Five nuggets of a better adult Sunday school

There is an old treasure that some are glad to claim and others prefer to bury. Traditionally it has been known as Sunday school, but it also goes by Christian education, nurture or discipleship classes. The rationale behind its inception, if we dig deep enough, still applies today.

Learning from history: Begun in the late 1700s in England, Sunday school was designed to give instruction to “at risk” children, victims of the industrial revolution. They had no time for school except on Sundays. Instruction bridged the secular and sacred with a vision for evangelism. The inspiration spread to America, where evangelical reformers wanted to have an impact on moral behavior. It was a model of education centered on Christian beliefs.

Students learned to read and write—with the Bible as their text—while absorbing the values of their teachers.

Adults became involved in Sunday school primarily as teachers and took training classes. Some parents were spectators in the children’s classes, filling time while waiting for their children. The change from public to denominational management and the development of Mennonite instructional materials for all ages, attracted adults and made Sunday school more acceptable in Mennonite churches.

The recent image of Sunday school has been tarnished. Formal education is now readily available. There is increased competition with Sunday morning Bible instruction. Increased leisure activities and mobility vie for people’s time and interest. The family unit is less intact. Spirituality has many venues other than church. Will this “institution” that has survived for several hundred years endure the challenges of the future?

To bury or rename: Some congregations have buried the treasure of adult Sunday school classes because they take time, energy and volunteers to administer. A renewed interest in worship and other ministries also draw from that limited administrative reservoir. Too much is required, they say, to give life to a dying tradition.

Some congregations rename Sunday school to liberate it from educational images, but it is not enough. If computers and other electronics changed only their colors, they would not be in demand.

Let’s learn from history instead of casting it aside. Let’s reclaim the foundational treasures of Sunday school—evangelism, assimilation and teaching—and invest them in 21st-century Mennonite churches, trusting there will be profit.

Invest the treasure: The treasure of Sunday school is still claimed in Mennonite churches in the eastern United States (see Kanagy’s findings in Road Signs for the Journey). Why does it continue to be effective in some congregations? That answer may be as varied as the people you ask.

I have been fortunate to be involved with churches that believe offering learning opportunities is a priority. The strength of these education programs attracts people and is a key element in their decision to attend worship regularly. What elements of Sunday school can shape it into something that doesn’t just survive but enhances the current and future church? Following are some suggested nuggets and how to invest them.

1. Needs of adults: Intentionally look at what current societal needs adult classes can meet.
Spiritual needs: As followers of Christ, we are called to go, disciple, baptize and teach. The church is responsible to call people to Christ and provide opportunities for spiritual growth. In this gathering, people not only experience God but also receive teaching from God’s Word—more than 10 minutes worth. We are challenged to wrestle with what we learn about God and in turn allow God to transform us.

Relational needs: Churches are places to experience community in an impersonal world and can offer opportunities for relating at various depths. People who connect with others in a more intimate setting frequently assimilate more readily into total church life. At least one of those settings should include teaching and faith formation.

Moral guidance: In a world of confusing moral guidelines, where do folks go for direction? A place is needed where people grapple together over making theology practical and share their successes and failures.

Integration: We are created as whole beings; the physical, spiritual and emotional are all connected. The goal of teaching is to have people bring who they are to the Scriptures, encounter God’s message, reflect on what that means for them at this time and then act upon that new insight.

2. Astute leadership:
Pastoral: It doesn’t all depend on the pastor (thank goodness), but the active and visible support by a pastor of the program and volunteers makes a huge difference. Teaching is a wonderful venue for meaningful interaction between the pastor and the congregation.

Accountability: Unapologetically create a system that includes lay and pastoral leaders. I tell the pastors I teach that although they may not be involved in all the decisions in their education program, they are ultimately responsible for the spiritual formation that goes on in their congregation. Sensitive discernment is necessary in choosing teachers and curriculum.

3. Children and youth programming: Where there are strong children and youth programs, there is likely a strong adult program. Parents are looking for help in passing on the faith and realize they, too, must grow or they have nothing to offer their children. Look at your education program holistically.

4. Call and equip quality teachers: We expect this in our school systems, why should it be any less the case in our churches? These are people who know something about the age group they are teaching, spend time in preparation and teach with passion.

For a period of time the Adult Bible Study guide was not popular at my church. One of the pastors recommended we get our best teachers for this class and try it again. It is now a regular class and one of the largest.

Support and encourage teachers. Make them aware of training opportunities. The Gather ’Round curriculum Web site (gatherround.org) has some great ideas for calling and encouraging teachers.

5. Variety and flexibility: People learn in different ways. Many adults would be glad to have options other than sitting in a chair and talking (or not talking). I often invite class members to respond to a question or passage of Scripture by drawing, writing or sculpting with Play-Doh. Use music, art and movement. People can express perspectives by literally placing themselves in a spectrum line rather than doing it with a pencil.

Offer classes at a variety of spiritual levels. Some people want to be challenged to go deeper, while others find that intimidating. Do you have something for new Christians for whom the discussion style, format and vocabulary do not assume biblical or theological background?
Include several types of studies. Each quarter my church offers the Adult Bible Study lessons, an alternative Bible study, ethics/theology/church history and a practical study. Offering a variety allows flexibility, such as having a class that complements the sermon series. Some topics draw certain ages, but most classes have a variety of ages, including young adults, learning from each other.

Offer classes in addition to the Sunday morning time slot.

Change is not a bad word. Experiment. Try something new. Take a risk and invest one or two nuggets at a time. Let folks know that trying something one time doesn’t mean it is set in stone.

If we want to keep the treasure, it takes commitment from everyone—leaders and lay people—to have a vibrant, healthy, ever-changing education program.

Reaping the rewards: So give an old treasure some new attention and energy. Salvage what was good in the historical Sunday school. It can once again be a means of outreach that includes sound theological teaching and addresses social concerns. Assess the needs of your congregation and community. Faith is explored in Sunday school classes, expressed in worship and lived out during the week. That is integrative faith formation. Implement an educational ministry that creatively and passionately fits your people rather than requiring your people to fit a predetermined model. Then you will find that your investment in an old treasure has paid off.

Kathy Weaver Wenger is the Conference Resource Advocate Coordinator for Mennonite Publishing Network. She enjoys connecting people with other people and resources for their ministries. She is a member of James Street Mennonite Church in Lancaster, Pa.