission Initiatives.
Write the competency on the corresponding
flip-chart page (with a marker that does NOT
bleed through the paper)
Continuing Education and Formation
Both the priesthood member and the church have a
stewardship for developing ministerial skills and spiri-
tual formation. “Priesthood faithfulness” is about trust-
worthy, accountable, and competent ministry. The
church provides support and resources to help priest-
hood members find a fullness of joy, meaning, and effec-
tiveness in their callings. Because God calls priesthood
members through the church for the sake of the church’s
mission, the church must nurture, equip, and support
priesthood members for effective and faithful ministry.
Where do people find this support? Where do they look
for education and formation experiences to deepen
and expand their ministerial skills?
During a year, International Headquarters, apostolic
fields, mission centers, and congregations typically
provide many opportunities for education and spiritual
formation. There are classes, retreats, reunions, sem-
inars, conferences, and colloquies. These rich experi-
ences are important for priesthood members to attend
for at least four reasons:
1. Valuable learning. The people who lead these
events are usually good teachers who have exper-
tise in the area they are addressing.
2. “Getting away.” Just as Jesus took time away for his
own refreshment, it is helpful for priesthood mem-
bers to be “away” for times of learning or retreat.
Doing so can open our personal awareness to in-
sight and refreshment. Getting “away” with others
from your congregation also is helpful.
3. Being with different people. The advantage of
learning and retreating with people from other
congregations is hard to overstate. Being with peo-
ple who have similar and different experiences and
perspectives adds to the tapestry of our lives.
4. You are needed. Your thoughts and experiences
will bless the group.
RESPOND
Takes the learners from
hearing to doing
SETTING UP YOUR INFORMATION NETWORK
The church works diligently to communicate its edu-
cation, spiritual formation, and conference events. At
the same time, it is the responsibility of priesthood
members to keep informed about when and where
these opportunities are.
Everyone should have a personal-information
network for information about educational
and spiritual-formation events. Take some
time and design your information network
now. Remember, your network should include
congregational, mission center, apostolic field,
and International Headquarters components
(websites, newsletters, etc.) In the space be-
low, design how you will connect to as many
sources of information as possible.
There is one caution in this assignment. It is
not complete until you have sought the input
of at least one person who you know has an
interest in programs and events offered by the
congregations, mission center, apostolic field,
and International Headquarters. The perspec-
tive of such a person may help you consider
more components for your network.
Instructor: This assignment can be done in
small work groups where learners collaborate in
designing information networks. If work groups
have access to laptops or other electronic de-
vices, encourage them to access websites, etc.
When finished, have groups “report out” so ev-
eryone hears a breadth of ideas. Add your com-
ments if people miss significant sources of infor-
mation (such as 10–minute News Report, Herald,
or specific local sources of information).
Continue to Learn and Grow—73
 SEND
Explores how the lesson
might be lived
As mentioned above, attending education or spiritu-
al-formation events with someone from your own con-
gregation can be a rich experience.
Introspection and Response
Think about people in your congregation.
• Whom would you like to invite to go with
you to an education or spiritual-formation
event within the next year?
• What information do you need to speak with
this person (or these people) about the event?
74—Ministry and Priesthood: Introduction to Priesthood Ministry
BLESS
Time of prayer, praise,
blessing, and hope
If you are taking this course on your own,
take a few moments and think about what
you have learned. Now, think about how
other people (who you’ve not met) in vari-
ous parts of the church are taking this same
course—some on their own, and some in a
class. These are your sisters and brothers in
Christ who are on similar journeys. Ask God
to bless them. As you do, imagine a time
when you will meet some of them because
of your decision to join in some other edu-
cation or spiritual-formation event. Thank
God in advance for this opportunity.
Instructor: Have everyone stand in a circle.
Go around the circle and ask class members
briefly to name one new idea learned in this
course. When finished, remind everyone that
learning, fellowship, and renewal occur when-
ever we attend events of this nature. Have
someone pray, thanking God for the opportu-
nity to learn and grow together.
 10 PLAN FOR MINISTRY

FOCUS • Do: Consider and describe their own needs as

they enter the next phase of their preparation for
Covenant Principle: Develop and implement a plan for ministry.
ministry that uses my gifts to advance Christ’s mission.

OBJECTIVES RESOURCES
Learners will… • Course book for each learner

• Know: Learn to identify components of a good • Handouts of Ministry Plans at www.CofChrist.org

ministry plan that will inform their ministry plan, /ministry-and-priesthood (plans under each office)
to be developed later.
• Community of Christ Sings, Herald Publishing
• Be: Reflect on what it means when we say God calls House, 2013
them by name.
• Be: Begin praying for their congregations and com- SUPPLIES
munities as part of their preparation for ordination. • Pens or pencils for all learners
• Do: Gather information from their study, experi- • Lined paper
ences, and online resources to help develop a min-
istry plan. • Envelopes
Plan for Ministry—75
 G ATHER
Activates background
knowledge, prepares, and
motivates for lesson
Read the words of CCS 636, “I Have Called You
by Your Name.”
God has called people into service for centu-
ries. What does it mean to you that God calls
you by your name?
Instructor: Ask everyone to ponder the ques-
tion above in silence for a few moments. Invite
them to sing the hymn. Following the hymn,
guide a time of sharing in which people who
want to can respond to the question: What
does it mean to you that God calls you by your
name?
76—Ministry and Priesthood: Introduction to Priesthood Ministry
ENGAGE
Invites exploration
and interaction
THE NEED FOR PLANNING
Much ministerial development happens in the ebb and
flow of meeting people amid life’s activities. Some of
this is unpredictable and arises from one’s involvement
in unforeseen needs and opportunities. We cannot
plan for many of these opportunities for ministry. At
the same time, it is important for priesthood members
to develop a plan for ministry that they intentionally
can carry out. The call to serve in the priesthood comes
from God and deserves our best efforts. This includes
our best planning.
With this in mind, the covenant principle focused on
here stresses the importance of developing and fulfill-
ing a plan for ministry. A good ministry plan should:
• Focus on the particular responsibilities of your spe-
cific priesthood office
• Support the five Mission Initiatives
• Be in harmony with the church’s identity, mission,
message, and beliefs
• Be well-aligned with your gifts
• Be shaped by a conversation with your pastor about
your priesthood office, gifts, and the needs and op-
portunities in the congregation and community
• Include strong features of self-care and spiritual
formation
• Include plans for continuing education, forma-
tion events, and programs in the congregation,
mission center, apostolic field, and International
Headquarters
At this point, it may be tempting to jump right in and
begin to write your plan for ministry. However, devel-
oping your ministry plan now may be premature. Re-
member, your plan for ministry needs to be shaped by
the particular responsibilities of your priesthood office.
Therefore, you should not fully develop your minis-
try plan until after you have taken your office-specific
course. That course will contain helpful insights into
your priesthood office, as well as helpful information
for developing a ministry plan.
Nevertheless, you can take some important steps now
to inform your ministry plan in a significant way.
 RESPOND
Takes the learners from
hearing to doing

INFORMING YOUR MINISTRY PLAN

In this session, you will take three important steps to
help inform the ministry plan you will develop later.

1. At the end of this lesson, find the ministry

plan for the office to which you are being
called. Do not worry about developing your
plan now. Instead, review the ministries
associated with that office. Review this in-
formation and note questions or items that
grab your attention. Hold onto these notes
and take them with you when you take your
office-specific course.
3. Effective priesthood members are prayerful
for their congregation and for their com-
munity. A ministry plan is deeper and more
potent when it takes shape from the “cre-
ative stirrings” that emerge in the lives of
people who regularly pray for community
and congregation. Between now and taking
your office-specific course, pray daily for
the people you are called to serve in your
congregation and community. Where and
when will you incorporate this into your
regular spiritual practice?

2. Every session in this course contains a sec-

tion called “Introspection and Response”
(found under the “Send” heading). Review
the notes you made in each “Introspection
and Response” section. Take your time. As
you review your notes, hold this question in
your mind: “How might these notes inform
the ministry plan I will develop?” Write
your thoughts as you review your notes.
Take them with you when you take your of-
fice-specific course. Instructor: Give people 20–25 minutes for the
three exercises. (About 10 minutes each for
the first two exercises, and five minutes for the
third exercise.)

Plan for Ministry—77

 SEND
Explores how the lesson
might be lived
You are called and sent to go deeper into a time of
preparation for ministry. It will be a time of study, con-
versation, and opportunity for service.
What do you need most at this point in your
journey? What would help you maximize this
preparation? With whom do you need to share
this need? Your pastor? Someone in your per-
sonal support network? Someone else? In the
space below, write what you believe you need
most and with whom you believe you should
share this need.
78—Ministry and Priesthood: Introduction to Priesthood Ministry
BLESS
Time of prayer, praise,
blessing, and hope
In our walk of faith and struggle, service and bless-
ing, and joy and concern, it is important for us to have
continuing conversation with God about what we are
thinking and feeling. (This includes periods of quiet
listening.)
If you are taking this course on your own, take a
piece of paper and a pen. Write God a letter—a
personal prayer in which you share what you’re
thinking and feeling right now about your priest-
hood call. Be open and candid. No one will see
this but you. Take your time. Tell God what’s in
your heart and mind. When finished with your
letter, seal it in an envelope and write your name
on it. Put it in a safe place. When you decide to
open and read it is up to you. You may choose
to open it the day before your ordination. You
may want to open it when you begin your of-
fice-specific course. Whenever you open it, do
so when you have several minutes to read and
think about what you wrote. Let the words—
whatever they may be—inform you about your
faith journey and how God is shaping you.
Instructor: Give out paper and envelopes for
this exercise. Stress from the beginning that no
one will see this letter but the author. When fin-
ished, form a circle and offer a prayer of blessing
for these disciples as they go deeper in their time
of preparation for priesthood ministry.
DEACON MINISTRY PLAN
Name ___________________________________________________________ Effective Dates ___________________

The Role of the Deacon

The essential role of the deacon is expressed in the current Ministry and Priesthood document with particular
reference to the information in “Serving Together to Fulfill Christ’s Mission.” These statements are in harmony
with previous scripture instruction.
Deacons should:
• Know: Understand the needs of each member and family in the congregation and the issues of economic
justice present in the community.
• Be: Model the ministries of presence and stewardship in congregations.
• Do: Promote and engage in practices of hospitality, nurture, and preparing sacred space.
Congregational Ministry Needs
With your pastor or designated congregational leader, discuss ministry needs in the congregation and commu-
nity and how they connect to your priesthood responsibilities.
Congregational needs and goals should affirm and promote Christ’s mission of invitation, compassionate minis-
tries, and justice and peacemaking; help prepare others for Christ’s mission; and partner with other priesthood
in leading congregations in Christ’s mission.

NEEDS OF THE CONGREGATION

1.

2.

3.

Deacon Ministry Plan—79

BASED ON THE NEEDS OF THE CONGREGATION, HOW CAN I…

…represent Christ as a minister of presence who models Jesus as Comforter through ministries of hospitality,
preparation, and addressing the physical needs of people, especially the poor?

…proclaim and promote the cause of the peaceable kingdom by nurturing individuals, households, and families
in the congregation and community?

…minister with individuals, households, and families by assisting them in their life stewardship?

…support sacramental ministries by preparing the sacred space to enhance the presence of the Spirit and by
providing welcoming ministry for all to participate?

…promote community by creating an environment of hospitality, reaching out in loving, joyful service, and
welcoming everyone?

80—Ministry and Priesthood: Introduction to Priesthood Ministry

…promote justice and peacemaking by working for economic justice through meeting the needs of the poor, the
sick, the helpless, and the unloved?

…create ministry partnerships with bishops, my pastor, and congregational financial officer?

MY CONTINUED MINISTRY DEVELOPMENT

Education/training plans:

Spiritual practices to use and develop:

Ways I will model generosity (including being a regular contributor to mission tithes, both local and worldwide):

Possible mentors:

Deacon’s signature _____________________________ Pastor or designee signature __________________________

Deacon Ministry Plan—81

TEACHER MINISTRY PLAN
Name ___________________________________________________________ Effective Dates ___________________

The Role of the Teacher

The essential role of the teacher is expressed in the current Ministry and Priesthood document with particular
reference to the information in Serving Together to Fulfill Christ’s Mission. These statements are in harmony with
previous scripture instruction.
Teachers should:
• Know: Understand congregational and community issues of conflict, peacemaking strategies, and referral
resources.
• Be: Model the ministry of presence and peacemaking in congregations.
• Do: Engage in and promote reconciliation, support, and congregational relationship-building.
Congregational Ministry Needs
With your pastor or designated congregational leader, discuss ministry needs in the congregation and commu-
nity and how they connect to your priesthood responsibilities.
Congregational needs and goals should affirm and promote Christ’s mission of invitation, compassionate min-
istries, justice and peacemaking; help prepare others for Christ’s mission; and partner with other priesthood
members in leading congregations in Christ’s mission.

NEEDS OF THE CONGREGATION

1.

2.

3.

Teacher Ministry Plan—83

BASED ON THE NEEDS OF THE CONGREGATION, HOW CAN I…

…represent Christ primarily as a minister of presence who models Jesus as Peacemaker through interpersonal
(one-to-one) reconciliation and peacemaking?

…proclaim and promote the Worth of All Persons and create an environment that is ready to listen and slow to
criticize with individuals and in congregations?

…minister with individuals to encourage peace and healing of relationships, and where needed, reconciliation
through trained facilitators?

…support sacramental ministries by extending the hand of reconciliation to those with broken spirits and en-
couraging participation in the blessings of the sacraments?

…promote community by encouraging development and nurturing of a healing, redeeming, and prayerful
environment?

84—Ministry and Priesthood: Introduction to Priesthood Ministry

…promote justice and peacemaking by personally living out and encouraging others to build relationships based
on love and acceptance and referring individuals for reconciliation to appropriate professional services?

…create ministry partnerships with bishops, pastors, and evangelists?

MY CONTINUED MINISTRY DEVELOPMENT

Education/training plans:

Spiritual practices to use and develop:

Ways I will model generosity (including being a regular contributor to mission tithes, both local and worldwide):

Possible mentors:

Teacher’s signature _____________________________ Pastor or designee signature __________________________

Teacher Ministry Plan—85

PRIEST MINISTRY PLAN
Name ___________________________________________________________ Effective Dates ___________________

The Role of the Priest

The essential role of the priest is expressed in the current “Ministry and Priesthood” document with particular
reference to the information in “Serving Together to Fulfill Christ’s Mission.” These statements are in harmony
with previous scripture instruction.
Priests should:
• Know: Understand how to be connected to members, the proper use of scriptures, and community services
available.
• Be: Model the ministries of presence and spiritual growth while visiting individuals and families.
• Do: Engage in advocating for the needs of members, households, and families throughout the congregation
and community.
Congregational Ministry Needs
With your pastor or designated congregational leader, discuss ministry needs in the congregation and commu-
nity and how they connect to your priesthood responsibilities.
Congregational needs and goals should affirm and promote Christ’s mission of invitation, compassionate minis-
tries, and justice and peacemaking; help prepare others for Christ’s mission; and partner with other priesthood
in leading congregations in Christ’s mission.

NEEDS OF THE CONGREGATION

1.

2.

3.

Priest Ministry Plan—87

BASED ON THE NEEDS OF THE CONGREGATION, HOW CAN I…

…represent Christ primarily as ministers of presence who model Jesus as Friend in households, families, congre-
gations, and community?

…proclaim and promote God’s gift of unconditional love for each household and family member?

…minister with households and families to support their spiritual growth and discipleship response through
prayer, knowledge of scripture, and nurturing relationships?

…support sacramental ministries by preparing households and families by helping find pathways for healing.
Preside if needed and perform some sacraments?

…promote community by advocating for members, households, and families throughout the congregation and
community?

88—Ministry and Priesthood: Introduction to Priesthood Ministry

…promote justice and peacemaking by being involved and knowledgeable about community services that may
assist those in need. Bring peace to households and families?

…create ministry partnerships with bishops, elders, pastors, and congregational financial officers?

MY CONTINUED MINISTRY DEVELOPMENT

Education/training plans:

Spiritual practices to use and develop:

Ways I will model generosity (including being a regular contributor to mission tithes, both local and worldwide):

Possible mentors:

Priest’s signature _____________________________ Pastor or designee signature __________________________

Priest Ministry Plan—89

ELDER MINISTRY PLAN
Name ___________________________________________________________ Effective Dates ___________________

The Role of the Elder

The essential role of the elder is expressed in the current “Ministry and Priesthood” document with particular
reference to the information in “Serving Together to Fulfill Christ’s Mission.” These statements are in harmony
with previous scripture instruction.
Elders should:
• Know: Understand techniques of community-building, worship, and servant leadership.
• Be: Model servant leadership in presiding roles and as ministers of mission in congregations.
• Do: Engage in Christ’s mission and in congregational ministries that build sacred community.
Congregational Ministry Needs
With your pastor or designated congregational leader, discuss ministry needs in the congregation and commu-
nity and how they connect to your priesthood responsibilities.
Congregational needs and goals should affirm and promote Christ’s mission of invitation, compassionate minis-
tries, and justice and peacemaking; help prepare others for Christ’s mission; and partner with other priesthood
in leading congregations in Christ’s mission.

NEEDS OF THE CONGREGATION

1.

2.

3.

Elder Ministry Plan—91

BASED ON THE NEEDS OF THE CONGREGATION, HOW CAN I…

…represent Christ primarily as a minister of congregational community-building, leading others in the congre-
gation in pursuing the Mission Initiatives?

…proclaim and promote Christ-centered congregational community by modeling intentional witness and invita-
tion and mentoring others in Christ’s mission?

…minister with congregations to build sacred community and engage in Christ’s mission?

…support sacramental ministries by preparing congregations for sacramental encounters with God. Preside at
sacramental services and perform most sacraments?

…promote community by serving as ministers of mission within and beyond the walls of the congregation?

92—Ministry and Priesthood: Introduction to Priesthood Ministry

…promote justice and peacemaking by leading justice and peacemaking in and through congregations?

…create ministry partnerships with pastors, mission center officers, priests, seventies, high priests, and evangelists?

MY CONTINUED MINISTRY DEVELOPMENT

Education/training plans:

Spiritual practices to use and develop:

Ways I will model generosity (including being a regular contributor to mission tithes, both local and worldwide):

Possible mentors:

Teacher’s signature _____________________________ Pastor or designee signature __________________________

Elder Ministry Plan—93

CLASS REPORT

TO THE INSTRUCTOR:
Please complete a class-report form for each class and send it and the student record cards to:
Membership Records
1001 W. Walnut St.
Independence, MO 64050
Both this report and the record cards are essential for processing.

PLEASE PRINT
Person completing report ________________________________________________________________________

Address ___________________________________________________________________________________________

Daytime phone number ____________________________________________________________________________________

E-mail address_____________________________________________________________________________________________

COURSE INFORMATION
Course number: MP300

Course name: INTRODUCTION TO PRIESTHOOD MINISTRY

Where was the course held? (address or congregation name) __________________________________________________

___________________________________________________________________________________________________________

Date started __________________________________________

Date ended __________________________________________

Date of report _________________________________________

INSTRUCTOR INFORMATION
Names of all instructors involved with this class. If an instructor wants credit, be sure to complete a record card
and enter his or her name on the student roster on the reverse.

__________________________________________________________________________________________________________
Approved Status: If earning credit while teaching, NO ADDITIONAL FEE is required. Give name of person who
gave approval to teach this course.

__________________________________________________________________________________________________________

Class Report—95
STUDENT ROSTER
INSTRUCTORS—Mark each class session a student attends. Mark YES in the credit box if the student has
attended at least 80 percent of the sessions. The number of YES credits should be the same as the number of
record cards.

PLEASE PRINT (FULL LEGAL NAME) LESSONS INSTRUCTOR USE

LIST ALL STUDENTS ATTENDING ANY PART OF CLASS. CREDIT

FIRST MIDDLE LAST 1 2 3 4 5 6 7 8 9 10 YES NO

96—Ministry and Priesthood: Introduction to Priesthood Ministry

RECORD CARD
TEMPLE SCHOOL RECORD CARD
Please complete this form and return it to the class instructor. Send the top half of this form and the Class Report
roster to Membership Records, 1001 W. Walnut St., Independence, MO 64050. Keep the bottom half for your
records.
Community of Christ member ___________ or friend ___________

FULL LEGAL NAME AND ADDRESS

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

BIRTHDATE _______________________________PHONE NUMBER _______________________________________

E-MAIL ADDRESS _________________________________________________________________________________

COURSE NUMBER & NAME: MP300 Introduction to Priesthood Ministry

INSTRUCTOR _______________________________________________________________________________________

DATE OF CLASS ________________________________ LOCATION _______________________________________

TEMPLE SCHOOL RECORD CARD

Please complete this form and return it to the class instructor. Send the top half of this form and the Class Report
roster to Membership Records, 1001 W. Walnut St., Independence, MO 64050. Keep the bottom half for your
records.
Community of Christ member ___________ or friend ___________

FULL LEGAL NAME AND ADDRESS

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

BIRTHDATE _______________________________PHONE NUMBER _______________________________________

E-MAIL ADDRESS _________________________________________________________________________________

COURSE NUMBER & NAME: MP300 Introduction to Priesthood Ministry

INSTRUCTOR _______________________________________________________________________________________

DATE OF CLASS ________________________________ LOCATION _______________________________________

Record Card—97
 TEMPLE SCHOOL

I N T R O D U CT I O N TO
Priesthood Ministry
Introduction to Priesthood Ministry helps ordinands and current priesthood mem-
bers understand and apply the Covenant Principles for Faithful Priesthood Min-
istry. The principles provide expectations to help people serve as faithful priest-
hood members and to more fully embrace the covenant of ordination to priest-
hood in Community of Christ. The nine Covenant Principles are:
• Engage in ongoing faith and spiritual practices to deepen my relationship with
God and others through study and spiritual formation.
• Affirm and promote Christ’s mission of invitation, compassionate ministries,
and justice and peacemaking; help prepare others for Christ’s mission; and
partner with other priesthood in leading congregations in Christ’s mission.
• Provide ministry consistent with the church’s identity, mission, message, and
beliefs as expressed in Sharing in Community of Christ: Exploring Identity, Mis-
sion, Message, and Beliefs, 3rd Edition and other current official documents.
• Model an ethical, moral, and holistic lifestyle.
• Model generosity as a regular contributor to mission tithes (local, mission cen-
ter, and worldwide ministries), according to my true capacity.
• Protect the safety and well-being of children and youth, including, where ap-
plicable, being a Registered Children and Youth Worker.
• Actively participate in congregational life or similar church expressions when
congregation life is not available.
• Participate annually in educational or spiritual-formation experiences offered
by my congregation, mission center, apostolic mission field, or World Church.
• Develop and implement a plan for ministry that uses my gifts to advance
Christ’s mission.
COURSE NUMBER: MP300

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