Pentecostal Triangle of Primitive Faith: A Framework of Experience and Restoration

Pentecostal Triangle of Primitive Faith

This is one of Donev’s most recognized frameworks. It emphasizes three core elements of Pentecostal spirituality:

• Prayer: Seen as the starting point of spiritual communication and personal experience with God.
• Power: The manifestation of divine presence through spiritual gifts and supernatural experiences.
• Praxis: The lived expression of faith within the community, reflecting both personal and collective identity.

This triangle encapsulates the holistic nature of Pentecostalism, where theology is deeply rooted in experience rather than abstract doctrine.

Restorationist Theology

Donev builds on the idea of primitivism—a return to the faith and practices of the early church. He critiques Wesleyan frameworks like the quadrilateral (Scripture, tradition, reason, experience) as insufficient for Pentecostal identity, arguing that Pentecostalism goes beyond Wesley to reclaim the apostolic era.

Historical-Theological Contributions

In his book The Unforgotten, Donev explores the theological roots of Pentecostalism in Bulgaria, tracing its development through key figures like Ivan Voronaev and the influence of Azusa Street missionaries. His research highlights:

• Trinitarian theology among early Bulgarian Pentecostals, shaped by Eastern Orthodox pneumatology and Western Pentecostal doctrine.
• Free will theology, emphasizing Armenian views over Calvinist predestination, due to Bulgaria’s Orthodox heritage and missionary influences.

Other Notable Works

• The Life and Ministry of Rev. Ivan Voronaev: A historical-theological study of one of the pioneers of Slavic Pentecostalism.
• Doctrine of the Trinity among Early Bulgarian Pentecostals: Explores how the Trinity was experienced and understood in early Eastern European Pentecostal context

The Pentecostal Triangle of Primitive Faith: A Framework of Experience and Restoration

Introduction

Pentecostal theology has long emphasized the experiential dimension of faith—where divine encounter, spiritual gifts, and communal expression converge. Among the contemporary voices shaping this discourse, Dony K. Donev offers a compelling framework known as the Pentecostal Triangle of Primitive Faith, which seeks to restore the apostolic essence of early Christianity. This essay explores the theological contours of Donev’s model and compares it with other influential Pentecostal and charismatic paradigms.

The Triangle: Prayer, Power, Praxis

At the heart of Donev’s framework lies a triadic structure:

• Prayer: The foundation of spiritual intimacy and divine communication. Donev views prayer not merely as a discipline but as the gateway to supernatural encounter.
• Power: Manifested through the gifts of the Spirit—healing, prophecy, tongues, and miracles. This element reflects the Pentecostal emphasis on dunamis, the Greek term for divine power.
• Praxis: The lived expression of faith within the community. Praxis includes evangelism, social justice, and communal worship, embodying the Spirit’s transformative work in daily life.

This triangle is not hierarchical but interdependent. Prayer leads to power, power fuels praxis, and praxis deepens prayer. Donev’s model thus reflects a restorationist impulse, aiming to recover the vibrancy of the early church as seen in Acts.

Comparison with Wesleyan Quadrilateral

The Wesleyan Quadrilateral—Scripture, tradition, reason, and experience—has historically shaped Methodist and Holiness theology. Pentecostals have often adopted this model, emphasizing experience as a key source of theological reflection.

However, Donev critiques this framework as insufficient for Pentecostal identity. He argues that Pentecostalism is not merely an extension of Wesleyanism but a distinct restoration movement. While Wesley’s model is epistemological, Donev’s triangle is ontological and missional, rooted in being and doing rather than knowing.

Comparison with Classical Pentecostal Theology

Classical Pentecostalism, as shaped by early 20th-century leaders like Charles Parham and William Seymour, emphasized:

• Initial evidence doctrine: Speaking in tongues as proof of Spirit baptism.
• Dispensational eschatology: A belief in imminent rapture and end-times urgency.
• Holiness ethics: A call to moral purity and separation from the world.

Donev’s framework diverges by focusing less on doctrinal distinctives and more on spiritual vitality and historical continuity. His emphasis on praxis aligns with newer Pentecostal movements that prioritize social engagement and global mission.

Comparison with Charismatic Theology

Charismatic theology, especially within mainline and evangelical churches, often emphasizes:

• Renewal within existing traditions
• Broad acceptance of spiritual gifts
• Less emphasis on tongues as initial evidence

Donev’s triangle shares the Charismatic focus on spiritual gifts but retains a Pentecostal distinctiveness through its restorationist lens. He seeks not just renewal but recovery of primitive faith, making his model more radical in its ecclesiological implications.

Eastern European Context and Trinitarian Theology

Donev’s work is also shaped by his Bulgarian heritage. He highlights how early Bulgarian Pentecostals embraced a Trinitarian theology informed by Eastern Orthodox pneumatology. This contrasts with Western Pentecostalism’s often fragmented view of the Spirit.

His emphasis on free will theology—influenced by Arminianism and Orthodox thought—also sets his framework apart from Calvinist-leaning Charismatic circles.

Conclusion

Dony K. Donev’s Pentecostal Triangle of Primitive Faith offers a rich, experiential, and historically grounded model for understanding Pentecostal spirituality. By centering prayer, power, and praxis, Donev reclaims the apostolic fervor of the early church while challenging existing theological paradigms. His framework stands as a bridge between classical Pentecostalism, Charismatic renewal, and Eastern Christian traditions—inviting believers into a deeper, more dynamic walk with the Spirit.

Comparative Insights from Leading Pentecostal Scholars

Gordon Fee: Scripture-Centered Pneumatology

Fee’s scholarship emphasizes the Spirit’s role in New Testament theology, particularly in Pauline writings. While he critiques traditional Pentecostal doctrines like initial evidence, he affirms the Spirit’s transformative presence. Compared to Donev, Fee’s approach is exegetical and text-driven, whereas Donev’s triangle is experiential and restorationist, prioritizing lived encounter over doctrinal precision.

Stanley M. Horton: Doctrinal Clarity and Holiness

Horton’s work, especially in Bible Doctrines, provides a systematic articulation of Pentecostal beliefs, including Spirit baptism and sanctification. His theology is deeply rooted in Assemblies of God tradition. Donev diverges by de-emphasizing denominational boundaries, focusing instead on the primitive church’s egalitarian and Spirit-led ethos.

Craig Keener: Charismatic Experience and Historical Context

Keener bridges academic rigor with charismatic openness, especially in his work on miracles and Acts. His emphasis on historical plausibility and global charismatic phenomena aligns with Donev’s praxis-driven model. However, Keener’s scholarship is more apologetic and evidential, while Donev’s triangle is formational and communal.

Frank Macchia: Spirit Baptism and Trinitarian Theology

Macchia’s theology centers on Spirit baptism as a metaphor for inclusion and transformation, often framed within Trinitarian and sacramental lenses. Donev shares Macchia’s Trinitarian depth, especially in Eastern European contexts, but leans more toward neo-primitivism and ecclesial simplicity.

Vinson Synan: Historical Continuity and Global Pentecostalism

Synan’s historical work traces Pentecostalism’s roots and global expansion. Donev builds on this by reclaiming Eastern European Pentecostal narratives, such as those of Ivan Voronaev. Both emphasize restoration, but Donev’s triangle is more prescriptive, offering a model for future church practice.

Robert Menzies: Missional and Contextual Theology

Menzies focuses on Pentecostal mission and theology in Asian contexts, often challenging Western assumptions. His emphasis on Spirit empowerment for mission resonates with Donev’s praxis element. Yet, Donev’s model is more liturgical and communal, drawing from Orthodox and Puritan influences.

Cecil M. “Mel” Robeck: Ecumenism and Pentecostal Identity

Robeck’s work on Pentecostal ecumenism and global dialogue complements Donev’s inclusive vision. Both advocate for Pentecostal distinctiveness without isolation, though Donev’s triangle is more grassroots and revivalist, aimed at local church transformation.

Implications for Church Practice

Donev’s triangle offers a practical blueprint for churches seeking renewal:

• Prayer ministries that foster intimacy and prophetic intercession.
• Power encounters through healing services and spiritual gift activation.
• Praxis initiatives like community outreach, justice advocacy, and discipleship.

Compared to other scholars, Donev’s model is less academic and more actionable, designed to reignite the apostolic fire in everyday church life.

Dony Donev: Theological Work in Pentecostal Studies

Dony Donev is known for his theological work, particularly in the context of Pentecostal studies. While he may not have a widely recognized catalog of specific terms or frameworks that have achieved broad usage, he has contributed significantly to the academic field through his research and writings.

Theological Contributions

1. Pentecostal Studies: Donev’s work often focuses on Pentecostal theology, examining its historical development, doctrinal distinctives, and contemporary implications.

2. Contextual Theology: He explores how Pentecostal theology interacts with cultural and societal contexts, particularly in Eastern Europe.

3. Pentecostal Hermeneutics: Donev might have contributed to discussions about how Pentecostals interpret the Bible, emphasizing a Spirit-led reading of the Scriptures.

Key Terms or Concepts

• Emerging Pentecostal Identity: A possible area of focus where Donev discusses how Pentecostal identities are evolving in the modern world, including how they reconcile traditional beliefs with contemporary contexts.

• Cultural Engagement: A term that may be used to describe his analysis of Pentecostalism’s role in engaging with and transforming culture.

For more specific terms or frameworks coined by Dony Donev, it would be beneficial to consult his published works or academic papers.

Pentecostal primitivism is a concept within Pentecostal theology emphasizing a return to the faith and practices of the early Christian church. Here’s an overview:

Key Aspects of Pentecostal Primitivism

Restoration of Apostolic Practices

• Focus on Original Christianity: Emphasizes the imitation of New Testament church dynamics, including spiritual gifts.
• Spirit-Led Worship: Encourages direct experiences with the Holy Spirit, akin to early church practices.

Doctrinal Simplicity

Pentecostal Theology of Freedom for the Postcommunist Era

 “Stand fast therefore in the liberty wherewith
Christ hath made us free” for “if the Son therefore
shall make you free, ye shall be free indeed”

 

This paper is intended as a part of larger research entitled Theology of the Persecuted Church. It focuses on they way freedom is understood by the underground church and its successor, the postcommunist church after the fall of the Communist regime. In this sense, the research presents the theological view of freedom from the time of postmodern transition in Eastern Europe in retrospect with the times of underground worship and in dialogue with the major modern theologians. The main purpose is to construct an authentic view of freedom in the major areas of the life and ministry of the postcommunist Pentecostal church.

Postcommunist Europe

On his first official visit to West Germany in May 1989, Mikhail Gorbachev informed Chancellor Kohl that the Brezhnev doctrine had been abandoned and Moscow was no longer willing to use force to prevent democratic transformation of its satellite states. At 6:53 p.m. on November 9, 1989, a member of the new East German government gave a press conference to inform that the new East German travel law would be implemented immediately. At the East Berlin Bornholmer Strasse, the people demanded to open the border. At 10:30 p.m. the border was opened.[1] That meant the fall of the Berlin Wall and the end of the Cold War.

The unification of one Germany brought the clash of two political extremes within one nation. It brought together two Europes kept apart for half-a-century, a dynamic which introduced the continent to a new set of opportunities among which was the vision for a unified Europe and its realization.

A new set of dilemmas was introduced as well. Among all economical, political, social, cultural and simply human points of diversity, religion remained central for the process through which the European Union was emerging. The official “United in Diversity” (reminding of the American E Pluribus Unum) claimed unification, without mentioning God. The new European constitution announced that Europe draws “inspiration from the cultural, religious and humanist inheritance of Europe.”[2]

For us who lived in the last days of Communist Bulgarian, the fall of the wall was a miracle which the world witnessed. Coming out from the severe Communist persecution and surrounded by the Balkan religious wars, suddenly the country of Bulgaria experienced a time of liberation which gave the start of spiritual revival mobilizing Bulgarian Protestants. In the midst of extreme poverty, due to prolonged economical crisis, this revival became an answer for many. It also provided a sense of liberation, but not in the Western political understanding of democracy and freedom, but rather liberation toward the realization of the Kingdom, a world much higher, much better and in way more realistic than any human ideality. The liberation from sin then turns not only into a social movement, but as a theological conception it provides an alternative to the existing culture thus becoming a reaction against the surrounding context and proposing a new theological model and a new paradigm for life itself based on substantive faith and belief.

 

Freedom of Will

Even when approached theologically, in the Eastern European postcommunist context today, the term freedom of will carries a strong political nuance. For many Eastern European Protestants, freedom characterizes the struggle against the communism regime and the divine motivation to endure it as a calling of faith for the individual and the community.

The years before communist era were characterized with opposition against the historical monopoly of the Eastern Orthodox Church. In this context, the protestant movement in Bulgaria also struggled against spiritual dominion defending the cause of religious freedom and the right of each individual and community to believe and express beliefs.

The hundred years of Bulgarian Protestantism have been accompanied with constant struggle against oppression of conscience and will thus creating a general acceptance of free human will. This has coincided with the theology of the largest and fastest growing Evangelical movements in Bulgaria. In this context, even evangelical churches, like the Baptists, have grown to accept and practice the doctrine of free will.

Based on the political, socioeconomic and purely ecclesial factors, in postcommunist Eastern Europe, the Calvinistic paradigm of predestination and election as practiced in a Western sense are not successful. This is based partially on their new doctrinal presence within the Bulgarian reality and their untested effectiveness through under persecution. It is also natural that they are often qualified in parallel with political and religious oppression, and therefore rejected as divine attributes or actions. If human regimes are oppressive through limiting freedom and consciences, how is God to identify with such regimes and practice the same type of “horrible decree?” On the contrary, in Eastern European Protestant theology, God is seen as a Liberator of human consciences and a desire for freedom.

By no means, is this tension to be confused with a denial of the total authority of God. God remains the electing God in Jesus Christ, but how?[3] Is it through a “horrible decree” or through a personal life-changing experience defined by the Bible? Is it through an oppressive act of lawful but unconditional predetermination which God by His nature is omnipotent to implement, or through an act of supernatural transformation of humanity through divine self-sacrifice?  And does this election barricade every possible human choice? No, as it is obvious in the denial of Peter; but also as seen in his restoration, that every choice of human will is answered by God through unconditional divine love.

Therefore, we experience “the secret of predestination to blessedness,” not in a cause and effect paradigm as Augustine and the Reformers, but rather through preserving its significance by experiencing the love of God.[4] Thus, the human will is freed by the love of God to receive salvation for eternity. The human freedom then is not ignored or oppressed, but on the contrary it is “placed in the context of cosmic drama” where the real bondage is not the one by God, but the one by sin which oppresses the human will and distances it to death. The Gospel, however, proclaims the victory of Christ over these oppressors thus liberating human will to its initial creation state as a gift from God.[5] This theology comes from a concrete experience of God in real life, and the quest to serve and follow God. As theology shows that the truth about God and the truth about ourselves always go together, the experience of God is a constant tension and a dynamic process, rather than blind servanthood to rigid principles that can never fully encompass the divine will. And through this experience of liberation of the human will in order that one may be free to choose salvation through Christ, God establishes His “testament of freedom.”[6]

Freedom from Oppression

As God liberates humanity from sin, He liberates it from sin’s moral and social consequences. Thus, forgiveness of sin presupposes not only the quest for sanctification and perfection after the image of God, but also the struggle against oppression and establishment of social balance. As the above shows, the postcommunist revival in Eastern Europe cannot be explored apart from the contextual political and socioeconomic dynamics. The reason for this is that the Spirit with value before God is a social spirit that makes the expression of the divine liberation the very purpose of the existence of the church.[7]  The practice of this expression challenges the relationship between theology and practice as it questions theology’s epistemological and praxis relationship to the oppressed with whom Christ is crucified.[8]

As in such context, theology is challenged to identify with action, the church must choose between contextualizing and enforcing theology. To choose contextualization is to attempt to relate it to the existing culture thus creating a state of relativism. Such approach is observed in some Asian and Black theology. The danger is to go beyond the boundary pass which theology ceases being theology in action and becomes simply a nominal religious culture. In Eastern Europe, such approach has been long-practiced by the Eastern Orthodox and has unquestionably resulted in nominal religion. The nominality of its expression has been a factor preventing the experience of God, thus denouncing the very reason for the church’s existence. Attempts to restore the Eastern Orthodox “symphony” between church and state have altered the existence of the independent synods which claim the succession of the same historical religious institution.

The second direction, to move toward enforcement of theology after the paradigm proposed by Liberation theology, is quiet a dangerous approach often resulting in armed conflicts. Keeping in mind the historical tension on the Balkans and Bulgaria’s success in undergoing the postcommunist transition without an armed civil conflict, this approach is virtually inapplicable. Therefore, an alternative must be proposed before history itself become oppression.

In this context, a move toward a theology of freedom seems most reasonable. It must purpose to prevent political and socioeconomic oppressions which are already present in various legal and illegal forms in Bulgaria. Such paradigm must also be concerned with intrachurch oppressive tensions which are present both among and within religious denominations, striving especially against such oppressive modes that come from the desire of an oppressed mentality to oppress others.

Such working model of social transformation is presented in Paul’s Epistle to Philemon. An older interpretation of the book explains that Onesimus, a runaway slave, meets Paul in prison, becomes a Christian and is sent by Paul back to his master. A more cotemporary interpretation claims that Onesimus is a slave sent by Philemon to help care for Paul in prison where he converts to Christianity and desires to stay with Paul as a missionary associate.

Regardless of the interpretation of the story plot, the epistle carefully presents a more in-depth set of problems that deal with persecution, imperialism, slavery, mastership, classes, ownership, imprisonment and above all justice. It further makes a more aggressive mood and places the church, represented in the text not merely by masses, but by the very divine appointment of apostolic authority.

The theme of imprisonment as a direct result of persecution is clearly present through the epistle’s plot and more specifically verses 1, 9, 13 where Paul uses the expression “prisoner of Christ” to describe his present status. The expression “prisoner of Christ” carries a sense of belongingness making the phrase different than the sometimes rendered “prisoner for Christ.” While the latter wrong rendering moves the focus toward the purpose of Paul’s imprisonment, the Greek genitive in the phrase “prisoner of Christ” denotes ownership. Although imprisoned in a Roman prison and kept by a Roman guard, Paul denies the Roman Empire ownership of himself, thus claming that he is owned by Christ alone. This is also a denial of the Roman citizenship that has led to this oppressive state of persecution and the recognition of a citizenship in the divine reality of liberation.

Paul’s negation goes a step further, proposing that while the Roman Empire may be authoritative in the temporal context, by no means it is authoritative in the spiritual eternal reality. Having established the temporality of Rome and the eternity of God, Paul denies to the Roman Empire the right to pronounce judgment over social injustice and to establish social status or world order, proposing that no one but the Christian church is the agent divinely designed and supernaturally equipped for these functions. The social injustice of persecution and wrongful imprisonment, the social tensions between classes, the problems within the church and every dilemma presented in the epistle are to be judged by no one but God through his elect. The reality of the situation is that the church is experiencing severe persecuting because the Roman Empire is denying the church social space. Paul, however, denies the reality of such oppressive human system and claims that the church is the one that must deny social space for oppressive structures as the Roman Empire.

The text calls for revolution; not merely, a revolution in the physical violent sense, but a revolution of the mind where human existence and mentality are liberated through Biblical paradigm combined with divine supernatural power to participate in a new spiritual social reality where justice is set by the standard of God. Such a move calls for a new paradigm and for a theology of freedom which creates an anti-culture and an alternative culture to the existing oppressive system. Such idea challenges the church with the claim that Christianity is and should be a scandal and an offence to the world, and not merely a religion but the belief that “Jesus is the most hazardous of all hazards.”[9]

Feast of Freedom or the Bulgarian Easter

Amidst political and socioeconomic crises since the fall of the Berlin Wall, Bulgaria has experienced a rebirth of Bulgarian spirituality. Many observers have referred to this restoration process as the rebirth of the Bulgarian Easter, and even which historically has been connected with the unity and power of the Bulgarian nation.

Bulgaria accepted a Christian country in 864 AD under the reign of Kniaz Boris I. A millennium later, in the middle of the 19th century, Bulgaria found itself occupied by the Ottoman Empire and religiously restricted by the Greek Orthodox Patriarchy which dictated the religious expression of the Bulgarian church.

On April 3, 1860, during Easter Sunday service in Constantinople, the Bulgarian bishop Illarion of Makriopol expressed the will of the Bulgarian people by solemnly proclaiming the separation of the Bulgarian church from the patriarchal in Constantinople. The day commemorating the Resurrection of Jesus Christ coincided with the resuscitation of the Bulgarian people. Although, the struggle continued for another decade, under the influence of Russia, Turkey was forced to legally recognize the independence of the Bulgarian Orthodox Church. In 1870 a firman of the sultan decreed the establishment of an autonomous Bulgarian church institution.

The connection between the historical Bulgarian Easter and the contemporary rebirth of Bulgarian spirituality has been used in many aspects of the Bulgarian politics and culture at the beginning of the 21^st century. As part of the Eastern Church, Bulgarian orthodox theology pays much more attention to the resurrection rather than to the birth of Christ thus placing its eschatological hope in a future experience rather then a past one. Such dynamic is natural, as the acceptance of Christianity in Bulgaria purposes to bring hope in national politics and communal life. Thus, in an almost historical tradition, the Bulgarian Easter represents the Bulgarian eschatological hope for a supernatural national revival. It also communicates with the sense of liberation from political, economical and religious oppression and a longing for the freedom to live life.

The Bulgarian Easter then provides an alternative to the present moment of tension and straggle in the crucifixion. Similar to Moltmann’s view of the resurrection of Christ, the Bulgarian hope foresees the resurrection of the Bulgarian nation as a divine act of protest against oppression and injustice and as recognition of God’s passion for life.[10] Thus, the resurrection is an alternative not only to the present world, but also to the reality of eternal death.

Death is therefore seen not only as an agent of eternity, but also as an agent of fear, suffering and oppression in the present reality which affects life in all its economical, political, social and even religious aspects. As death diminishes the value of life, the liberating power from Easter often remains ignored. But in order for the church to continue being a church, it must speak as a witness of the resurrection which is impossible without participating in God’s divine liberation which recreates the word to its original state of creation. Thus, the hope of Easter means rebirth of the living hope.

The resurrection hope is an influential factor which directs the life dynamics of the church beyond its walls. Being liberated from sin, the believer desires the liberation of others and claims the right to serve. But true Biblical servanthood cannot exist and therefore does not tolerate oppression, thus becoming a social transformation factor in the midst of oppressive cultures. The resurrected church rebels against the destruction of life and the denial of the right of very human to live. But different than other human systems, the church does not feed off its resistance against oppression. Its source of power is the eschatological hope for the full restoration of life and its eternal continuation in eternity.

A final question must be raised about the pessimistic character of such hope, as traditional evangelical eschatology in Bulgaria has been premillennial and due to its Pentecostal majority clearly pretribulation. Such eschatological views, at large, have been considered to be pessimistic and escapist in nature due to their strong focus on the future. Yet, such determinative presupposition seems inaccurate and much limited in its observation when applied within the postcommunist context where Protestant churches have been greatly involved in the struggle against oppressive regimes and constraining politics even to the point of martyrdom.

It is then natural, that in the underground context of persecution it is unthinkable for the church to identify with the regime in anyway. Actually, such identification is vied by the believers as spiritual treason and cooperation with authority is viewed as backsliding. By no means, however, is such a premillennial eschatological view in this context pessimistic for the church. Neither does the church remain unconcerned with the present reality. On the contrary, through its very act of negation of the right of an oppressive system to dictate reality, the church establishes an alternative culture which is the Kingdom of God. Thus in the midst of persecution and oppression, the church remains in its Biblical boundaries as an agent of the Kingdom of God by providing eschatological hope.

Yes, this eschatological view is escapist, as it promotes eternal separation from the oppressive reality. What other alternative can a persecuted and underground church find to survive and relate to the Biblical image of the ecclesia and at the same time it is clearly concerned with the transformation of the present world as shown above? For while its pessimism concerns the oppressive system of the world, its optimism declares the church as an already-reality in which freedom of sin, death and oppression and eternity with God is celebrated. Therefore, the church itself remains an optimistic reality and optimistic eschatological hope. For, without this hope the tension of life toward future and even life it self will vanish.[11] Without hope for the beyond, we remain in the now for eternity.

Epilogue

Due to its relational and reactional role to historical process, Eastern European postcommunist theology is a new historical and theological event. Yet, as theology of freedom, it relates to other theological approaches internationally. This similarity is enforced by the approaching postmodern era which the Bulgarian nation seems unprepared to understand. In such context, the church and its theology become the agents providing answers to social tensions.

Postcommunist theology provides a point of departure from the oppressive system of the communist regime toward a new social and ecclesial alternative. Such dynamic is by no means new to the Protestant movement in Bulgaria, which has dealt successfully with these same issues even in more severe context of underground existence and persecution. Therefore, the church has proved its commitment to identify with the oppressed through addressing and engaging its experience through the experience of God and its adequate and substantive theological interpretation. Such approach provides an alternative to oppressive system and structures, unquestionably critiques their tools and methods, and rebukes the agents who represent and practice them, thus denying them place in history.

A further concern for developing strategies for social transformation is also strongly present including education, law, politics and economics. These dynamics employ Christians in a common task and motivate the church for further development and implementation in order to connect theology with practice and thus to fulfill the divine calling for church’s role in the processes of restoration of justice and social transformation, both now and eschatologically.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliography

Anderson, David E. “European Union Debate on Religion in Constitution Continues”

May 26, 2004.

 

Barth, Karl (tr. E.C. Hoskyns), The Epistle to the Romans (Oxford: Oxford University

Press: n/a).

 

Ford, David F. ed., The Modern Theologians (Malden: Blackwell Publishers, 1997).

 

Geffrey B. Kelly & F. Burton Nelson, A Testament to Freedom: The Essential Writings

of Dietrich Bonhoeffer (San Francisco: Harper Publishing House, 1995).

 

Green, Clifford. Karl Barth: Theologian of Freedom (Minneapolis: Fortress Press, 1989).

 

Grentz, Stanley J. Theology for the Community of God (Grand Rapids: Eerdmans

Publishing Company, 1994).

 

Johnson, Ed. Associated Press, June 19, 2004.

 

Moltmann, Jürgen. The Power of the Powerless, (Norwich: SCM Press Ltd., 1983).

 

Taylor, Mark K. Paul Tillich: Theologian of the Boundaries (London: Collins, 1987).

 

[1] The Fall of the Berlin Wall,  http://www.dailysoft.com/berlinwall/history/fall-of-berlinwall.htm June 29, 2004; also Jeremy Isaacs and Taylor Downing, The Cold War, Thomas Fleming, The Berlin Wall and Wolfgang Schneider, Leipziger Demotagebuch.

[2] Ed Johnson, Associated Press, June 19, 2004 and David E. Anderson, “European Union Debate on Religion in Constitution Continues” May 26, 2004.

[3] Clifford Green, Karl Barth: Theologian of Freedom (Minneapolis: Fortress Press, 1989), 184.

[4] Karl Barth, (tr. E.C. Hoskyns), The Epistle to the Romans (Oxford: Oxford University Press: n/a),  324.

[5] Stanley J. Grentz, Theology for the Community of God (Grand Rapids: Eerdmans Publishing Company, 1994), 437.

[6] Geffrey B. Kelly & F. Burton Nelson, A Testament to Freedom: The Essential Writings of Dietrich Bonhoeffer (San Francisco: Harper Publishing House, 1995).

[7] Green, 106.

[8] David F. Ford, ed., The Modern Theologians (Malden: Blackwell Publishers, 1997), 369.

[9] Barth, 99.

[10] Jürgen Moltmann, The Power of the Powerless, (Norwich: SCM Press Ltd., 1983).

[11] Mark K. Taylor, Paul Tillich: Theologian of the Boundaries (London: Collins, 1987), 325.

Pentecostal Triangle of Primitive Faith

The modern call for Primitivism derives from the idea of personal experience with God. There is yet no truth for and about Pentecostalism that does not emerge from experience. Irrational in thinking and in an intimate parallel to the story of the Primitive Church, Pentecostalism combines the discomfort and weakness of the oppressed and persecuted. It is the story of one and yet many that excels through the piety of the search for holiness and the power of the supernatural experience of Pentecost. It is the call for the reclaiming and restoration of “the faith once delivered to the saints.”

Such an idea of “looking back to the church of antiquity” derives from a Puritan background and is indisputably Wesleyan. In a letter to the Vicar of Shoreham in Kent, Wesley writes that the parallel between the present reality and the past tradition must remain close. For Wesley, the primitive church was the church of the first three centuries. Equality in the community as in the primitive church was the context in which Wesley ministered. Everyone was allowed to preach, both deacons and evangelists, and even women “when under extraordinary inspiration”

Of course, for Wesley, the Primitive Church was restored with the Church of England. The Pentecostal response was quite different, “The Methodists say that John Wesley set the standard. We go beyond Wesley; we go back to Christ and the apostles, to the days of pure primitive Christianity, to the inspired Word of truth.” The main characteristic of restoration was the personal experience of God. This experience was vividly presented by the Wesleyan interpreters in the quadrilateral along with reason, tradition and scripture. Such a scheme, however, may not be fully sufficient to describe the Pentecostal identity, as well as the paradigm of the Primitive Church.

The experience of God in a Pentecostal context carries a more holistic role, which is connected with the expression of the individual’s story and identity in both personal and corporate ecclesial settings. Through the experience then, they become a collaboration of the story of the many, and at the same time remain in the boundaries of their personal identity. The experience of both the individual and the community that holistically and circularly surrounds Pentecostalism is expressed in prayer, power and praxis.

Since Pentecostalism is based on the personal experience of God, prayer as the means of spiritual communication is its beginning. Being the source of spiritual power in the individual’s life it becomes the means of existence within the community of believers. Power derives only from God through a spiritual relationship which expressed through prayer, develops as a factor of constant change. The product is a unique praxis, which in the quest for church holiness and personal morality appeals for redefinition of the original ecclesial purpose and identification with the lives of the first Christians. The triangular formula of prayer, power and praxis is then the basis for Pentecostal theology.

Pentecostals claim primitivism aplenty, conformity to the apostolic experience of Pentecost and the Book of Acts. It affirms that modern Christianity can rediscover and re-appropriate the power of the Holy Spirit, described in the New Testament and particularly in Acts of the Apostles. In a social context, it was a call against public injustice. Globally the Pentecostal movement was a powerful revival that appeared almost simultaneously in various parts of the world in the beginning of the twentieth century. In the United States it occurred during the time of spiritual search.

During the first seventy years of national life of the USA barely 1.6 million immigrants arrived. In 1861-1900 fourteen million entered the country, and it was precisely within the recorded decade of 1901-10, with 8.8 million immigrants, that the Pentecostal movement began. The mass migration was in an immediate connection with the rapid urbanization and industrialization occurring in a chronological parallel. Since first generation immigrants are usually rootless, combined with sociological changes, the context created a search for identity and roots. In America, Pentecostalism came as an answer to this search.

In parallel, the beginning of the Church of God was a call for restoration and a literal return to the Primitive Church. It was The Christian Union committed to “restore primitive Christianity.” In its early years the Church of God focused on four main characteristics of the Church from Acts: (1) great outpouring of the Spirit, (2) great “ingathering of souls,” (3) tongues of fire and (4) spread of the Gospel. Similar to the Early Church, it began in the context of persecution, presence and parousia. While heavily persecuted the Church of God constantly remains in the presence and guidance of the Holy Spirit in a firm expectancy of the return of Christ. The Genesis of the Church of God was a restoration of the Pentecostal prayer, power and praxis of the Primitive Church.

Pentecostal Praxis

My first personal experience of the Pentecostal praxis was through the sacrament of the Lord’s Supper. It took place the day after I was saved, and ever since has taken a central place in my personal life, spiritual life and ministry. The liturgy I am about to describe is a typical Communion Service in the Bulgarian Church of God.  It dates back to the early 1920s when Russian immigrants to the United States were traveling back from the Azusa Street revival to Russia to preach the Good News to their people. On the way back, their ship stops for a night at the Bulgarian port of Bourgas on the Black Sea. They attended the service at the Congregational church in town, and a great number of the believers received the Spirit through their ministry. This event is considered the initiation of the Pentecostal movement in Bulgaria.

The Church of God in Bulgaria was established in the 1928 with an identical name, but independently from the Church of God (Cleveland, TN). The first link between the two churches was established in 1985. During this 65-year period, the Church of God in Bulgaria was persecuted by Orthodox and nationalistic organizations before and during the Communism Regime, and was looked upon as an extreme cult organization. Yet, during these years of underground worship, the Church of God has preserved the liturgy of the Eucharist in the grade of authenticity in which it was received.

An essential part the service is the preparation. The believers depend on the leadership of the Holy Spirit for the exact date and time of the Communion Service.  Due to the lack of scheduled services in the underground church, the believers trusted in the protection of the Holy Spirit in arranging the service.  Fasting is also a requirement on the day of the service.

The actual service usually takes place in the nighttime when everyone is free from work.  It takes place in a believer’s home.  Sometimes these services have up to fifty people in a small apartment.  Worship is quiet, because any loud noise may lead to the appearance of the police.

The physical silence, however, does not limit the presence of the Holy Spirit, and even helps the believers to be more sensitive to God’s voice, which is indescribable when taking place as a group experience. The service starts with prayer, which lasts till God reveals who among the ladies is to beak the unleavened bread for the communion.  After the chosen ladies leave to bake the bread, the minister delivers his communion message.

The altar call, given after the preaching, purposes to prepare the believers for Communion. Communion is not given to a person who is not saved, baptized in water and in the Holy Spirit. Therefore, after the sermon, a prayer is offered for the sick and the needy, a special prayer is prayed for repentance and the baptism of the Holy Spirit. I have personally witnessed up to thirty people saved and baptized in the Holy Spirit in a matter of minutes.

The converts are led to the river and baptized in water. This is often done in the middle of the night, when sometimes the temperature is so low that the minister and his assistants break the ice in order to baptize the convert.

The converts are welcomed back with a special song sung by the congregation. After an extended time of self-examination and the request of each believer to be forgiven by the present members of the congregation, the pastor presents the Communion to the congregation. One unleavened cake is used as a symbol of the oneness of Christ’s body. The cup of the Communion is filled with wine. The roots of this tradition can be traced back to the teachings of the first western missionaries to Bulgaria at the end of the nineteenth century, as well as the influence of the Eastern Orthodox tradition. After communion, men and women are separated for a foot washing service. At the end of the service, all are gathered for an Agape feast, which serves as a conclusion of the Communion Service.

This communion liturgy has been strictly preserved for the past hundred years by believers who have been challenged to keep their faith even with the cost of their lives through the persecution of Communism. Apart from the official doctrinal teachings of the denomination, the experience of the sacrament has been its only protector.

It would have been easier to define and reconstruct the basic list of church practices if at least a minimal structural system, formal government or doctrinal statements existed. Both the Primitive Church and Early Pentecostalism substantively lacks all of this. It was this deficit that creatively shaped the identity of the Church and presupposed its further search for primitivism.

Although the primitive communities were not the same everywhere, three practices were common for all: sharing of possessions, baptism, and communion. They were accompanied by the early liturgical formulas such as amen, hallelujah, maranatha, etc.

The message of the Primitive Church was delivered mainly through speeches (Acts 2, 7, 17, 20, etc.) and communal discussions of examples of the Bible (Acts 7; Heb. 11). It contrasted the present experience with the former lost conditions in a before-after contextual method (Rom. 7-8) and served as a practical instruction of the Christian walk (Col. 3:5ff.).

Pentecostal Power

I have heard the stories of the older Bulgarian Christians about the Communist persecution; stories of pain and suffering, horrifying the psyche and the physics of the listeners. They speak of a persecuted church whose only defender has been God.  I have heard the stories of the saints of old, but I have also seen these stories turning into powerful testimonies of the powerless, who become powerful in a realm which human understanding cannot comprehend or explain. I have seen the stories of pain then become an arena for the power of God, and the saints of old holding their hands lifted up, with eyes filled with fire from above, voices that firmly declare, “Thus sayeth the Lord.” And their testimonies have become confirmation of my faith and convictions as well as the faith of many others. Their faith, rather primitive and naïve, but firmly based in God, naturally powerless but divinely powerful, has preserved their experience for us.

Theologically, preservation is an agency through which God maintains not only the existing creation, but also the properties and powers with which He has endowed them. Much had been said and written about spiritual power in the second half of the nineteenth century. The theme of “power” was clearly present in the Wesleyan tradition along with the motifs of “cleansing” and “perfection.” The effects of the spiritual baptism were seen as “power to endure, and power to accomplish.” It was also suggested that “holiness is power,” and that indeed purity and power are identical.

Nevertheless, it was recorded that in the midst of this quest for the supernatural power of the Primitive Church, the believers in Topeka, Kansas searched “through the country everywhere, …. unable to find any Christians that had the true Pentecostal power.”  The Apostolic Faith began its broadcast of Pentecost with the words “Pentecost has surely come …” It further explained that the cause for this miraculous occurrence was that “many churches have been praying for Pentecost, and Pentecost has come.”

The central understanding of the spiritual power was as enduement for ministry. According to this interpretation, Christ’s promise in Acts 1:8 was seen fulfilled on the Day of Pentecost. It was intergenerational power to experience God’s grace for the moment, but also to preserve it for the generations to come, as Peter stated, “For the promise is unto you, and to your children, and to all that are afar off, even as many as the Lord our God shall call” (Acts 2:39). Furthermore, this power was interpreted as an integral part of the ministry of the Primitive Church. Since it had been lost in history, it was needed again and an immediate reclaiming was necessary. It was both an individually and corporately experienced power as it focused on both personal holy living and witnessing to the community.

The Church of God accepted both the sanctification and baptism characteristics of the power, but it interpreted the sanctification separate from the baptism with the Holy Spirit. Sanctification was divinely initiated and perfected. It was not through the believer’s self-discipline, as Wesley taught, but through the power of God alone, that the believer could be sanctified and continue to live a sanctified life free from sin. What was experienced in 1896 was definitely Pentecost, and not just any Pentecost, but was the Pentecost of the Primitive Church from Acts chapter two.

Further, interpreting the account of Acts, this power found expression in glossolalia, spiritual gifts, miracles and healings. Since, it was physically manifested in the midst of the congregation it was holistically experienced by the Christian community, and that was enough proof for its authenticity. The interpretation included expressions like dynamite, oxidite, lyidite and selenite.  But the power had more than just physical manifestations. It was their only explanation of the life, death and resurrection of Jesus. It was their proof that He indeed was the Messiah. Therefore, it produced results in real-life conversions, affecting the growth of the small church in the mountain community. It was a power for witness. It was also the power that gave them strength during the numerous persecutions. Even when the church building was burned to the ground and the members were shot at and mocked, the reality of the living Church, as the Body of Christ, remained unscathed. The promised power brought meaning into the life of the Church of God.

Pentecostal Prayer

My personal experience of prayer comes from an hour between three and four o’clock in the afternoon spent every day sitting in the presence of God on an old chair in Coffee Room #3 on the fourth floor of the Men’s dorm in the Computer Technical School of Pravetz, Bulgaria. It is accompanied with the memories of leaving the dormitory through a first-floor window along with 15-20 other boys and running in the early morning snow to the small mountain Church of God through the doors of which so many have entered the glory of Heaven. And it always brings to my mind the image of my praying grandmother who forgetting the need of sleep and rest spent countless nights of prayer in the presence of the Almighty God.

If Pentecostalism has indeed discovered and acquired any of the characteristics of the Primitive Church this would be the prayer of the early saints. Prayer is also the means for universal identification with the Pentecostal movement. The Bible School of Charles Fox Parham in Topeka, Kansas had a prayer tower where prayers were ascending nightly and daily to God. It was through prayer and laying on of hands when around 11 p.m. on December 31, 1900, Agnes Ozman was baptized in the Holy Spirit with the evidence of speaking in other tongues. Six years later the Apostolic Faith stated that the beginning of Pentecost started with prayer in a cottage meeting at 214 Bonnie Brae.

It was a timeless prayer as they wept all day and night. It was prayer for reclaiming the power from the past; prayer for the present needs, and prayer for the future return of Christ. Prayer was not only the source of divine power, but also the means for preservation of the power and the identity of the Primitive Church. Prayer was not only the request for power, but also for the personal change and preparation of the believer who was going to receive the power. The connection between power and prayer was in the spirit of the ongoing Azusa Street Revival, whose members were earnestly urged to, “Pray for the power of the Holy Ghost.”

Similarly, the Church of God based its quest for the Primitive Church in prayer. Moreover, prayer was the only way these poor, uneducated and persecuted people could find comfort for their needs and answers for their lives. Prayer was their communication with God, their worship and their only way of experiencing the divine and acquiring the supernatural. It was not a sophisticated constructive liturgy, but rather a simple deconstructive experience, where the believer was divinely liberated from the past, present and future doctrinal dogmas and human limitations.

Only then was the believer able to experience the presence of God freely. The past pain was gone, the present need was trivial and the future was in the hands of the Almighty God. Hope, faith, crying, tears and joy were all ecstatically present in the reality of prayer, because God could hear and see all. And somehow, in a ways, which remains unexplainable, mystic and supernatural, their cry to God was heard and they were indeed empowered.

It was through a fervent prayer that in the summer of 1896 in the Shearer Schoolhouse in Cherokee County, NC about 130 people received the baptism of the Holy Ghost. It was through the prayer that took place in a cottage house, after the model of the Primitive Methodists. It was through the prayer in the house of W.F. Bryant and the prayers of the men on the “Prayer Mountain.” It was like the prayer in the Upper Room in Jerusalem (Acts 2). It was through the prayer which all seekers of God prayed in their search for His presence, in their need and in their longing for life. It was through the prayer, which reclaims, experiences and preserves the true Christian identity.

Twenty years later, The First Assembly of the Church of God recommended that prayer meetings would be held weekly in the local churches. It also urged for every family to gather together in family worship and seek God, instructing their children to kneel in the presence of the Almighty. In the 1907 Consecration Service both A.J. Tomlinson and M.S. Lemons expressed their desire and willingness to pray as they worked in the ministry.  To seek the power for ministry through prayer was completely in the spirit Azusa Street Revival, through which Pentecostalism addressed the world with the words, “The power of God now… “

Pentecostal articles for Pentecost Sunday

Offering a few recent Pentecostal articles in light of the upcoming Pentecost Sunday celebration:

1. The Forgotten Azusa Street Mission: The Place where the First Pentecostals Met
2. Diamonds in the Rough-N-Ready Pentecostal Series (Complete)
3. 95th anniversary of the Pentecostal movement in Bulgaria
4. Toward a Pentecostal Solution to the Refugee Crises in the European Union
5. Historical and Doctrinal Formation of Holiness Teachings and Praxis among Bulgarian Pentecostals
6. Pacifism as a Social Stand for Holiness among Early Bulgarian Pentecostals
7. The Practice of Corporate Holiness within the Communion Service of Bulgarian Pentecostals
8. Sanctification and Personal Holiness among Early Bulgarian Pentecostals
9. First Pentecostal Missionaries to Bulgaria (1920)
10. Historical and Doctrinal Formation of Holiness Teachings and Praxis among Bulgarian Pentecostals
11. The Everlasting Gospel: The Significance of Eschatology in the Development of Pentecostal Thought
12. Online Pentecostal Academic Journals
13. What made us Pentecostal?
14. Pentecostalism and Post-Modern Social Transformation
15. Obama, Marxism and Pentecostal Identity
16. Why I Decided to Publish Pentecostal Primitivism?
17. Historic Pentecostal Revival Tour in Bulgaria Continues
18. The Land of Pentecostals
19. Pentecostal Theological Seminary Address
20. A Truly Pentecostal Water Baptism
    

Bulgarian Pentecostal riddle…

Five kings with five crowns
Four bishops and castle in the middle
Who will blow the whistle
and who will play the fiddle?
A Bulgarian Pentecostal riddle…

Toward a Pentecostal Philosophy of Education

Toward a Pentecostal Philosophy of Education Jeffrey S. Hittenberger Introduction Michael Parra serves as Outreach Coordinator at Valley High School in Santa Ana, California, an urban community south of Los Angeles. Every day Michael works with students in crisis, on the verge of dropping out, involved in gangs, pregnant, suicidal. He states: ‘ Whereas some people might say, “This kid is lost,” I have an of what God can do. Some expectation call people might say I’m optimistic because I’m But what young. or see as a attitude, I would call people optimism, positive expectation, vibrant expectation of what God can do. Outside looking in, some might see it as youthful impetuousness, but I see it as a recognition of God’s power, and my wanting to be involved in God’s Kingdom work. Michael Parra is one of perhaps millions of Pentecostal educators, tens of thousands of whom are working in formal education systems. To be a Pentecostal or Charismatic Christian (henceforth, for the sake of simplicity, Pentecostal) is to be one of more than 400 million people in the world who have submitted their lives to Jesus Christ and opened their souls to receive the baptism or infilling of the Holy Spirit. Terminology varies, but Pentecostals share a belief that the gifts of the Spirit did not end with the Apostles, that the signs, wonders, and miracles in the Acts of the Apostles are not confined to the first century, but that that outpouring of the Spirit continues into the presents. I How do Pentecostal Christians think about and do education? How do Pentecostal experience and theology shape Pentecostal educational philoso- phy and pedagogy? I am especially interested in how Pentecostal experi- ence and theology influence our teaching and thinking when we teach in formal education systems and in higher education systems. Do our experi- ences of Spirit baptism or Spirit in filling and our beliefs about the ongoing outpouring of the Spirit give our educational ideas and practices a distinc- ‘ I David B. Barrett, and Todd M. Johnson, “Annual Statistical Table on Global Mission: 1999,” International Bulletin of Missionary Research 23:1 (January 1999), Johnson estimate pp. 24-25. Barrett and Pentecostal/Charismatic population at just over 449 million in mid-1999. define this They category as “Church members involved in the Pentecostal/Charismatic Renewal.” ” 217 1 tive quality? Is there some special gift that Pentecostal educators have to share with the larger church and with the wider world? Four sections follow, corresponding to the major questions to be addressed: What do Pentecostals say about how their experience and theology impacts their educational thought and practice? . What framework might allow us to formulate and compare philosophies of education? How do Pentecostal educators adopt and adapt various educational philoso- phies ? What framework might enable Pentecostals to further explore and articulate the impact of Pentecostal experience and theology upon their educational philosophy and practice? – The bulk of this study is descriptive and analytic in character, covering the first three questions above in some detail, while suggesting a preliminary framework in response to question four. This study is exploratory in nature and seeks to contribute to Pentecostal thinking and practice regarding edu- cation. The structure of this article is inductive, moving from the specifics of Pentecostals reflecting on their own experience as educators toward the generalities of educational philosophy. I do not presume to articulate a Pentecostal philosophy of education in any definitive fashion. I do suggest, however, that Pentecostal experience and theology have relevance for the educational philosophies and practices of Pentecostal educators, a relevance that opens fascinating possibilities for further research and development. For the purposes of this study, “Pentecostal” is defined broadly to include those Christians who consider themselves Pentecostal or Charismatic, embracing the works of the Holy Spirit in the first-century church as described in Acts and elsewhere in the New Testament as relevant and normative for contemporary Christians. Pentecostal experience, by extension, is defined as personal participation in Christian communities that embrace and seek the continuous outpouring of the Holy Spirit and practice the multiple gifts of the Spirit described in the New Testament. A subsequent study might fruitfully examine distinctions among various Pentecostal and Charismatic groups (with their varied ideas of the nature of the continuous 218 2 outpouring) with regard to educational philosophy. Education is also defined broadly to include both the formal (school- based, credit- or degree-oriented) and nonformal (church- or home-based, mentoring-oriented). A Pentecostal educator, therefore, might be a teacher, a pastor, a mentor, a parent, or a friend who intentionally contributes to the learning of another. This broad definition of education also recognizes that much learning occurs indirectly, or informally, and this is of particular sig- nificance to Pentecostals. The primary focus of the study, however, is on education in formal and post-secondary settings. Peterson has defined a philosophy of education as “a unified set of philosophical assumptions together with their implications for the educa- tional enterprise.”2 Knight notes that the task of educational philosophy is to bring educators into z . Face-to-face contact with the large questions underlying the meaning and purpose of life and education. To understand these questions, the student must wrestle with such issues as the nature of reality, the meaning and sources of knowledge, and the structure of values. Educational must philoso- phy bring students into a position from which they can evaluate alternative intelligent- ly ends, relate their aims to desired ends, and select methods that harmonize with their aims. Thus a major task of educational philosophy is to help educators think pedagogical about the total educational and life process, so that they will be in a meaningfully better tion to posi- develop a consistent and comprehensive 3 program that will assist their students in arriving at the desired goal.3 . This study’s methodology includes interviews of Pentecostal educators, a cross disciplinary review of literature related to this topic, as well as philo- sophical and theological reflection. This article is also informed by a life- time of interaction with Pentecostal educators and by my career as a Pentecostal educator serving in a variety of educational contexts. . What Do Pentecostals Say about How Their Experience and Theology Impact Their Educational Thought and Practice? Pentecostal educators face a dilemma. The Pentecostal movement is, among other things, a Spirit-inspired protest against structures and forms that obscure the truths of God’s Kingdom. Pentecostals have historically ‘ . 2 Michael L. Peterson, Philosophy of Education (Downer’s Grove, IL: Intervarsity Press, 1986), 24. 3 George R. Knight, Issues and Alternatives in Educational Philosophy, 3d ed. (Berrien Springs, MI: Andrews University Press, 1998), 3. 219 3 shared Jesus’ distaste for religious systems that have become instruments of oppression. “Woe to you experts in the law,” Jesus said, “because you have taken away the key to knowledge. You yourselves have not entered, and you have hindered those who were entering.”4 They have also shared the per- spective of the Apostle Paul, who wrote, “See to it that no one takes you cap- tive through hollow and deceptive philosophy, which depends on human tra- dition and the basic principles of this world rather than on Christ.”5 Pentecostalism is a renewed experience of God’s direct intervention in one’s life, God’s self-revelation in the world. For a Pentecostal, a second- or third- hand experience of God does not satisfy. True ideas about God are no sub- stitute for God’s tangible presence. This Pentecostal emphasis on immediacy makes more abstract thought, or academic discussion about spiritual experiences, suspect. It is one thing to have a theology of Holy Spirit baptism. It is quite another to be baptized in the Holy Spirit. These attitudes toward education, particularly of the rationalistic vari- ety, are clearly not unique to twentieth-century Pentecostalism. Tertullian, in the second century, differed with Justin Martyr and Clement of Alexandria as to the value of classical education, posing the famous ques- tions : “What indeed has Athens to do with Jerusalem? What concord is there between the Academy and the Church?”6 For Pentecostals, to quote Cheryl Bridges Johns, the question might be rephrased, “What has Athens to do with Azusa Street?” Almost six hundred years ago, Thomas a Kempis wrote in his classic The Imitation of Christ: . Cease from an inordinate desire of knowing, for therein is much distrac- tion and deceit. The learned are well-pleased to seem so to others, and to be accounted wise… If thou dost more thine own reason or than upon that power which rely upon brings thee under the obedience of Jesus Christ, it will be long before thou become enlightened; for God industry will have us perfectly subject unto him, that being inflamed with his love, we may transcend the narrow limits of human reason.7 Apprehensions regarding formal education and the pursuit of knowl- 4 Luke 11:52 (New International Version). 5 Colossians 2:8 (New International Version). All subsequent biblical references are from the New Revised Standard Version. 6 Tertullian, “Prescription Against Heretics.” in D. Bruce Lockerbie, ed., A Passion for Leaning: The History of Christian Thought on Education (Chicago: Moody Press, 1994), 71. 7 Thomas a Kempis, The Imitation of Christ (Chicago: Moody Press. 1984), 26; 48. 220 4 edge have been counterbalanced for Pentecostals by Jesus’ inclusion of the mind in the greatest commandment: “You shall love the Lord your God with all your heart, and with all your soul, and with all your mind, and with all your strength.”8 Moreover, Jesus and his biblical followers, including the writers of Scripture, embodied the Apostle Paul’s injunction, “Be trans- formed by the renewing of your minds.”9 Of special interest to Pentecostals is the scholarly approach of the writer of Luke-Acts, who frames his Gospel with these words: “I too decided, after investigating everything carefully from the very first, to write an orderly account for you, most excellent Theophilus, so that you may know the truth concerning the things about which you have been instructed.”10 Spirit and mind are clearly complementary for Luke. Likewise, church leaders and reformers through the centuries have drawn upon their formal education in the conviction, encouraged by leaders like Augustine, that “all truth is God’s truth.” Several of the early leaders of the twentieth century Pentecostal movement benefited from their own expe- rience in higher education, like E. N. Bell, first Superintendent of the U.S. Assemblies of God, who had a Bachelor’s degree, a seminary degree, and three years of graduate study at the University of Chicago. So despite ambivalence about formal education, Pentecostals recog- nized the need to prepare believers to be effective students of Scripture and articulate ambassadors of Christ. Pentecostals quickly began to establish Bible schools, then Bible institutes, then Bible colleges, then Christian lib- eral arts colleges, and, most recently, theological seminaries and compre- hensive universities. I I Pentecostals pursued and obtained advanced degrees and Pentecostal churches began to produce scholars. Each of the Pentecostal educators I interviewed for this paper has at least a Bachelor’s degree and almost 80 per cent have earned doctorates. They represent the large number of Pentecostals who combine a Pentecostal experience with advanced formal education ‘ 8 Mark 12:30. 9 Romans 12:2. 10 Luke 1:3-4. ‘ 11 For a summary of the development of higher education in the United States Assemblies of God, the largest denomination in Pentecostalism, see William W. Menzies. Anointed to Sen?e: The Story of the Assemblies of God (Springfield, MO: 12 Gospel Publishing House, 1971 ). For this paper, I interviewed 35 Pentecostal educators either in person or via telephone or email. The profile of my interview group is as follows: Pastors – 2 , Missionary Educators – 3 , 221 5 The responses of these educators have greatest relevance for Pentecostals in higher education, since over 70 per cent of my respondents fit that profile. In principle, however, many of the same findings apply to Pentecostals in other educational settings, as my respondents in these other settings tended to confirm. Future studies of this topic would do well to focus on and compare other populations of Pentecostal educators (e.g., those in two-thirds-world set- tings ; without formal higher education; in various academic disciplines; from different generations; from various Pentecostal and Charismatic move- ments). My interviews included five basic questions, which I will list below with summaries of the responses I received. These questions were meant to elicit personal reflection from Pentecostal educators about the impact of their Pentecostal experience and theology on their educational thought and practice. Thus the questions were open-ended, and in my analysis of their responses I try to let them speak for themselves. For each question I offer a major finding, sample responses, and some elaboration. Question 1: In what ways has your own education been a “Pentecostal education”? Finding: Pentecostal educators note a tremendous Spirit- inspired dynamic in their educational experience and practice. . This group of Pentecostal educators is impressive both academically Public school teachers – 3 ‘ Private Sector Human Resources Trainer – I Educational Consultant (focusing on Sunday Schools) – 1 . Professors at Pentecostal institutions of higher education (IHEs) in the U.S. – 13 3 Professors at Pentecostal IHEs outside the U.S. – 1 Professors at non-Pentecostal IHEs – 2 Administrators at Pentecostal IHEs in the U.S. – 3 Administrators at Pentecostal IHEs non-U.S. – 3 Administrators at non-Pentecostal IHEs – I K-12 Christian school leaders – 2 I did not attempt to select a statistically representative sample of Pentecostal educators. Instead, I sought to interview Pentecostal educators who had a formal educational experience that would have exposed them to diverse philosophies of education, them to reflect on the rele- vance of their Pentecostal experience and theology for their educational causing philosophy. Of my seven are women, five live outside the United States, and three are citizens of nations other than the United States. They are of diverse ethnicities, with seven sample, either have being non-Anglo. completed or are completing doctoral degrees. Approximately 70 per cent attend Assemblies of God churches, with others scattered among other Pentecostal and Twenty-six Charismatic churches. 222 6 and from the point of view of Christian service. Many in this group have obtained graduate degrees from prestigious universities in the United States and abroad. They are also impressive in terms of their commitment to the spiritual growth of their students and their desire to be instruments of the Holy Spirit in their teaching. Almost three-quarters (73 per cent) of these Pentecostal educators had experience as undergraduate or graduate students in Pentecostal institutions of higher education (IHEs). Though most had attended Pentecostal IHEs for at least part of their undergraduate experience, most cited nonformal dimen- sions of their Pentecostal education (through mentors or family members) as more influential in their lives than the formal curriculum. Examples of their comments: ‘ I learned about the church and ministry from my grandfather and from my father. They taught me, informally, the Christian ethics of Pentecostalism. I also learned how to interpret the world and my reality Pentecostally. My Pentecostal education was enriched by the corporate model of the Ivoirian [Cote d’ Ivoire] church, which experienced a sovereign, nation- wide move of God. I was intluenced by the model of African some pastors, well-educated, others not schooled. Often when the formal education experience at a Pentecostal IHE was mentioned, the nonformal educational/spiritual experiences were highlight- ed : . I attended an Assemblies of God school at the undergraduate level and in that sense I suppose you could say I had a Pentecostal education. It . was not so much what was taught, but the ethos that surrounded the com- .. Belief that learning had to be enhanced by encounter with God. Belief that God munity. enriched the classroom that fullest dimension to what we were always by experiences gave leaming. The belief that chapel was a central experience, not because it was ‘more spiritual’ but because , there we actualized the relationship we had with God to include more than left brain activity. In that context there was the real expectation that God would regularly intrude into the humanly devised schedule that sur- rounds formal educational activity. Several noted a deepening of their “Pentecostal education” through influences not generally associated with classical Pentecostalism: Exposure to Catholic and Anglican Charismatics has broadened and resensitized me to the Holy Spirit’s work both personally and corporate- ly. ‘ 223 7 The great irony of my Pentecostal education is that I first to learn about seriously began my tradition’s history and theology when I attended a non- Pentecostal institution: Fuller Seminary! Responses to this question suggest that Pentecostal education has had a very strong mentoring orientation, with families, pastors, and faculty mem- bers personally engaging with their children/parishioners/students and pro- viding personal guidance in their spiritual growth. Conversely, responses to this question suggest that Pentecostal educa- tors have not been thoroughly engaged within their Pentecostal IHEs in reflection on the implications of their Pentecostal experience and theology for their formal education, per se. That is, none mentioned that the formal curriculum in their Pentecostal IHEs had engaged them in asking the ques- tion : “How does my Pentecostal experience and theology impact the way I understand my discipline, my academic field, my professional studies?” Whether at the graduate or undergraduate level or at the K-12 level, all those I interviewed, like most Pentecostal educators, have wrestled with their ideas about formal education in institutions (whether secular or affili- ated with other Christian traditions) whose philosophies of education were not informed by Pentecostal experience or theology (and which were, in some cases, hostile to Pentecostal experience and theology). Question 2: Describe a Pentecostal educator who had a particularly sig- nificant influence on your life. If more than one, would you pick one and tell about their influence on you? , Finding: Pentecostals have experienced Pentecostal education through the mentoring of their professors (as well as pastors, friends and family members) who modeled an integration of mind, spirit, and life. Responses to this question tended to focus on the life qualities of influ- ential Pentecostal educators (their relationship with God, integration of spir- it and mind, personal integrity). Examples of comments on the nature of their influence follow. I could cite a number of very useful influences in my life, but I will sin- out one: W. I. Evans. Evans was the academic dean at Central Bible Institute (now Central Bible College) when I was a student. His knowl- gle edge of the Scriptures, his obvious deep fellowship with the Lord, and his leadership in the chapel services had a great effect on me. He embodied the best features of the Pentecostal revival, in my judg- particularly ‘ 224 8 ment. Professor Daniel E. Albrecht, Professor at Bethany College, was one of the first models I had that one could be/remain Pentecostal and still sue the life of the mind. pur- , Dick Foth, Assemblies of God minister and former President of Bethany Bible College, represented a combination of passionate faith, joyful serv- ice, and an affirmation of the intellect integrated with the previous two disciplines. Dr. James M. Beaty and his wife gave me a great example of what to be a Christian is all about. In their life and practice they lived the values of the Kingdom. Their spiritual disciplines and their faith with vision and their sense of mission impacted my life. I had Murray Dempster for only one course. It was my senior year, a very important moment in my life… It was a turning point in my life. He was just fantastic, so passionate, so animated. He was inspiring a vision, inspiring a passion. ‘ Pentecostal educators interviewed for this study emphasized the char- acter, the passion, the embodiment of truth in the professors who shaped their lives at Pentecostal IHEs. Their mentors integrated mind and spirit and led lives of personal integrity and ministry. Those who mentioned other Pentecostal mentors emphasized these same traits. Question 3: As a Pentecostal educator, how does your Pentecostal expe- rience and/or theology shape the way your teach? Finding: Pentecostal experience and theology strongly influ- ence the ideas of Pentecostal educators about pedagogy, orient- ing instruction toward inspiration, transformation, and empowerment. ‘ In reflecting on their own teaching, Pentecostal educators described what they try to do in their pedagogy. Some of the contrasts they drew were as follows: Transformation rather than just information Practice rather than just cerebral knowledge Experience rather than just theory Inspiration rather than just information. In describing their ideals for teaching, the following words were fre- 225 9 quently used: Vibrant Gift Mentoring Empowerment Power Mission Sensitivity Dynamic Expectation Growth ‘ . . I have sought to pattern my teaching on I Thessalonians 1:4-10. In this passage, Paul reviews the object of his ministry among the Thessalonians, but also the manner in which he ministered to them. I see in this the following: ( 1 ) “with words”-he was articulate in his com- munication ; (2) “with power”-not simply with ‘words,’ but also with the empowering of the Spirit; (3) “with the Holy would under- stand this to mean exercising sensitivity to the Spirit”-I leading of the Spirit; (4) “with deep conviction”-In this I see that the faculty person has an obli- share with the students gation to [personal] convictions, although he must be careful not to insist that the students must how we lived agree with him; (5) “You know among you”-I see this as transparent model- ing of a lifestyle, outside the classroom as well as inside. ‘ The idea that when you’re equipped with God’s power, nothing is in the classroom. I have seen so many pessimistic teachers who can make a list of everything they can’t do. I had the genuine belief, impossible based on my Pentecostal that God could move mountains, that this vessel could be used experience, by God. Marie Brown and my mother [my mentors] also emphasized that the vessel needed to be equipped. God will use your talents. God works in history. Wonderful things can in that classroom. You have to hap- pen equip yourself. I teach from my own experience. I believe that is part of integrity. One should not teach something that isn’t part of her/his experience, in that that is particu- larly related to spiritual principles and values. Some of the educators I interviewed expressed concern that often these principles are not in practice in Pentecostal IHEs due at least in part to reliance upon pedagogical and philosophical models that are more Evangelical (or fundamentalist) than Pentecostal. Most of my ‘Pentecostal’ education could be characterized as classical Most of the teachers and pastors who had the influence on me were Pentecostal but had Evangelicalism. greatest largely embraced a philosophy . 226 10 and lifestyle that would represent more Evangelicalism than Pentecostalism. My ministry today has been shaped more ‘Charismatic’ theology and ecclesiology. This segment of by has Christianity impacted me and allowed me to re-embrace the theology and tice of prac- early Pentecostalism, which is fundamentally different from the suburban, Bible College Pentecostalism of the 1980s and 1990s. ‘ . ‘ Pentecostals have mostly adopted the methods and modes of the larger Evangelical church. And that adaptation does not only concern reli- gious, biblical, or theological education. This conformity to has its Evangelicalism strengths and weaknesses. On the plus side it has more recent Pentecostal taught generations to think, and to think criti- It has also cally. taught the Pentecostals some degree of humility about their own tradition (they are learning to appreciate those who are unlike them). It has caused them to be less myopic about Christianity and them- selves… On the negative side, Pentecostals have forsaken some of their own dynamics. In their desire to appear rational, they forsook their to the openness mystery of Christianity. In their desire to develop their minds, that is they adapted an overly rational, overly linear mode of thinking gutting them of the dynamics that birthed their movement. In their uncritical embracing of Fundamentalist American abandoned what to me was a natural Christianity, they byproduct of their ethos: an aes- thetic awareness, appreciation, and creativity. – Question Four: As a Pentecostal educator, how would you characterize your philosophy of education? In what ways might a Pentecostal phi- losophy of education be distinct or have emphases different from other Christian philosophies of education? Finding: With regard to educational philosophy, Pentecostal educators note Pentecostal influences and distinctives at a number of levels, but indicate that a need exists to further explore this topic. Without exception, the Pentecostal educators I interviewed thought that a Pentecostal philosophy of education could be distinguished, at least in its emphases, from other Christian philosophies of education and certainly from secular philosophies of education. What is less clear is the meaning of a phi- losophy of education. Pentecostal educators located the distinctives of Pentecostal educational philosophy at various levels. Some suggested Pentecostal distinctives at the metaphysical (ultimate reality) level. Pentecostals should have a worldview that informs their philosophy of education. This worldview includes an openness and embracing of the . 227 11 mystery of God and life. God can and does surprise us. God is both frighteningly transcendent and joyously immanent. We need to embrace a pre-Enlightenment scientific vista that sees God as present in the world. Some suggested Pentecostal distinctives at the axiological (value) level. The values of the Pentecostal experience are distinct and deeply rooted in our community: values of a devotion to God’s inerrant Word, to truth, to urgency, to the breadth of God’s people, to Christian to Christian to the of calling, to holi- ness, community, power the Holy Spirit. As we think back about these values, these ideals of Pentecostalism, we are bet- ter able to look forward. . Others see Pentecostal distinctives at the epistemological (knowledge) level. I take one of the hallmarks of Pentecostal theology to be its which calls into epistemolo- gy question any form of rationalism … think a distinct- Pentecostal ly philosophy of education would be grounded in the non- rationalist, experiential epistemology, coupled with an emphasis on lib- erating practice. . Some suggested distinctives with regard to our view of the student. It seems to me that Pentecostal education has to be holistic, all three of Bloom’s traditional taxonomies in the cultivation of mind and embracing spirit for the larger service of the Kingdom of God. Others emphasized the difference in the role of the teacher. A Pentecostal philosophy has to recognize the essential charismatic nature of the teaching gift, and cultivate that gift, realizing that the leads Spirit one, and energizes one, in the communication of truth and bonds the learner into a process of common discovery. . The role of the teacher is different from the role of expert pouring knowl- edge into the uninformed. I want to learn about learning more than about teaching. It’s a dynamic process, not a disengaged, content-driven There is a phi- losophy. dynamic between the content, the learner, and the educator. That’s where the role of the Spirit comes in. Others emphasized distinctives at the level of the curriculum. Truly Christian discipleship (training for mission) must involve the of acquisition spiritual skills: prayer, spiritual power, radical obedience to the Spirit, etc.-all usually regarded as ‘extra-curricular’ or assumed 228 12 . for the student rather than carefully taught as the core of the curriculum. The very method of teaching in Bible colleges and seminaries reflects a detached observation of the Christian phenomena ‘out there’ (a Western/Greek way of knowing) vs. the knowing-by-experience of nor- mative, New Testament Christianity. Several emphasized distinctives in pedagogy, discussed above. Others emphasized the nature and role of the school/educational community. . Pentecostal education has to be holistic. It is tied to an inclusiveness that comes out of Acts. It is global and cross cultural, uniting bond and free, male and female. It has to remember the margins as well as the center. The field in a class is never level. How do I help those for whom this does not come playing easily’? My philosophy of education focuses on stu- dent learning for empowerment. · – . Many spoke of the difference all this makes in practice. My philosophy of education as a Pentecostal educator is impacted by a sense of “present tenseness.” I am not so much wanting to characterize a humanly devised system of to discern cognition. I am dealing with a process of learning implications of information. I am much more aware of a full orbed dimension of education that includes both cognitive and affective and also a dimension of subsequent action. . . Several mentioned the need for Pentecostals at this stage of our history to give focused attention to the topic of educational philosophy. _ We have to learn from the rest of the church. They are centuries ahead of us in terms of developing Christian character; thinking about church- state issues; thinking about societal and ethical issues; thinking about the human person… Too quickly, we are embracing non-Christian ‘ approaches to these disciplines and questions and this will lead to our , demise. . Very little of the earlier approaches to Pentecostal pedagogy or of education remains. It philoso- phy probably is time once again (as the educational founders of our institutions had to original do) to raise the ‘What is an question, appropriate Pentecostal educational pedagogy for our insti- tutions today?’ It is useful to review the thoughts and educational philosophies and practices of our founding educators themselves. Question Five: What resources have been helpful to you in your devel- opment as a Pentecostal educator? . Finding: Most Pentecostal educators agreed that we are still in 229 13 the early stages of the work of bringing Pentecostal experience and theology to bear on explicitly educational issues of philoso- phy and pedagogy. Most of my respondents indicated that written resources on education- al philosophy and pedagogy authored by Pentecostals for Pentecostal edu- cators are lacking, especially for higher education. So what resources have been helpful to them in their development as Pentecostal educators? Eight mentioned colleagues and mentors as their primary resources. Eight men- tioned Pentecostal writers, leaders, and theologians, with each of the fol- lowing named at least once: Gordon Fee, Steven Land, Cheryl Bridges Johns, Myer Pearlman, Billie Ralph Riggs, Davis, Miroslav Volf, Opal Reddin, Robert Menzies, Walter Hollenweger, Roger Stronstad, Mel Robeck, Russell Spittler, Vinson Synan, Lyle Lovett, Murray Dempster, J. Robert Ashcroft, and Robert Cooley. Seven mentioned writers and thinkers not generally associated with pente- costalism, such as: Watchman Nee, Brother Lawrence, Thomas a Kempis, Dallas Willard, Richard Foster, C.S. Lewis, John Wesley, John Piper, Gustavo Gonzalez, Andrew Murray, Madame Guyon, Arthur Holmes, Harry Blamires, Thomas Groome, Parker Palmer, Jean Piaget, George Marsden, and James Burtchaell. Two mentioned “Third Wave” Pentecostal/Charismatic writers, such as: C. Peter Wagner, Cindy Jacobs, John Arnott, Charles Kraft, and Guy Chevreau. . Two mentioned Pentecostal periodicals, such as Enrichment. Several men- tioned the Holy Spirit and Scripture. One mentioned worship music. Few of the Pentecostals mentioned have written specifically on educa- tion. Commenting on one of the challenges faced by Pentecostal educators within Pentecostal IHEs, one of the respondents wrote: “We have had limit- ed opportunity to study our own experience as Pentecostals because [of what might happen] if you don’t come up with the accepted perspective (approved by the denomination).” I conclude this section with a quote that summarizes much of the above: 230 14 ‘ . The creation of Christian higher education institutions outside of min- istry training will no doubt encourage the growth of a professional teach- Pentecostal in the new setting remains to be seen, as the ing class within pentecost. Whether that teaching class can remain roots of Augustinian tradition (Catholic, Lutheran, and Calvinist) are much more deep context of professional pentecostal educators…Beyond creating institu- powerful and widespread, providing both the training and the continuing tional space for the of Pentecostal training and continuing education and employment teachers, there needs to develop a flourishing interdisci- plinary concentration on the nature and function of Pentecostal a peda- gogy, fellowship between teachers and pastors, and appropriate resources such as journals, internet sites, conventions, etc. As well as an institutional approach to linked to pedagogy, it is essential that Pentecostal teach- ers remain strong local congregations where their gifting is both and relativized by its setting amongst other gifts. There is no room in Pentecostal pedagogy for elitism or showmanship…To some appreciated degree, we are having to invent pentecostal higher education as we go! . The same may likely be said of other forms of Pentecostal education as well. What Framework Might Allow Us to Formulate and Compare Philosophies of Education? A Proposed Framework Pentecostal educators rarely describe their ideas about education in terms of classical philosophies or contemporary educational theories. Their descriptions of the impact of their Pentecostal experience and theology on their educational ideas and practices more often refer to intuitive connec- tions than to systematically defined relationships. While this intuitive sense is both powerful and consistent with Pentecostal experience, it translates with difficulty into formal educational settings, where strategies for curriculum and instruction must be formulated in a systematic way. Consequently, Pentecostal educators often find them- selves lacking a specifically Pentecostal framework for educational philoso- phy, with the result that Pentecostals then borrow heavily from other educa- tional philosophies that do not fully capture the dynamic of the implicit edu- cational ideas undergirding Pentecostalism. Daniels has described this dilemma within the Church of God in Christ (COGIC), a historically African-American Pentecostal denomination. A system of Bible colleges was launched within COGIC in 1972 with the pur- pose of preparing ministers and missionaries. However, while successful numerically, the Bible colleges found themselves, in Daniels’ view, overly reliant upon curriculum and pedagogy insensitive to educational ideas and 231 15 practices implicit within the COGIC Pentecostal community. 13 3 Likewise, Pentecostal educators across formal education systems have been reliant upon books, curricular materials, and instructional methods rooted in other Christian and secular philosophies of education. 14 It would be of value, then, to have a framework within which to com- pare various philosophies of education, which would then allow Pentecostals to intentionally integrate their experience and theology with their educational ideas and practices. Thus we could draw on the wealth of ideas available to us within our own history and communion, as well as on other Christian traditions and other educational and philosophical schools of thought. I suggest that our search for such a framework might fruitfully begin with the questions that educators ask. What are some core questions per- taining to the educational process? I would suggest that the following ten questions are universal educational concerns. While this is not intended to be an exhaustive list of core questions, it does provide a common framework for our discussion of educational philosophies. 1. What is real? 2. What is true and how do we know? 3. What is of value? 13 David D. Daniels, Ill, “‘Live So Can Use Me Anytime, Lord, Anywhere’: Theological Education in the Church of God in Christ, 1970 to 1997,” Asian Journal of Pentecostal Theology 3:2 (July 2000), 303. Daniels writes: “The mission of the of the System of Bible Colleges is admirable, although the uncritical appropriation Evangelical curriculum is problematic.. . What is the best pedagogy to transmit the COGIC message and experience? Does an implic- it COGIC pedagogy exist that could be employed? The System of Bible Colleges promoted a pedagogy that was alien to the COGIC context. The pedagogy of the System of Bible Colleges mitigates against COGIC’s informal education processes of Bible discussion and mentoring.” 14 See, e.g., Cheryl Bridges Johns, Pentecostal Formation: A Pedagogy Among the Oppressed (Sheffield, UK: Sheffield Academic Press, 1993), 7. Johns writes: “The area of Christian edu- cation reflects some of the best and most sincere attempts to fit in with more established churches. For many Pentecostals, the schooling paradigm, with its closely graded classes, cog- nitive and deductive approach to faith formation, four-color curriculum materials and stream- lined organization, is the wished-for ideal. We point to our untrained teachers, poor facilities and lack of good pedagogy as sure signs of our sectarian backwardness, all the while over- formational processes which have historically been part of our discipleship.” An example of this from looking powerful my own experience concerned the core textbook in the Basic Christianity class at Evangel University, an Assemblies of God institution in Springfield, Missouri, when I attended there in the late 1970s and early 80s. An book on edu- cational philosophy is entitled The Idea of a Christian College, by Arthur outstanding Holmes, a professor of philosophy at Wheaton College. Writing from a Reformed perspective, Holmes provided my classmates and me with a coherent and powerful evangelical philosophy of education, but we to relate it to our Pentecostal experience and theology, and no comparable philosophy of education from a Pentecostal Christian perspective was available. struggled 232 16 4. What are my goals as an educator? 5. How does my contextual setting frame and constrain my educational goals? 6. What is the nature of the student? 7. What is the role of a teacher? 8. What should be learned? 9. How should it be taught? 10. How do my ideas shape my educational practice (and vice versa)? Put simply, then, an educational philosophy involves an educator’s responses to, ideas about, and assumptions regarding these ten essential and mutually informing questions (and others). Within each of these questions there are sub-questions. For example, within the question “What is real?” one will find questions concerning the nature of the universe, the nature of God, the nature of human beings. These are all “metaphysical” questions, and, when one asks about distinctives for a Pentecostal philosophy of education, one might reflect on whether Pentecostals would answer these questions differently, or with different emphases, than others. Insofar as one is an educator, I would suggest, one has ideas about each of these matters. These ideas may be richly or slightly considered. They may be honed by consistent practice or relatively untried. They may be con- sciously related to a philosophical school of thought, a wisdom tradition, or . an educational theory, or not related. One may be said to have a formal edu- cational philosophy if these ideas are made explicit. If these ideas remain implicit, one may be said to have an informal philosophy of education. But educational practice is rooted in these questions and, in this sense, every educator has an educational philosophy. Often, the degree of formality in a statement of educational philosophy is a function of the formality of the educational setting, with formal systems demanding more explicit articula- tion of an educational philosophy and nonformal setting demanding less explicit articulation. 15 As for institutions, an institutional philosophy of edu- 15 Though we may not be explicitly aware of the labels and terminology of educational we are in phi many ways the products of one or some combination of these educational ideas and their working out in practice. For example, few have read the writings of John losophy, Dewey, the foremost American philosopher of education and author of books like and Democracy Education, but virtually all of us are products, at least in part, of reforms in American schools. Deweyian progressive Many Christian educators Alan Bloomri The Closing of the American Mind in the early 1980s, but just what enjoyed reading was the educational Bloom’s philosophy underlying thesis, and was it an educational philosophy that Pentecostal educators 233 17 cation may likewise be said to consist of the institution’s responses to these ten questions, with personal pronouns modified. Toward the end of this discussion, I will suggest a model that draws on depictions of a philosophy of education like the one below. Knight’s model, while lacking a reciprocal dynamic, does have the virtue of depicting the various components of a philosophy of education. Fig. 1. Components of a Philosophy of Education from Theory to Practicel6 The first three elements of Knight’s model are the classical questions of philosophy, organized around metaphysics (What is ultimately real?), axi- ology (What is of value?), and epistemology (How can we know?). Educational goals follow from our worldview, and these goals are shaped and reshaped by contextual factors, such as political dynamics, social forces, economic conditions, and the expectations of immediate family or commu- nity. Our goals then find expression in the framework of specifically edu- cational issues, such as the nature of the student, the role of the teacher, appropriate curricular emphases and teaching methodologies, and our ideas about the social functions of educational institutions. These ideas in turn underlie and shape our educational practices. Joldersma depicts that central place of Christian perspective for Christian educators below. could fully resonate with? Likewise, Paulo Freire’s 1986 book The Pedagogy of the Oppressed touched a responsive chord with many Christians in its appeal for justice, but how cognizant are Pentecostal educators of the underlying educational philosophy? Thanks to to Cheryl Bridges Johns and others, Pentecostals are beginning engage Freirian thought in just this kind of dia- logue, but overall we are in the early stages of this kind of reflection. 16 Knight, Issues and Alternatives, 34. – 234 18 Fig. 2: Influence Domains 17 of Christian Perspective on Various Educational – – Do Pentecostals have anything to add to Joldersma’s model? We will continue to explore this question below. The length limitations of this essay do not allow for a discussion of each of the historic and contemporary philosophies, ideologies, and educa- tional theories that have shaped our educational experiences. For summaries of the philosophies and their educational implications, I would recommend Knight and Gutek.lg In the next section, I provide a brief overview of the components of several contemporary educational philosophies and discuss ways in which they have been adopted and adapted by Pentecostal educa- tors. How Do Pentecostal Educators Adopt and Adapt Various Educational Philosophies? Pentecostals do not hold a single philosophy of education. Some Pentecostal educators would identify with a form of Pentecostal particular- ism. Others would tend to agree with essentialist approaches. Others are 17 Julia K. Stronks and Gloria Goris Stronks, Christian Teachers in Public Schools (Grand Rapids, MI: Baker, 1999), 45. 1 See Knight, Issues and Alternatives, and Gerald L. Gutek, Philosophical and Ideological on Perspectives Education, 2d ed. (Boston: Allyn and Bacon, 1997). 235 19 inclined to speak of their educational ideas in terms that resonate with peren- nialism. Some would consider themselves progressive educators. Still oth- ers are enthusiastic about educational goals and practices that correspond to reconstructionism. There are also Pentecostal educators who would identi- fy with critical pedagogy. They would typically not use this terminology, but I hope to show that the diverse ideas of Pentecostals about education res- onate with these widely divergent educational theories. Drawing primarily upon the history of Assemblies of God education in the United States, I suggest eight approaches to educational philosophy that have emerged in roughly chronological order, but that now coexist among (and within) diverse Pentecostal educators. All eight may be seen as adap- tations of philosophies of education that exist in the larger culture, and we will explore how existing philosophies of education have been adopted and adapted by Pentecostal educators over time. The eight approaches to edu- cational philosophy to be explored in this section are: 1. particularism 2. essentialism 3. perennialism , 4. progressivism 5. reconstructionism 6. critical pedagogy . 7. pragmatism 8. eclecticism. The earliest educational approaches among American Pentecostals may be described as “particularistic.” Particularism in education is characterized by a withdrawal from dominant and mainstream education systems, often a forced withdrawal made by minority groups whose values are not accepted in the dominant culture. Pentecostal particularism is related to forms of fun- damentalist and minority ethnic (such as Afrocentric) educational philoso- phy, in which marginalized groups embrace their separateness and distance themselves from the educational systems of mainstream (and oppressive) society. This Pentecostal separatism was also expressed in a pacifist stance toward war, which was the official position of the U.S. Assemblies of God, for example, until 1967, and in a code of personal piety that avoided involvement in many social activities of mainstream culture (e.g., movies, social dancing, involvement in party politics). Some of the characteristics of Pentecostal particularism are: – emphasis on Bible study and ministry preparation – emphasis on eschatological expectation that Jesus’ Second Coming 236 20 – may occur at any time – flowing from this eschatological expectation, an emphasis on short- term, intense, and practical training for – ministry likewise, a suspicion of longer-term academic pursuits that seem the oretical and insensitive to the shortness of time – use of fundamentalist curricula and theological models, even when such models seem inconsistent with Pentecostal experience and the – ology (e.g., dispensational theology and the Scofield Reference Bible) pragmatic emphasis on practical skills for evangelistic and mission ary endeavors; academic subjects are valued insofar as they give pragmatic assistance for Pentecostal mission (e.g., literacy for preach – ing, writing, and Bible study; math for financial and logistical efforts) formal degrees from academic institutions are considered unimportant and even undesirable. Pentecostal- education in its particularist form is often accused of being anti-intellectual, and in some senses this is true. Many young Pentecostals have been discouraged from “thinking too much.” Pentecostals have some- times seen the mind as an enemy of the spirit and the Spirit. However, as Jesse Miranda, Director of the Urban Studies and Ethnic Leadership Center at Vanguard University, stated in an interview, “They were reacting against pseudo-education and the lack of balance between the rational and the rela- tional. They wanted to go beyond the rational.” The hostility of early Pentecostals, and some contemporary Pentecostals, was not toward intellect or formal education per se, but rather toward the intellectual status systems of formal education from which Pentecostals, largely from lower social strata, had been excluded. Pentecostal anti-intellectualism, then, while sometimes an unbalanced rejec- tion of the mind, more often rejected the rationalism of the late nineteenth and early twentieth centuries that sought to build great structures of truth upon human reason alone. In this sense, Pentecostal particularism antici- pated some of the postmodern critiques of both traditionalist and modernist education. Pentecostal particularism, then, was the educational approach most characteristic of Pentecostal education in the United States in the first few decades of the twentieth century, through the founding of the many Bible institutes and Bible schools. Beginning in the late 1930s, with the establishment of the first Assemblies of God four-year degree-granting institution, Southern California Bible College, and continuing into the 1940s, with the Pentecostal . 237 21 rapprochement with moderate Evangelicals in the various agencies related to the National Association of Evangelicals (NAE), Pentecostal educators began to explore other approaches to formal education. The figure below shows key elements of five other educational theories mentioned above. Other educational philosophers would use slightly differ- ent terminology and even different categorical labels, but for the point I wish to make here about diversity of educational opinion within Pentecostalism, I draw upon the educational theory taxonomy suggested by Gutek. (See Figure 3) While most Pentecostals would not describe their educational ideas in terms of the labels above, one often hears the elements of these various the- ories in Pentecostal descriptions of educational ideas. The following descriptions are compilations of comments from Pentecostals, past and pres- ent, that seem to resonate with core elements of these five educational theo- ries. E.ssentialist orientation ‘ ‘ In order to accomplish that Great Commission, we need to be prac- tical and we need to be skilled. To that end, we need to teach our young people to read and write and to calculate, to be able to have the academic skills necessary to spread the gospel through litera- ture, and through Bible study, teaching, and preaching. People without literacy skills cannot really study the Bible and are prone to error and immaturity. Furthermore, math skills are essential if we are to use modem methods of construction, technology, and other tools that allow us to take the message to all the world. In addition to their Bible education, our people need these basic aca- demic tools and we must make sure that they acquire these. These skills are also necessary for good citizenship. , Perennialist orientation God is the giver of gifts, and God’s gifts are of many kinds; super- natural gifts, leadership gifts, service gifts. The Body of Christ is very diverse and so must be the preparation of our youth for their unique callings. In addition to our Great Commission, which impels us to bring the gospel to all people, we have received a cul- tural mandate, which compels us to bring our Christian worldview to bear on all the activities of our lives. We must integrate our faith with our learning and with our lives. All truth is God’s truth. The Bible is wholly true, but it is not an encyclopedia of human knowl- 238 22 edge. We must seek out and understand the truth wherever it is found. To this end, our young people need to study the great works of literature, must understand that science is not opposed to our faith but is compatible with it. The Spirit of God is to lead us into all truth and so our educational endeavors are a sacred activity. . Progressive orientation Traditional education has been much too focused on abstract ideas of truth and too little focused on the child or the learner and her unique needs. As Pentecostals, we prize the soul and spirit as much as the mind. The outpouring of the Holy Spirit touches every aspect of a person’s life. Jesus models that compassionate concern for the whole person. His teaching is not full of abstractions, but is rooted in people’s real life experiences. We need to recover his gra- cious concern for the whole person. Moreover, the Biblical model associates the work of the Holy Spirit with the formation of a com- munity. The church in the book of Acts is a community of concern and love, which values each member, recognizes its diversity and treasures it, and seeks the full formation of each person within the context of the body of Christ. Our education should reflect this concern for body, mind, and spirit, so that we may reflect the love of Christ to the world. All our abstract ideas and great pronounce- ments tend to alienate people from Christ rather than attract them to him. Reconstructionist orientation The outpouring of the Holy Spirit comes with liberating power. When Mary learned from the angel of Jesus’ coming birth, she exclaimed that God has sided with the poor and brought down the proud oppressors. Jesus’ life modeled this identification with the outcast and his judgment upon their rich oppressors. When the Spirit of God came at Pentecost, the Spirit came upon men and women, slaves and free, Jew and Gentile, and most notably upon those outside the structures of political, social, and economic power. This baptism in the Holy Spirit lifted up oppressed people and brought them into a community empowered by the Holy Spirit to speak prophetically against their oppressive circumstances and for a community of equality before God. Our education should likewise empower the oppressed to receive God’s power and to 239 23 build a new society based on inclusion, gender equality, and peace- making. We should be involved in transforming society, not just seeking spiritual experiences for our own satisfaction. Critical 12edagogy orientation Both traditional and modem forms of education have asserted an ability to know and convey absolute truths about the world. They have constructed rationalistic systems and complex theories to explain the world, and then have attempted to force these systems of thought on generations of students. In fact, we should be suspi- cious of all these claims. The Apostle Paul said that we see through a glass, darkly. In other words, our knowledge is very limited. We should be humble about our assertions. What concerns God more than our epistemology and our rationalistic metaphysical systems are our relationships, our authenticity, our advocacy on behalf of the voiceless and the marginalized. We need to teach our children to do justice, to love mercy, and to walk humbly with our God. The Holy Spirit comes with a power not rooted in rationalistic systems, but with authentic, personal, intimate, and liberating power. Each of these expressions of Pentecostal educational ideas represents a synthesis of Pentecostal experience and theology with educational philoso- phies rooted in other intellectual traditions. That elements of these educa- tional theories should be attractive to Pentecostal educators should come as no surprise, since all of these theories are informed by elements of the Judeo-Christian tradition. Many of the proponents of these theories have been and are believers in God and in Jesus Christ, while many other propo- nents within the same general philosophy are not (See Fig. 3). Two other varieties of Pentecostal philosophies of education that merit comment here are Pentecostal pragmatism and Pentecostal eclecticism. Pentecostal pragmatism would assert that the nature of the education system really is not all that important because the Spirit-filled believer can function within any of them, bearing witness to Christ in a dynamic and suc- cessful way, adjusting to the circumstances as need be, just as he or she would adapt and function within any culture. This pragmatism is especially compelling in cultures like the United States, in which the ultimate justifi- cation for most actions is whether it “works.” ” In secular society, the criteri- on to measure whether something works is usually whether it allows one to attain one’s desired outcome, usually defined in materialistic terms. This emphasis on ends can blur the worldview and ethical issues pertaining to the 240 24 Fig. 3. Elements of Five Major Educational Theories means by which those ends are to be achieved, leaving people in a frenetic competition for wealth, status, and personal gratification. The same danger exists for Pentecostal pragmatists, whether the desired end be a growing 241 25 church, a successful ministry, or personal spiritual fulfillment. Pentecostal eclecticism may be the most common philosophy of educa- tion among Pentecostals. The general American public tends to pick and choose elements of educational philosophies in an eclectic way, often with little opportunity to reflect on the larger issues of worldview. “Reflective” eclecticism makes good sense in that good ideas about education and worth- while practices come from a variety of sources and perspectives. However, one must be cautious about what George Posner calls “garbage-can eclecti- cism, in which practices based on contradictory or invalid assumptions are collected into a ‘bag of tricks.”‘ 19 9 Indeed, each of the educational philosophies discussed above has its merits. I believe, however, that Pentecostals are still in relatively early stages of reaching beyond these conventional or popular educational ideas to examine the educational possibilities inherent within Pentecostal experi- ence and theology. The current syntheses have often been forged in a prag- matic way and need to be reexamined. Menzies’s summary of the state of Assemblies of God education in 1970 continues to hold true ‘ thirty years later: ‘ The changes seem to have been occasioned largely by economic and social pressures, not matched by an overarching philosophy of educa- tion. The result of unassimilated changes has produced a degree of uncertainty and competition on the undergraduate level.20 A Possible Framework for Exploring the Impact of Pentecostal Experience and Theology upon Educational Philosophy and Practice It is a crucial time for Pentecostals to re-examine our educational philosophies in the light of our Pentecostal experience and theology. It is conceivable, of course, that Pentecostals may have little that is special to contribute to the discussion of philosophies of education. Some would argue that Pentecostalism merely reasserts orthodox Christian belief with a focus on practice and experience of those truths and not mere intellectual assent to them. The results of this survey and literature review, however, would seem to suggest otherwise. Perhaps Pentecostals do have something to contribute to retlection on educational philosophy, beginning with metaphysics, axiology, 19 George J. Posner, Analyzing the Curriculum, 2d ed. (New York: McGraw-Hill, Inc., 1995), 3. 20 Menzies, Anointed, 373. 242 26 and epistemology and extending to the nature of the student, the role of the teacher, pedagogy, curricular emphases, and the relationship of practice to ideas. Based on my interviews, comments by Pentecostal writers, as well as other Christian and secular writers and the biblical text, I offer the following draft framework for envisioning a Pentecostal philosophy of education in order to suggest potential areas of reflection and study for Pentecostal edu- cators in various domains of a comprehensive philosophy of education. I look forward to dialoguing with and learning from my fellow educators and fellow Pentecostals in this exploratory process. ‘ Fig. 4. Draft Framework for Envisioning a Pentecostal Philosophy of Education In this model, God’s empowering presence becomes the framework for the entire educational process. The Holy Spirit informs our reflection and prac- tice. The relationships among worldview formulation, educational goals, issues, applications, and educational practice are dynamic and reciprocal. The Pentecostal theologian Gordon Fee writes, , We are not left on our own as far as our relationship with God is con- cerned; neither are we left on our own to “slug it out in the trenches,” as it were, with regard to the Christian life. Life in the present is ered empow- by the God who dwells among us and in us. As the personal pres- 243 27 ence of God, the Spirit is not merely some “force” or “influence.” The living God is a God of power; and by the Spirit the power of the 1 living God is present with us and for us.21 Like other Christians, Pentecostal educators draw on Scripture and the- ology for their perspectives, and become proficient in contextualizing their educational goals and activities. In doing so, Pentecostal educators see God through the Holy Spirit as One whose presence infuses one’s formulation of ideas, goals, strategies, and who not only guides the process and empowers the plan, but who might break into the process at any time to accomplish the unexpected. The teacher and learner, then, find themselves together in the presence of God, whatever the educational context. From this vantage point, one could suggest fresh ways in which Pentecostals might think and are thinking about their educational philosophy and various ways in which they may continue to engage in powerful educational practice. 21 Gordon Fee, God’s Empowering Presence (Peabody, MA: Hendrickson Publishers, 1994), 8. 244 28

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