EMQ » July – Aug 2025 » Volume 61 Issue 3
Equipping for Global Mission: Theological and Missiological Proposals and Case Studies
Edited by Linda P. Saunders, Gregory Mathias, and Edward L. Smither
William Carey, 2024
258 pages
US$23.99
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Reviewed by Gene Wilson, church planting catalyst with ReachGlobal and author of Global Church Planting and Emerging Gospel Movements.
An educator friend was fond of saying, “We educate children; we train dogs; but we equip people for ministry.” This compendium of essays presented at the annual gathering of the Evangelical Missiological Society focuses on designing education and equipping for missional impact. We are reminded that the mindset and assumptions of communicators shape or hinder the learning process. Cross-cultural learning adds another degree of complexity. Fortunately, the editors do not shy away from these challenges but offer a rich array of articles and case studies from seasoned scholars and practitioners to point the way forward. The essays are grouped in three helpful blocks of material: Part 1 – Reflections for Educating for Mission, Part 2 – Proposals for Educating for Mission, and Part 3 – Case Studies from the Global Church.
In the first section, the essayists underline the fact that education is a means to an end, not the end itself. Hibbert (chapter 1) advocates a return to three ancient practices: Learning in community, learning integrated in daily life, and learning that is passed on (reproduction). Cornelius (chapter 2) observes that “the emphasis on the cognitive often results in a wide gap between what is expected and the outcome of what is actually delivered (21).” He outlines ways that the transformational mission of the church should shape education and contribute to God’s reign on earth. Nehrbass, Dunaetz and Jow (chapter 3) present a survey-based study to better understand how missionary preparation and education are related to missionary effectiveness.
In the second section, the authors present practical proposals that tackle the learning gap between the cultures. Collaborative learning in multicultural communities reduces that gap, fosters cultural awareness, and allows for more effective communication. Lunsford (chapter 9) argues for a holistic model which she calls “connected learning.” The human social connection serves as a bridge to allow learning to go beyond knowledge and impact the whole person. Mutual learning can take place in academic settings (chapter 5), local churches (chapter 6), competency-based educational programs (chapter 7), online cohorts (chapter 8), and in shared ventures of western and majority-world educators (chapter 10).
The third section concludes with six case studies describing efforts to overcome the challenges found in the first two sections. Each one addresses a specific need such as sending well-prepared African American workers, preparing missionaries for ministry to Muslims, integrating formal and non-formal approaches to equip pastors, improving the preparation of Chinese missionaries, and developing leaders who can serve effectively in India.
The articles need not be taken in order.Those looking for simple solutions will be disappointed, but reflective practitioners of formal or non-formal education should benefit by discovering pathways to more effective ministry.
For Further Reading
Teaching and Learning Across Cultures by Craig Ott (Baker Academic, 2021)
Leading Across Cultures by James Plueddemann (IVP, 2009)
EMQ, Volume 61, Issue 3. Copyright © 2025 by Missio Nexus. All rights reserved. Not to be reproduced or copied in any form without written permission from Missio Nexus. Email: EMQ@MissioNexus.org.
