Professional Documents
Culture Documents
Adventist Ministry On The Public University Campus Rasi 2002
Adventist Ministry On The Public University Campus Rasi 2002
on the
Public University Campus
A Handbook
Compiled by
Humberto M. Rasi
September 2002
Copyright@ 2002
Adventist Ministry to College
and University Students (AMiCUS)
All rights reserved.
General Conference of
Seventh-day Adventists:
12501 Old Columbia Pike
Silver Spring, MD 20904-6600
United States of America
Fax:301~22-9627
E-mail: Rodrigueze@gc.adventist.org
iii
USEFUL RESOURCES AND PUBLICATIONS
Census of Adventist college and university students ......................... 91
Adventist ministry to college and university students: Written reports and plans . . . . 93
A logo for your campus ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Adventist Volunteer Service: Are you ready for adventure?, Vernon D. Parmenter .. 97
Adventist Development and Relief Agency (ADRA) . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Adventist Professionals' Network (APN) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
The Biblical Research (BRI): At your service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
The Geoscience Research Institute (GRI) ................................ 107
Global Mission Pioneers - Total Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Institute for Christian Teaching ......................................... 111
College and University Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Collegiate Quarterly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Christianity and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
iv
Adventists at the University of California, Berkeley, Wil Sutton ................ 185
Advance in Cuba, Pedro Torres ........................................ 187
University students in Bahia, Brazil, Josemara Veloso . . . . . . . . . . . . . . . . . . . . . . . 189
Praise and worship at Howard University, Raven White ...................... 191
v
FOREWORD
A growing number of Seventh-day Adventist young men and women are pursuing
advanced studies, thus developing their God-given talents. Whenever they can, they attend
one of our 103 colleges, seminaries and universities. However, for a variety of reasons,
approximately 200,000 of these students are enrolled in non-Adventist institutions of higher
learning worldwide.
In several countries, they have felt the need to organize student associations or
fellowships for mutual encouragement , service, and outreach, and have done so. In other
countries, Adventist leaders have recognized the special needs of these students and have
taken steps to fulfill them by appointing chaplains, providing scholarships, supporting the
establishment of student associations, organizing seminars, and seeking their involvement
in church life.
Three General Conference departments-Adventist Chaplaincy Ministries,
Education, and Youth-joined forces in 1987 to provide continuing support to those seeking
to minister to the spiritual, intellectual, and social needs of these Adventist college and
university students. Working through the Committee on Adventist Ministry to College and
University Students (AMiCUS) and in cooperation with the world divisions of the church,
they are implementing initiatives designed to:
• Foster the organization of student associations in university centers, train
students for outreach, hold student retreats, and develop necessary
materials.
• Publish Dialogue, a network journal produced three times a year in English,
French, Portuguese, and Spanish editions, and distribute copies free among
full-time students.
• Provide training for campus chaplains and pastors in university centers and
develop materials to support their ministry.
This handbook, Adventist Ministry on the Public University Campus, has been
prepared with the purpose of providing resources, ideas, and plans to further strengthen
the Church's involvement in/with this important sector of our membership. In this new
edition, the content has been updated and organized in six sections: "Basic Concepts and
Documents," "The Adventist Campus Chaplain," "Facing the Challenges of Campus Life,"
"Useful Resources and Publications," "Ideas for Action," and "Personal Testimonies and
Experiences." We thank those who have contributed articles and suggestions for this new
edition.
It is our fervent desire that the materials assembled here will be useful to students,
chaplains, sponsors, and leaders in this important ministry, thus helping the Church to
achieve its mission and preparing a people for the return of our Saviour Jesus Christ.
vii
AMiCUS COMMITTEE
General Conference of Seventh-day Adventists
1201 Old Columbia Pike; Silver Spring, Maryland 20904; U.S.A.
ix
Euro-Africa Division
Roberto Badenas: P.O. Box 219; 3000 Bern 32; Switzerland
E-mail: 1041 00.55@compuserve.com
Euro-Asia Division
Heriberto·Muller: Krasnoyarskaya Street 3, Golianovo; 107589 Moscow, Russia
E-mail: hcmuller@esd-rda.ru
Inter-American Division
Carlos Archbold- E-mail: 74617.3457@compuserve.com
Bernardo Rodriguez - E-mail: Beranrdo@interamerica.org
P.O. Box 140760, Miami, Florida 33114-0760; U.S.A.
E-mail: 74617.3457@compuserve.com
North American Division
Richard Stenbakken, Chaplaincy Ministries- E-mail:
74532.1614@compuserve.com
Gerald Kowalski, Education Department - E-mail:
74617 .3555@compuserve.com
James Black, Youth Department- E-mail:102555.403@compuserve.com
12501 Old Columbia Pike; Silver Spring, Maryland 20904-6600; U.S.A.
Northern Asia-Pacific Division
Shin, Dong Hee: Koyang llsan, P.O. Box 43; 783 Janghang-Dong, llsan-Gu,
Koyang City; Kyonggi-Do; 411-370 Republic of Korea
E-mail: dsfwong@ppp.kornet21.net
South American Division
Roberto de Azevedo and Jose M. B. Silva:
Caixa Postal 02-2600; 70279-970 Brasilia, D.F.; Brazil
Violeta@dsa.org.br
South Pacific Division
Gilbert Cangy - Nemani Tausere:
Locked Bag 2014; Wahroonga, N.S.W. 2076; Australia
Ckingston@adventist.org.au
Southern Africa Union
Jongimpi Papu: P.O. Box 468; Bloemfontein 9300, Free State; South Africa
E-mail: jpapu@adventist.org.za
Southern Asia Division
Justus Devadas: P.O. Box 2, HCF; Hosur, Tamil Nadu 635110; India
E-mail: justusd@sudadventist.org
Southern Asia-Pacific Division
Oliver Koh: P.O. Box 040; Silang, Cavite; 4118 Philippines
E-mail: okoh@ssd.org
Trans-European Division
Paul Tompkins- E-mail: 74617.1257@compuserve.com
Orville Woolford- E-mail: 71307.1432@compuserve.com
119 St. Peter's Street; St. Albans, Herts.; AL 1 3EY England
X
1
MINISTERING
TO SEVENTH-DAY ADVENTIST
COLLEGE AND UNIVERSITY STUDENTS
IN SECULAR CAMPUSES
A Rationale
The Seventh-day Adventist ethos prompts many young men and women to pursue advanced
academic degrees. A recent survey indicates that approximately 250,000 Adventist young adults are
studying in colleges, seminaries, and universities around the world. About 70,000 ofthem attend our
own schools, while the others pursue their degrees in non-Adventist institutions.
In view ofthis reality, the General Conference appointed a committee to provide an Adventist
Ministry to College and University Students attending non-Adventist institutions of higher learning
(AMiCUS, for short). Three departments have joined forces to provide coordination, and support,
through the world divisions, in this endeavor-Church Ministries, Education, and Chaplaincy
Ministries. A rationale for this important ministry and for an interdepartmental approach to it
includes the following reasons:
1. These students are our own children. Most of them come from Adventist homes and
have chosen to attend non-Adventist schools because (a) simply there are no Adventist institutions
of higher learning in their country; (b) the programs in which they are interested are not offered in
our own colleges or universities, especially at the graduate level; or (c) family or financial factors
prevent them from enrolling in our schools. It is estimated that there are 200,000 Adventist students
pursuing post-secondary degrees on secular campuses, and their number is growing.
2. They are motivated and bright. These students have been motivated by the powerful
dynamics of the Seventh-day Adventist message. They are determined to develop their talents and
to make a difference in this world. Many have been encouraged by E. G. White's words: "Dear
youth.. : Are you ambitious for education that you may have a name and position in the world? Have
you thoughts that you dare not express, that you may one day stand upon the summit of intellectual
greatness?...There is nothing wrong in these aspirations ... You should be content with no mean
attainments. Aim high, and spare no pains to reach the standard" (Messages to Young People, pp.
36-37). These Adventist students pursuing post-secondary courses constitute one of the most
valuable sectors of our membership for the future of the church.
3. They face serious challenges and their faith may be vulnerable. As they pursue degrees
in non-Adventist campuses, these students confront serious challenges: the influence of many
prestigious but unbelieving professors, the subtle power of secular philosophies, the questionable
lifestyle espoused by many on campus, strong political pressures, required academic activities or
examinations on the Sabbath, and friendships with non-Adventist youth that may lead into marriage.
These factors will test the depth of their religious convictions. Unless they are grounded in Bible
1
2
truth, maintain a personal connection with Christ, and receive adequate support from Adventist
colleagues, fellow believers, and mentors, their Christian faith and practice will suffer.
Unfortunately, not all are prepared for this experience, and they go through it precisely during the
"critical years"-the stage in life when they are establishing their own personal values and
commitments.
4. Denominational support has not always been adequate. Although our church has
developed several ministries direct~d to specific groups (for example, to children of various ages up
to their teen years, to Adventists serving in the U.S. Armed Forces, or to the Jewish people), only
recently have these Adventist young adults begun to benefit from an international program aimed
at nurturing their faith and encouraging their outreach, worldwide. There have been efforts in various
areas of the world to serve this sector of our membership through chaplains, seminars, student
associations, hostels, and scholarships. But these approaches have not always been sustained or
broadly imitated. Some of these students have felt neglected by the church organization, and as a
result we experience serious membership losses among them.
5. If we implement a balanced program on their behalf, we can keep them active in the
church. There are many evidences that whenever the church organization has provided sensitive
guidance to these students in secular campuses, they have become valuable partners of the local
minister as leaders in the local congregation and in missionary outreach. Their skills, enthusiasm,
and influence make them extremely useful in building up the church and in extending its reach.
However, we must nurture their spiritual life so that it may grow a the same pace as their intellects
develop dramatically in their university studies. They also need a contemporary apologetic for their
faith and attractive role models who have successfully integrated their faith with their professions.
2
3
8. By keeping in touch with them, many benefits will accrue. It is not easy to provide a
ministry on their behalf. They are highly mobile, have high expectations, like to context established
ideas, and at times choose to remain on the periphery of congregational life. Consequently oder
church leaders do not always know with certainty who they are, what degrees they are pursuing, why
they are not enrolled in our own colleges and universities, and how to plan activities in partnership
with them. The international ministry of AMiCUS allows us to establish a current list which can be
used for various purposes; for example, (a) to inform them of the academic programs our church
does offer and improve our recruiting efforts; (b) to make intelligent curricular adjustments in our
denominational schools in response to career expectations; (c) to maintain a cUITent list of
prospective teachers and staff members for our institutions, etc.
9. The church body needs each one of them. Once these students complete their advanced
studies while retaining their faith commitment, they become even more valuable. We actively seek
them to serve as teachers and administrators in our schools, as specialized staff members in our
health-care centers, as legal advisors for our denominational headquarters, as managers and support
personnel for our institutions, providing specialized skills to our worldwide organization. Frequently,
when we approach them with an offer of denominational employment, they ask us where we have
been when they really needed affirmation in their university struggles. If, on the other hand, they
choose to pursue their own careers independently, the talents, influence, and finances of these
professionals become indispensable for the advance of our church.
10. They are uniquely qualified to help their church fulfill its mission. These are the
members that have the motivation, the abilities, the degrees, and the social connections that our
complex global programs increasingly demands. As professionals, their standing in society and their
relationships allow them contact with social groups that are not easily reached by other members of
the church. We need their specialized services for healing, feeding, teaching, managing, and leading
in our multiple mission enterprises.
11. They have direct access to future leaders of society. Today's colleges and universities
have become the required training ground for the men and women who will occupy key positions
in business, education, industry, government, communications, and the arts and media around the
world. By providing consistent support to our own students in those campuses, we can make them
feel secure in their faith and confident in establishing constructive friendships with their non-
Adventist colleagues. They can also stay in touch with the thinking of people we wish to attract to
our fellowship and develop contacts that will make their church known and respected. Ellen White
counseled that ''those who have the spirit of God, who have the truth wrought into their very being
should be encouraged to enter colleges, and live the truths, as Daniel and Paul did" (3 Selected
Messages, pp. 233-234).
12. Jesus died for them and wants to see them saved for eternity. In the cosmic conflict
between truth and error, the eternal destiny ofmany is decided in and around the university campuses
of the world. It is there that opposing worldviews, ideologies, commitments, and lifestyles collide
every day. It is there also that issues dear to Seventh-day Adventists--such as freedom of conscience,
3
4
peace, ethics, justice, destiny--are discussed and internalized. Jesus, who taught us to love God with
all our being-including our mind (Mark 12:29-31-wants to empower His campus followers so that
His light may also shine brightly in the secular classrooms, laboratories, and student residences.
Above all, He longs to see all the honest in heart transformed by the power ofHis love and redeemed
for eternity.
Conclusion. From the foregoing it is clear that our church must engage in a coordinated and
sustained nurture and outreach ministry for and with our students on secular campuses around the
world. All Seventh-day Adventists will suffer if it is not provided. Conversely, tangible benefits for
our church and its mission will result from an intelligent and sustained involvement in this important
ministry.
For more information on Adventist Ministry to College and University Students and for a free
sample of their network journal Dialogue, write to AMiCUS Committee - Dialogue, General
Conference of Seventh-day Adventists, 12501 Old Columbia Pike; Silver Spring, Maryland 20904;
U.S.A.
4
5
INFORMATION • • • ••••
6. Assist union leaders in providing training for student Department in solving Sabbath observance issues related to
outreach on their campuses and in their communities. Adventist students on non-Adventist campuses.
7. Promote the involvement of Adventist students as student 11. If linguistically appropriate. promote the use of Collegiate
missionaries. volunteers. or interns. making them aware of Quanerly in English or Spanish among Adventist srudents i,
service opponunities and processing their applications. colleges/universities.
8. Connect these students with Adventist colleges and universi- 12. In coordination with conference/mission leaders. select
ties as potential transfer students. where possible. and as major university centers on which to establish facilities for
evenrual faculty members. Adventist Campus Ministries for the purpose of fostering
9. Assist union leaders in establishing and maintaining good nunure and outreach. Where appropriate, appoint campus
relations with administrators of non-Adventist colleges and chaplains to carry out that ministry.
universities in which Adventists are srudents. 13. Promote the involvement of Adventist students as srudent
10. Upon request from union leaders. seek the involvement of missionaries. volunteers or interns. making them aware of
the Public Affairs and Religious Liberty Department in service opponunities and processing their applications.
preventing or solving Sabbath observance issues related to 14. Connect these srudents with Adventist colleges and universi
Adventist srudents on non-Adventist campuses. ties as potential transfer srudents. where possible. and as
11. Provide guidance and coordination to the ministry of their evenrual faculty members.
counterparts in the unions in this area. as well as periodic 15. Provide guidance and coordination to the ministry of their
assessment counterparts in the conferences and missions in this area. as
well as periodic assessment.
Unions:
1. Assign to a qualified departmental director the main respon- Conferences and Missions:
sibility for leading out in this ministry. in consultation with 1. Assign to a qualified departmental director or administrator
his counterpart(s) in the division and with support from other the responsibility for leading out in this ministry. in consulUl
union departmental leaders and administrators. tion with his union counterpart(s) and with support from
2. Conduct. in coordination with their counterparts at the other conference/mission departmental leaders and adminis-
conference/mission level. periodic surveys of Adventist trators.
students on non-Adventist college/university campuses to 2. Conduct periodic surveys of Adventist srudents on non-
determine their needs and to develop materials and a Adventist college/university campuses to detennine their
financial plan to meet those needs. needs and develop a plan to meet those needs.
3. With support from the administration. implement a financial 3. With support from the administration, implement a financial
plan to foster activities and the development of materials plan to support activities and the development of materials
needed for campus ministry in the union territory. needed for this ministry in the conference/mission territory.
4. In consultation with conferences/missions. promote the 4. Promote the organization of Adventist student associations.
organization of Adventist student associations. where where possible, and maintain a master list of these associa-
possible. and maintain a master list of these associations and tions and their members. as well as campus chaplains in thei
their members, as well as campus chaplains in the union territory.
territory. 5. Forward orders for Dialogue to the union. and supervise its
5. Forward orders for Dialogue to the division and supervise its free distribution. along with other relevant materials within
free distribution, along with other relevant materials. within the conference/mission territory.
the union territory. 6. In coordination with the union. organize student retreats and
6. Organize union wide retreats for Adventist srudents on training workshops for campus chaplains and ministers in
secular campuses, with carefully selected subjects and university centers.
speakers. 7. Work with church ministers and campus chaplains in
7. In coordination with division leaders. sponsor unionwide providing seminars that will equip students to become
training workshops for campus chaplains and pastors in involved in outreach and witnessing activities on the carnpu~
university centers. and in the community.
8. Upon request from conference and mission leaders. organize 8. If linguistically appropriate, promote the use of Collegiate
seminars that will equip students to become involved in Quarterly, in English or Spanish. among Adventist students
outreach and witnessing activities on the campus and in the in colleges/universities.
community. 9. Wherever possible, appoint campus chaplains or qualified
9. Assist conference and mission leaders in establishing and pastors to cany out this ministry at the local or regionalleve
maintaining good relations with administrators of non- 10. Assist church leaders and chaplains in establishing and
Adventist colleges and universities in which Adventists are maintaining good relations with administrators of non-
students. Adventist colleges and universities in which Ad\cntists are
10. Upon request from conferences and missions, seek the students.
involvement of the Public Affairs and Religious Liberty 11. In consultation with union leaders. provide Ad\ c:ntist studen
Dialogue 8:1-1996 33
7
centers and/or residences as close to the campuses as 4. Order through the conference/mission leaders sufficient
possible to strengthen nurture and outreach. copies of Dialogue for free distribution to each Adventist
12. Promote the involvement of Adventist students as student student.
missionaries. volunteers. or interns. making them aware of 5. Involve college/university students in the life and outreach '
service opportunities and processing their applications. the church. assigning leadership responsibilities (Sabbath
13. Connect these students with Adventist colleges and universi- school. youth activities. music. evangelism. deacon. etc.) an
ties as potential transfer students. where possible. and as providing appropriate mentoring.
·eventual faculty members. 6. Explore the possibility that a qualified pastor or church
14. Provide guidance and coordination to the work of the local leader may obtain recognition as a campus chaplain at a
and district pastors in this ministry. nearby college or university.
7. Promote the involvement of Adventist students as student
Churches and Districts: missionaries. volunteers. or interns. making them aware of
1. On university centers. and in consultation with the confer- service opportunities and assisting them in processing their
ence/mission. assign to a local pastor or qualified elder the applications.
responsibility for leading out in this ministry. with support 8. Help these students to connect with Adventist colleges and
from the church board. If necessary. request training for this universities as potential transfer students. where possible.
ministry from the conference/mission or union. and as eventual faculty members.
2. Locate and develop a list of Adventist students and teachers 9. With assistance from the church clerk. keep track of student
in non-Adventist campuses in the local church or within the from the local congregation who move to a distant college/
district. university campus to pursue their studies. and maintain
3. In consultation with conference/mission leaders. organize a contact with them through regular letters and bulletins.
church-based ministry to meet lhe spiritual. intellectual. and ensuring that they receive Adventist publications such as
social needs of these students. providing the necessary funds Dialogue. Collegiate Quarter(v. Adventist Re,•iel<r'. and othe.
through the church budget. local or regional church papers. ~
POUR VOTRE 8
INFORMATION • • • ••••
E
n octobre 1995, les delegues mondiaux au Conseil annuel
de La Conference Gb zerale ont vote les directives suivantes 4. En reponse acertaines requetes des divisions, le CEDUA
sollicitera Ia participation du departement des Affaires
pour le CEDUA (Comite pour les etudiants et diplomes
universitaires advelllistes). Les directives donnent un nouveau publiques et de Ia Liberte religieuse pour obtenir, au niveau
depart a ce ministere et defin issent les responsabilites aux local ou national, !'exemption des etudiants adventistes des
differents niveaux administratifs de l'Eglise. cours et examens le jour du sabbat.
5. Dans les zones linguistiques concemees, le CEDUA
cooperera avec le departement de !'Ecole du sabbat pour
Objectifs
stimuler !' utilisation du questionnaire de I' ecole du sabbat
Le Comite pour les etudiants et diplomes universitaires
pour les etudiants universitaires en anglais, espagnol,
adventistes (CEDUA) cherche a repondre aux besoins spirituels,
finlandais, italien ou portugais aupres des etudiants.
intellectuels et sociaux des etudiants adventistes sur les campus
6. Le CEDUA collaborera avec les divers services concemes
seculiers du monde entier. Avee Ia cooperation de dirigeants de
pour encourager et faciliter !'engagement des etudia_nts
I'Eglise adifferents niveaux, il cherche aatteindre ces buts en adventistes comme etudiants missionnaires, volontazres ou
consolidant !'engagement et Ia foi de ces etudiants envers les
stagiaires. .
croyances et valeurs adventistes, en offrant des occasions de
7. Le CEDUA apportera orientation et coordination dans ce
communion chretienne, en preparant les etudiants aux defis domaine au ministere de ses homologues dans les divisions,
intellectuels d' un milieu seculier, en developpant leurs capacites a
ainsi qu' une evaluation periodique.
diriger, et en les formant al'evangelisation et au temoignage sur le
campus, dans leur comrnunaute et dans le monde en general.
Divisions:
I. Attribuent aun ou deux directeurs de departement Ia
Directives et responsabilites responsabilite de diriger le ministere adventiste sur les
campus seculiers, en consultation avec le CEDUA de Ia
Conference Generale : Conference Generale et avec le soutien d'autres dirigeants et
I. Le Comite pour les etudiants et diplomes universitaires administrateurs des departements de Ia division.
adventistes (CEDUA) continuera de diriger ce ministere, en 2. Conduisent, en coordination avec leurs homologues des
coordination avec le Comite strategique interdepartemental unions, des enquetes periodiques parmi les etudiants
concernant !'education et Ia jeunesse, et avec ses homo- adventistes sur campus seculiers pour determiner leurs
logues dans les divisions. besoins et pour creer une documentation ainsi qu 'un plan de
2. Le CEDUA menera a bien sa tache en consultation avec les financement pour repondre aces besoins. . .
dirigeants des divisions mondiales, comme suit : 3. En consultation avec les unions, encouragent I'organzsatwn
a. L' Aumonerie adventiste prendra !' initiative de former d'associations d'etudiants, la ou c'est possible, et tiennent a
les aumoniers de campus et les pasteurs de centres jour une liste centrale de ces associations et des aumoniers
universitaires, et de produire un materiel de soutien de campus sur le territoire de Ia division. .. .
pour leur ministere. L' Aumonerie adventiste tiendra 4. Mettent aexecution un projet de financement qut zmpltque
aussi ajour une liste intemationale des aumoniers de Ia division, !'union et les federations/missions dans Ia
campus adventistes . distribution gratuite de Dialogue aux etudiants.
. b. Le departement de !'Education sera responsable de Ia Transmettent le nombre d'exemplaires desires au CEDUA
production de Dialogue universitaire comme revu_e de de Ia Conference Generale et coordonnent Ia distribution de
reseau publiee dans des langues communes apluszeurs Ia revue dans leur territoire. On alloilera aussi des fo nds
divisions (anglais, fran~ais, portugais et espagnol) et pour participer au sponsoring d'ateliers de formation int~r
de Ia gestion de son impression et de sa distribution unions pour aumoniers de campus et pasteurs, et de retraztes
selon les commandes des divisions (chaque division d'etudiants inter-unions.
sera facturee pour les frais d' impression et 5. ·o ans Jes zones linguistiques concemees, cooperent avec le
d'expedition). Le ctepartement de !'Education departement de !' Ecole du sabbat pour stimu le~ l ' u~lis ati on
favorisera les valeurs de !'education, de Ia mission et du questionnaire de I' ecole du sabbat pou~ l~s e~udtants
du service adventistes, en encourageant ces etudiants adventistes en anglais, espagnol, finlandats, ttahen ou
acontinuer leurs etudes en frequentant une universite portugais aupres des etudiants adventistes. .
adventiste dans Ia mesure du possible. 6. Aident les dirigeants des unions a proposer des fonnatwns
d'etudiants pour l'evangelisation sur leur campus et dans
leur communaute.
. 32 Dialogue 8: 1- 1996
9
7. Encouragent les etudiants adventistes a s' engager comme 12. En coordination avec les dirigeants des federations/mis-
etudiants missionnaires, volontaires ou stagiaires, en les sions, choisissent des centres universitaires importants pour
informant des possibilites de service et en s'occupant de y etablir un Centre universitaire adventiste en vue de
leurs actes de candidature. favoriser 1' edification et I' evangelisation. Dans Ia mesure du
8. Mettent ces etudiants en rapport avec les universites possible, nomment des aumoniers de campus afin de mener
adventistes comme futurs etudiants ou membres du corps a bien ce ministere.
enseignant. 13. Encouragent les etudiants adventistes a s'engager comme
9. Aident les dirigeants des unions a etablir et consolider de etudiants missionnaires, volontaires ou stagiaires, en les
boones relations avec les administrations des universites non tenant au courant des possibilites de service et en s'occupant
adventistes que frequentent des etudiants adventistes. de leurs actes de candidature.
10. A Ia demande des dirigeants d'union, font appel au 14. Mettent ces etudiants en rapport avec les universites
departement des Affaires publiques et de Ia Liberte adventistes comme futurs etudiants ou membres du corps
religieuse pour empecher ou resoudre des problemes lies a enseignant.
I' observation du sabbat par 1es etudiants adventistes sur les 15. Apportent direction et coordination dans ce domaine au
campus non adventistes. ministere de leurs homologues dans les federations/
11. Apportent direction et coordination dans ce domaine au missions, ainsi qu'une evaluation periodique.
ministere de leurs homologues dans les unions, ainsi qu'une
evaluation periodique. Federations et missions :
1. Attribuent a un directeur de departement ou autre dirigeant
Unions: qualifie la responsabilite de diriger ce ministere, en consul-
1. Attribuent a un directeur de departement Ia responsabilite tation avec ses homologues de !'union et avec le soutien
principale de diriger ce ministere, en consultation avec ses d'autres directeurs de departement et administrateurs.
homologues de Ia division et avec le soutien d'autres 2. Conduisent periodiquement des enquetes parmi les etudiants
dirigeants et administrateurs de l'union. adventistes des universites non adventistes afin de
2. Conduisent, en coordination avec leurs homologues des determiner leurs besoins et d' elaborer un plan pour y
federations/missions, des enquetes periodiques parmi les repondre.
etudiants adventistes sur campus seculiers pour determiner 3. Avee le soutien de 1' administration, elaborent un plan
leurs besoins et creer une documentation ainsi qu'un plan de financier pour soutenir les activites et Ia creation de
financement pour repondre a ces besoins. documents pour ce ministere dans le territoire de Ia
3. Avec le soutien de I' administration, mettent a execution un federation ou mission.
projet financier pour favoriser Ia creation d'activites et 4. Encouragent I' organisation d'associations d'etudiants, Ia ou
d'une documentation necessaires au ministere sur campus c' est possible, et tiennent a jour une liste centrale de ces
sur le territoire de I' union. associations, de leurs membres et des aumoniers de campus
4. En consultation avec les federations/missions, encouragent dans leur territoire.
!'organisation d'associations d'etudiants, Ia ou c'est S. Transmettent a l'union Ia commande du nombre de Dia-
possible, et tiennent a jour une liste centrale de ces associa- logue desires et en supervisent Ia distribution gratuite, ainsi
tions et des aumoniers de campus sur le territoire de l'union. que celle des autres documents appropries, au sein de leur
5. Transmettent Ia commande du nombre de Dialogue desires a terri toire.
Ia division et supervisent sa distribution gratuite, ainsi que 6. En coordination avec l'union, organisent des retraites pour
les autres documents concemes, au sein de leur territoire. les etudiants et des stages de formation pour les aumoniers
6. Organisent des retraites pour tous les etudiants adventistes de campus et les pasteurs des centres universitaires.
d'universites seculieres sur le territoire de l'union, avec des 7. Travaillent avec les pasteurs locaux et les aumoniers de
sujets et des invites choisis avec soin. campus pour proposer des seminaires formant les etudiants
7. En coordination avec les dirigeants de Ia division, au temoignage et a1' evangelisation sur le campus et dans
sponsorisent des stages de formation pour tous les leur communaute.
aumoniers de campus et pasteurs des centres universitaires 8. Dans les zones linguistiques concemees, stimulent
de I' union. !'utilisation du questionnaire de l'ecole du sabbat pour les
8. A la demande des dirigeants des federations et des missions, etudiants universitaires en anglais, espagnol, finlandais,
organisent des seminaires pour former les etudiants au italien ou portugais aupres des etudiants adventistes.
temoignage et a 1' evangelisation sur le campus et dans leur 9. Partout ou c'est possible, nomment des· aumoniers de
communaute. campus ou des pasteurs qualifies pour s' occuper de ce
9. Aident 1es dirigeants de federations et de missions a etablir ministere au niveau local ou regional.
et consolider de boones relations avec les administrations 10. Aident les dirigeants d'eglises et aumoniers a etablir et
des universites que frequentent des etudiants adventistes. consolider de boones relations avec les administrations des
I0. A Ia demande des federations et des missions, font appel au universites que frequentent des etudiants adventistes.
departement des Affaires publiques et de Ia Liberte 11. En consultation avec les dirigeants de !'union, etablissent
religieuse pour resoudre les prob1emes lies a 1, observation des centres et/ou residences d'etudiants adventistes aussi
du sabbat parmi les etudiants adventistes des universites non pres que possible des campus pour renforcer
adventistes. I' evangelisation et 1' edification.
11. Dans les zones linguistiques concemees, stimulent 12. Encouragent les etudiants adventistes as' engager comme
!'utilisation du questionnaire de I' ecole du sabbat pour les etudiants missionnaires, volontaires ou stagiaires, en les
etudiants universitaires en anglais, espagnol, finlandais, informant des possibilites de service et en s'occupant de
italien ou portugais aupres des etudiants adventistes. leurs actes de candidature.
Dialogue 8:1-1996 33 :
•
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10
13. Metten~ ces
etudiants en rapport avec les universites 5. Impliquent les etudiants dans la vie de l'eglise et dans ses
adventistes en tant que futurs etudiants ou membres du activites d'evangelisation en leur confiant des responsabilires
corps enseignant. (classed.' ecole du sabbat, activites de jeunesse, musique,
14. Apportent direction et coordination au travail des pasteurs evangelisation, diaconnat, etc.) et en leur proposant une
locaux et de district dans ce ministere. formation adaptee.
6. Envisagent la possibilite de faire approuver un pasteur ou un
Eglises et districts : dirigeant d' eglise qualifie comme aumonier dans une
1. Dans les centres universitaires, et en consultation avec Ia universite voisine.
federation ou mission, deferent aun pasteur local ou aun 7. Encouragent les etudiants adventistes as' engager comme
ancien qualifie la responsabilite de diriger ce ministere, avec etudiants missionnaires, volontaires ou stagiaires, en les
le soutien du comite d'eglise. Si necessaire, font une informant des possibilites de service et en s' occupant de leurs
demande de formation ace ministere aupres de la actes de candidature.
federation/mission ou de l'union. 8. Aident ces etudiants ase mettre en rapport avec les
2. Etablissent une liste des etudiants et enseignants adventistes universites adventistes en tant que futurs etudiants ou
dans I' eglise locale ou le district. membres du corps enseignant.
3. En consultation avec la federation, organisent al'eglise 9. Avec I' assistance du secretaire d'eglise, gardent le contact
locale un ministere destine arepondre aux besoins spirituels, avec les etudiants de l'eglise locale qui se rendent dans une
intellectuels et sociaux de ces etudiants, et finance par le universite eloignee par l'envoi regulier de bulletins et de
budget de 1'eglise. lettres, et en s'assurant qu'ils r~oivent bien les publications
4. Demandent aux dirigeants de Ia federation ou mission un adventistes comme Dialogue, le questionnaire de I' ecole du
nombre suffisant d'exemplaires de Dialogue pour les saboat pour les etudiants universitaires, la Revue adventiste,
distribuer gratuitement aux etudiants. ainsi que d'autres publications d'eglise locales ou ·
regional~. aB
11
PARA SUA
INFORMAQAO • • • • •• •
c. 0 Departamento de Jovens seni o Jfder em promover a
Lideres adventistas organizayao de associay5es de estudantes em centros
universitanos, treinando os estudantes para
mundiais adotam evangelismo, organizando retiros de estudantes e
preparando os materiais necesslirios. 0 Departamento
diretrizes para de Jovens tambem mantera uma lista de associay5es
ministerios em campi 3.
intemacionais de estudantes.
A CAUPA submetera aComissao de Planejamento
universitarios Estrategico e Oryamento, atraves da Comissao
Administrativa da Associaylio Geral, urn oryamento anual
para poder cumprir sua tarefa.
elegados de todo o mundo presentes ao Concnio Anual da
: 32 Ditilogo 8:1-1996
12
8. Colocar estes estudantes em contato com universidades missionaria. Onde for apropriado, designar capelaes de
adventistas em vista de possfvel transferencia, onde for campus para levar a efeito tal ministerio.
possivel, e como provaveis membros do corpo docente. 13. Promover o envolvimento de estudantes adventistas como
9. Ajudar lideres de uniao a estabelecerem e manterem boas estudantes missionarios, voluntanos ou intemos, fazendo-os
rela~oes com administradores em universidades nao- conscios de oportunidades de servi~o e processando seus
adventistas em que ha estudantes adventistas. · pedidos.
10. A pedido dos lideres de uniao, procurar o envolvimento do 14. Colocar estes estudantes em contato com universidades
Departamento de Rela~aes PUblicas e de Liberdade adventistas em vista de uma tranferencia possfvel e como
Religiosa em prevenir ou resolver problemas de observincia professores eventuais. .
do sabado a favor de estudantes adventistas em campi nao- 15. Prover ~io e coordena~ao nesta area ao ministerio de
adventistas. seus correspondentes nas ass9cia~6es e missaes, bern como
11. Prover dir~ao e coordena~ao nesta area ao ministerio das avalia~io peri6dica.
organiza~oes correspondentes nas unioes, bern como
avalia~ao peri6dica. Associac;6es/Miss6es:
1. Designar um diretor departamental qualificado ou
Unioes: administrador com a responsabilidade de liderar este
1. Designar a urn diretor de departamento qualificado a · ministerio, com o apoio de outros lideres departamentais e
responsabilidade principal para liderar este ministerio, com administradores.
o apoio de outros diretores departamentais e 2. Fazer sondagens peri6dicas entre estudantes adventistas em
administradores. campi de institui~oes tercianas para averiguar suas
2. Levar a efeito, em coordena~ao com seus correspondentes necessidades e desenvolver pianos para enfrentar estas
do nfvel associa~ao/missao, sondagens peri6dicas de necessidades.
estudantes adventistas em campi de institui~6es tercianas 3. Com apoio da administra~ao, preparar urn plano financeiro
nao-adventistas para descobrir suas necessidades e para apoiar as atividades e o desenvolvimento de materiais
desenvolver materiais e um plano fmanceiro para fazer necessarios para este ministerio no territ6rio da associa~ao
frente a estas necessidades. ou missao.
3. Com o apoio da administra~ao, preparar um plano 4. Promover a organiza~ao de associa~aes de estudantes
fmanceiro para promover atividades e para desenvolver adventistas, onde for possivel, e manter uma lista mestra
materiais necessarios para trabalho em campus no territ6rio destas associa~oes e seus membros, bern como de capelaes
da uniao. de campus em seu territ6rio.
4. Em consulta com associa~s/missoes, promover a 5. Remeter encomendas de Dialogo auniao e supervisionar
organiza~ao de associa~aes de estudantes adventistas, onde sua distribui~ao, junto com outros materiais relevantes,
possfve1, e manter uma lista mestra destas associ~6es e seus dentro do territ6rio da associa~ao/missao.
membros, bern como de capelaes de campus no territ6rio da 6. Em coordena~ao com a uniao, organizar retiros de
uniao. estudantes e seminanos de treinamento para capelaes e
5. Remeter encomendas de Dialogo adivisao e supervisionar ministros de campi universitarios.
sua distribui~ao, junto com outros materiais uteis, dentro do 7. Trabalhar com pastores de igreja e capelaes de campus em
territ6rio da uniao. prover seminarios que equipem os estudantes para se
6. Organizar retiros dentro da uniao para estudantes envolver em atividades missionanas no campi ou na
adventistas em campi seculares, com temas e oradores universidade.
cuidadosamente selecionados. 8. Onde a lfngua permite, trabalhar com o Departamento da
7. Em coordena~ao com os lfderes da divisao, patrocinar Escola Sabatina em promover o uso das Li~6es da Escola
seminanos de treinamento para capelaes e pastores de Sabatina, edi~ao dos Jovens, em espanhol, finlandes, ingles,
campus em centros universitarios dentro da uniio. italiano ou portugues.
8. A pedido de Hderes de associa~ao ou missio, organizar 9. Onde possfvel, designar capelaes de campus ou pastores
seminanos para equipar estudantes para se envolverem em qualificados para efetuar o ministerio no nfvellocal ou
atividades missionanas no campus e na comunidade. regional.
9. Assistir lfderes de associa~ao ou missio em estabelecer e 10. Assistir lfderes de igreja ou capelaes em estabelecer e
manter boas rel~oes com administradores de universidades manter boas rela~oes com administradores de universidades
nao-adventistas nas quais ha estudantes adventistas. nio-adventistas em que ha estudantes adventistas.
10. A pedido de associa~6es ou missaes, procurar o 11. Em consulta com Hderes de uniao, prover centros de
envolvimento do Departamento de Rela~aes PUblicas e estudantes adventistas e/ou residencias t!o pr6ximas dos
Liberdade Religiosa na solu~ao de problemas relacionados campi quanto possfvel para fortalecimento na fee atividade
com a observancia do sabado no caso de estudantes lilissionana.
adventistas em campi nao-adventistas. 12. Promover o envolvimento de estudantes adventistas como
11. Onde a lingua permite, trabalhar com o Departamento da estudantes missionanos, voluntarios ou intemos, fazendo-os
Escola Sabatina em promover o uso das Li~oes da Escola conscios de oportunidades de servi~o e processando seus
Sabatina, edi~ao dos Jovens, em espanhol, finlandes, ingles, pedidos.
italiano ou portugues. 13. Colocar estes estudantes em contato com universidades
12. Em coordena~ao com lideres de associa~ao/missao, adventistas em vista de sua possivel transferencia, onde for
selecionar centros universitarios maiores onde estabelecer possivel, ou como professores eventuais.
sedes para o funcionamento de Ministerios Adventistas em 14. Prover dire~ao e coordena~ao ao trabalho dos pastores locais
Campus e para promover a vida espiritual e atividade e distritais oeste ministerio.
Didlogo 8:1-1996 33 :
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13
lideran~a (tais como em classe da Escola Sabatina,
lgrejas e distritos: atividades da juventude, musica, evangelismo, diaconato,
1. Em centros uiiiversitarios, e em consulta com a associa\=ao etc.) e provendo assessoramento apropriado.
ou missao, delegar a urn pastor local ou anciao qtialificado a 6. Explorar a possibilidade de urn pastor qualificado ou lfder
responsabilidade de liderar este ministerio, com apoio.da de igreja ser reconhecido como capelao de campus numa
comissao da igreja. Se necessaria, pedir adestramento para universidade pr6xima.
este ministerio da associa\=iio/missao ou uniao. 7. Promover o envolvimento de estudantes adventistas como
2. Localizar e preparar uma lista de estudantes adventistas e estudantes missionanos, voluntarios ou intemos, fazendo-
professores em campi nao-adventistas na igreja local ou os conscios de oportunidades de servir e ajudando-os em
dentro do distrito. processar seus pedidos.
3. Em consulta com os lfderes da associa\=ao/missao, organizar 8. Ajudar estes estudantes a relacionar-se com universidades
um ministerio baseado na igreja para cuidar das adventistas em vista de possfvel transferencia, onde for
necessidades espirituais, intelectuais e sociais destes possfvel, e como professores eventuais.
estudantes, provendo os fundos necessanos atraves do ·9: Com a assistencia da secretaria da igreja, conhecer o
or\=amento da igreja. paradeiro de estudantes da congrega~ao local que se
4. Encomendar atraves dos lfderes da associa\=iio/missao c6pias mudam para o campus de uma universidade distante.para
suficientes da Didlogo para distribui\=iO gratuita a todo continuar seus estudos, e manter contato com eles atraves
estudante adventista. de cartas e boletins regulares, certificando-s~ de que
5. Envolver os estudantes universitarios na vida e atividade recebem publica~ adventistas como Didlogo, Li~aes da
missionana da igreja, delegando-lhes responsabilidades de Escola Sabatina, edi~ao dos Jovens, Revista Adventista e
outraS public~aes da igreja local ou regional. 1\
PARA TU 14
INFORMACION • • • • • • •
7. Promover Ia participacion de los universitarios adventistas 12. En cooperaci6n con lfderes de las asociaciones y misiones,
en programas para estudiantes misioneros, voluntarios o elegir algunos centros universitarios de importancia para
residentes, infonnarles de las oportunidades de servicio y establecer un Centro Universitario Adventism para
procesar sus solicitudes. promover el apoyo y el servicio. Donde sea posible,
8. Conectar a los universitarios con los centros de educacion nombrar cape Ilanes uni versitarios para llevar adelante este
superior adventista como posibles estudiantes y eventuates ministerio.
profesores. 13. Promover Ia participacion de los universitarios adventistas
9. Apoyar a los lfderes a nivel de union para establecer y en programas para estudiantes misioneros, voluntarios o
mantener buenas relaciones con los administradores de los residentes, infonnarles de las oportunidades de servicio y
institutos superiores y universidades en los cuales nuestros procesar sus solicitudes.
j6venes estudian. 14. Conectar a los universitarios con los centros de educaci6n
10. A pedido de los dirigentes de las uniones,lograr el apoyo superior adventista como posibles estudiantes y eventuates
del Departamento de Asuntos Ptiblicos y Libertad Religiosa profesores.
para prevenir o resolver problemas de clases o examenes en 15. Proveer orientacion y coordinacion al ministerio
Sabado que COnfronteD los universitariOS adventistas. universitario d.e sus colegas en las asociaciones y misiones,
11. Proveer orientacion y coordinacion al ministerio asf tambien como evaluaciones peri6dicas de su desempeiio.
universitario de sus colegas en las uniones, asf tambien
como evaluaciones periodicas de su desempeiio. Asociaciones y misiones:
1. Asignar a un director departamental capacitado Ia
Uniones: responsabilidad de liderar en el ministerio universitario, en
1. Asignar a un director departamental capacitado Ia consulta con el responsable de Ia union y con el apoyo de
responsabilidad principal de liderar en el ministerio los demas departamentales y administradores de Ia
universitario, en consulta con el responsable de Ia division y asociacion o misi6n.
con el apoyo de los demas departamentales y 2. Realizar censos y encuestas regulares de universitarios
administradores de Ia union. adventistas en instituciones no adventistas para conocer sus
2. Realizar, en coordinaci6n con sus colegas a nivel de necesidades y trazar un plan para satisfacer sus necesidades.
asociacion o mision, censos y encuestas regulares de 3. Con apoyo de los administradores, implementar un plan
universitarios adventistas en instituciones no adventistas financiero para promover las actividades y distribuir o
para conocer sus necesidades y preparar materiales y un preparar los materiales necesarios para el ministerio
plan con fondos adecuados para satisfacer esas necesidades. uni versitario en el territorio de Ia asociacion o mision.
3. Con apoyo de los administradores, implementar un plan 4. Promover Ia organizaci6n de asociaciones o fraternidades de
financiero para promover las acti vidades y distribuir o universitarios, donde sea posible, y mantener al dfa una lista
preparar los materiales necesarios para el ministerio de estas asociaciones y sus miembros, asf tambien como de
universitario en el territorio de Ia union. capellanes universitarios en el territorio de la asociaci6n o
4. En consulta con las asociaciones y.misiones, y donde sea misi6n.
posible, promover Ia organizacion de asociaciones o 5. Enviar a Ia uni6n pedidos de Didiogo y supervisar su
fratemidades de universitarios, y mantener al dfa una lista distribucion gratuita, junto con otros materiales apropiados,
de estas asociaciones y sus miembros, asi tambien como de en el territorio de Ia asociacion o mision.
capellanes universitarios en el territorio de Ia union. 6. En coordinacion con Ia uni6n, organizar encuentros de
5. Enviar a Ia division pedidos de Didiogo y supervisar su universitarios adventistas y talleres de entrenamiento para
distribucion gratuita, junto con otros materiales apropiados, capellanes y pastores en centros universitarios.
en el territorio de Ia union. 7. Planear con pastores y capellanes seminarios para capacitar
6. Organizar encuentros de universitarios adventistas, con a los universitarios a fin de llevar a cabo evangelismo y
temas y oradores cuidadosamente seleccionados. servicio en el campus y Ia comunidad.
7. En coordinacion con lfderes de Ia division, patrocinar 8. Donde sea apropiado, cooperar con el Departamento de
talleres de entrenamiento para capellanes y pastores en Escuela Sabatica en Ia promoci6n del uso del folleto de
centros universitarios. escuela sabatica para universitarios en espaiiol, finlandes,
8. A pedido de lfderes de las asociaciones y misiones, ingles, italiano o portugues.
organizar seminarios para capacitar a los universitarios a fin 9. Donde sea posible, nombrar capellanes o pastores
de llevar a cabo evangelismo y servicio en el campus y Ia calificados para llevar a cabo un ministerio uni versitario a
comunidad. nivellocal o regional.
9. Ayudar a los lfderes de las asociaciones y misiones a 10. Ayudar a los lfderes denominacionales y a los capellanes a
establecer y mantener buenas relaciones con los establecer y mantener buenas relaciones con los
administradores de los institutos superiores y universidades administradores de los institutos superiores y universidades
no adventistas en los cuales estudian nuestros jovenes. en los cuales nuestros jovenes estudian.
10. A pedido de las asociaciones o misiones, lograr el apoyo del 11. En consulta con lfderes de Ia union, establecer centros
Departamento de Asuntos Ptiblicos y Libertad Religiosa universitarios y/o residencias tan pr6ximos al campus como
para prevenir o resolver problemas de clases o examenes en sea posible para facilitar el evangelismo y el servicio.
sabado que confronteD los universitarios adventistas. 12. Promover Ia participaci6n de los universitarios adventistas
11. Donde sea apropiado. cooperar con el Departamento de en programas para estudiantes misioneros, voluntarios o
Escuela Sabatica en Ia promoci6n del uso del folleto de residentes, infonnarles de las oportunidades de servicio y
escuela sabatica para universitarios en espaiiol, finlandes, procesar sus solicitudes.
ingles, italiano o portugues.
Ditilogo 8:1-1996 33 :
•
•
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16
13. Conectar a los universitarios con los centros de educaci6n 5. Incluir a los universitarios en las actividades de Ia iglesia,
superior adventista como posibles estudiantes y eventuales asignandoles responsabilidades (por ejemplo. clase de
profesores. escuela sabatica, programas juveniles, musica.
14. Proveer orientaci6n y coordinaci6n a Ia labor de los pastores evangelismo, diacono, etc.) y proveyendoles el
de iglesia y de distrito en favor de los universitarios entrenamiento necesario.
adventistas. 6. Explorar Ia posibilidad de que un pastor o un lider
caliticado obtenga reconocimiento de las autoridades
Iglesias y distritos como capellan en un instituto superior o una universidad
l. En centros universitarios, yen consulta con Ia asociaci6n o cercanos.
misi6n, asignar a un pastor local o a un anciano calificado Ia 7. Promover Ia participaci6n de los universitarios adventistas
responsabilidad de proveer liderazgo en el ministerio en programas para estudiantes misioneros, voluntarios o
universitario, con apoyo de Ia junta de Ia iglesia. Si es residentes, informarles de las oportunidades de servicio y
necesario, solicitar a Ia asociaci6n, misi6n o uni6n ayudarles a procesar sus solicitudes.
entrenamiento PaJC\ este ministerio. · 8. Ayudar a los universitarios a conectarse con los centros
2. Ubicar y preparar una lista de estudiantes y profesores de educaci6n superior adventista como posibles
adventistas en instituciones de educaci6n superior que estudiantes y eventuates profesores.
asisten a Ia iglesia local o residen dentro del distrito. 9. Con ayuda del se~retario o secretaria de Ia iglesia,
3. En consulta con llderes de Ia asociaci6n o misi6n, organizar mantenerse en contacto con universitarios que se trasladan
en Ia iglesia o el distrito un ministerio para satisfacer las a un instituto superior o universidad para continuar sus
necesidades espirituales, intelectuales y sociales de los estudios, seguir apoyandolos mediante cartas y boletines,
universitarios, proveyendo los fondos necesarios en el y asegurarse de que reciben publicaciones adventistas
presupuesto de Ia iglesia. como Didiogo, el folleto de Ia escuela sabatica, Ia Rel!ista
4. Pedir a traves de Ia asociaci6n o misi6n suficientes Adventista y otras revistas locales o regionales. iB
ejemplares de Didlogo como para que cada universitario los
reciba regular y gratuitamente.
17
CONSTITUTION
ARTICLE I
NAME
The name of this organization shall be the Adventist Christian Fellowship (ACF) or
Adventist Student ·Association (ASA).
ARTICLEll
PURPOSE
Section I. The objectives of the Adventist Christian Fellowship (or Adventist Student
Association) are:
a To provide the opportunity to become acquainted with and enjoy the
fellowship of students, faculty, and staff who hold membership and have
interest in the Seventh-day Adventist Church.
ARTICLEm
MEMBERSHIP
Section n. All full or part-time faculty of a college/university who are members of the
Seventh-day Adventist Church are eligible for election into this organization.
Section m. All full or part-time staff of a college/university who are members of the
Seventh-day Adventist Church are eligible for election into this organization.
1
18
ARTICLE IV
GOVERNMENT
The laws of this organization shall consist of the local constitution and by-laws, and the
interim actions and regulations of said college/university fellowship (or association).
ARTICLEV
OFFICERS
Section II. The executive board will consist of the president, vice-president, treasurer
and the sponsor(s).
ARTICLE VI
Section I. Election of officers shall occur during the end of each academic year. Tenns
of office will last until the following election.
Section II. A nominating committee should be named to study names and present these
to the general as~embly for voting.
ARTICLE VII
MEETINGS
Section L The Adventist Christian Fellowship (or Adventist Student Association) shall
meet a minimum of once each month except during vacation months.
Meeting date and time will be determined by the membership.
Section II. The executive board will meet when detennined by president and sponsor(s).
2
19
BY-LAWS
ARTICLE I
MEMBERSIDP
Section m. The active member is one who has met the financial requirements of the
organization and has not missed three consecutive meetings.
Section IV. Members will revert to inactive status after four months of nonpayment of
dues, if interest and goals change (as determined by the executive board), or
upon missing three consecutive meetings.
Section V. Any member absent from campus for official university business (or any
situation as determined by the executive board) may be considered inactive
membership status.
ARTICLED
OFFICERS
Section n. Nominations will be with active members present and election will be by a
simple majority of the quorum.
Section m. Any officer other than the president may resign when such resignation is
submitted in writing to the president The president may resign when such
resignation is submitted in writing to the sponsor(s).
Section IV. When a vacancy occurs, an office shall be replaced by a simple majority vote
3
20
of a quorum.
ARTICLE ill
AMENDMENTS
ARTICLE IV
ARTICLEV
IMPEACHMENT
Section I. Any officer who does not perform his duties as outlined by the constitution
may be impeached by a majority of the quorum at two consecutive meetings.
ARTICLE VI
MEETINGS
Seetion I. The Adventist Christian Fellowship (or Adventist Student Association) will
meet a minimum of once each month except during vacation months.
Meeting date and time will be determined by the membership.
Section D. The executive board will meet when determined by the president and the
sponsor(s).
ARTICLE VII
FINANCES
Seetion I. There will be an annual membership fee determined by the executive board.
Seetion D. All revenue shall be dispensed as prescribed by either the executive board or
the membership at a monthly meeting.
4
21
ARTICLEVID
COMMITI'EES
ARTICLE IX
QUORUM
Section I. A quorum shall be mandatory for constitution amendment and the election
of officers.
Section m. The executive board quorum shall be a simple majority of the board
membership.
ARTICLE X
AMENDMENTS
5
23
We have heard the expression ''brain drain" when referring to the fact that businesses and
universities in the developed countries are attracting the brightest minds in the developing countries,
offering them larger pay checks, better research facilities, more academic freedom, and special
scholarships.
A similar expression might be used to refer to what is happening to bright Adventist young
adults. They study in non-Adventist institutions of higher learning and, in some cases, because of
lack of attention and other reasons, they drift away from their Christian commitment and their talents
do not support the life and mission of their church.
Secular campus ministries are designed to have the church follow the student to their place
of study, be with him while there, and then engage his or her talents in the service of the church.
In this setting we must understand that campus ministries is not another general church
program, but a very specific program to reach, help, and retain one important segment of the chW'Ch.
Whereas the general church programs cater to all needs of the membership, campus
ministries on the other hand caters only to the specific needs of an Adventist student in an
environment that is secular and, at times, hostile to Adventist beliefs and practice.
We have to recognize that social pressures are extreme on some of these campuses and that
we need a support system to carry our students through.
a The church must follow its students to the secular campus and seek to involved them
in outreach projects designed to serve others and attract them to the church.
b. The Adventist pastor should be involved in secular campus ministry if his church is
located near a campus and bas students, faculty or administrators who are members
or attend his church regularly.
1
24
c. The pastor should be involved if a large number of his members are students or
faculty members who commute to a nearby college or university.
d. The pastor should be involved if young people from the district attend residential
colleges and universities.
e. The pastor should be involved if there are college and university graduates in the
church who are interested in the mission of the Adventist Church in a higher
education setting.
3. The ministers initial step should be to locate Adventist students and professionals in the
nearby secular campus. Then,
a. He should invite them for an informal discussion, listen to their needs and hopes,
and help them organize as an association or a fellowship, thus building a bridge
between the church and the campus.
b. The pastor should take the initiative in involving university students, teachers, and
professionals in the life of the church, through a special Sabbath· school class, vocal
or instrumental music, worship, literacy classes, and outreach activities.
c. With the guidance of this group, the minister should plan for educational events,
lecture series, forums, discussions relating to issues of faith and higher education,
and retreats.
4. Integrating university students in the life of the church presents a challenge; for that
reason Adventist teachers and professionals can play an important role.
a. The challenges ministers face in this ministry are partly due to the students having
a different set of values regarding time, promptness, dependability, and fiscal
responsibility.
a. To raise the level of communication between university students and the local
church, and the level of the students' involvement in church life..
c. To provide substantive training on the doctrines of the Adventist faith for young
2
25
adults.
d. To make all Adventi~ students and faculty members aware of the programs and
services of the church that are available to them.
b. The pastor is given a responsibility for the university students and teachers connected
to the local institution of higher learning.
c. The pastor acts as facilitator and coordinator of nurture and outreach campus
programs.
a. Such a ministry might be developed along with other programs to examine values
and ethical questions and teach students to reverence life.
b. Many young adults want to be accepted and welcomed in the Christian community.
They are not the church of tomorrow-they are the church today.
c. Although they may not always express it, they care, they want to be involved, they
are concerned for people in their needs, they want the Gospel to be the living Word
and a transforming force ..
d. We must see Adventist university students as valuable members of the church's team
working for the uplifting and expansion of the faith.
e, Though many students have left the Christian community, they still possess a hunger
for Christ that craves to be satisfied.
8. Adventist Church leaders are interested in buDding a strong secular campus ministry.
b. A ministry that will encourage them to reach out and lead others to the Saviour.
3
26
Because several thousand Adventist college and university students worldwide seek higher
education in non-Adventist institutions, and
Because these Adventist students face serious challenges in attempting to live according to
principles of the church while attending non-Adventist educational institutions (free lifestyle,
examinations and labs on Sabbath, subtle but powerful intellectual influences exerted by prestigious
teachers (evolution, moral relativism, agnosticism, atheism, radical political ideas, etc.), and
Because a large proportion of these Adventist students have not attended denominational
schools, do not possess a strong religious background, are unprepared to face intellectual challenges
to their faith, some continue to relate to the church but remain on the periphery having lost much of
their faith.
At the 1995 Annual Council, Adventist world leaders endorsed the work of the General
Conference Committee on Adventist Ministry to College and University Students (AMiCUS), and
provided campus ministries guidelines with responsibilities at each level ofdenominational structure.
4
27
CAMPUS LIFE
A New Look at Secular Campus
Ministry
Gerald Connell
O ne of the challenges our
church faces is the need to
develop an effective secular cam-
cial change was very slow. The
clothes you wore, where you lived,
your socio-economic status, your
right for one group of people at
one point in time and history is not
necessarily right and good for
pus ministry program to meet the occupation, and whether or not others in another place and time.t6
spiritual and intellectual needs of you had children were all seen as Since religion has been de-
some 40 000 Seventh-day Adven- "ordained of God." You lived and throned, something else has to fill
tists studying at public colleges died without having to make many the vacuum and take control of
and universities around the world. choices. Most areas of life seemed human life and destiny. This is
Many Adventist students finish comfortably fated. done to a large extent by the
their university experience with Religion played a key role in the universities, which educate those
their Christian faith strengthened. basic social structure of this type who will be in positions to make
They go on to specialize in their of society. It was the sole source of economic, social, and political po-
particular profession and become "knowledge and healing."1 The licy. Knowing this, how can we re-
leaders in their community, their clergy, those who had knowledge late to secular colleges and uni-
country, and in the church. Many of the · holy, were revered as versities?
other Adventist students, however, people who were in touch with Frrst, we must ask ourselves two
leave the church while pursuing a "sacred power" that controlled life basic questions: How does God
university degree. This represents and destiny. work? By what means does God
a serious loss of leadership poten- The development of science and work in the City of Knowledge?
tial, a loss of influence in profes- technology undermined the tradi- The answers to these questions
sional circles, and a loss of finan- tional structures and underpin- and your understanding of the is-
cial resources for our church. nings of human society. Areas of sues involved will determine the
Unfortunately, some Adventist life once seen as fated could now attitudes, approaches, and meth-
pastors feel intimidated by secular be explained and controlled odologies you will develop in cam-
colleges and universities. They through science and technology. pus ministry.
don't think they can have any im- In the minds of many the religious
pact on the campus. Yet we are worldview was no longer valid. It Two Approaches to
commissioned to "go into all the was replaced with a secular world- Campus Ministry
world," including the academic view, in which belief in God
world. In order to approach a seemed irrelevant There are two major ap-
campus with confidence, we must Philosophically today's secular proaches to campus ministry. One
understand sev.eral philosophical university functions on the presup- emphasizes a theology of presence;
and theological issues. First, we position that God does not exist. the other emphasizes a theology of
will examine the context in which Everything that exists appeared as evangelism.
the secular university developed, a result of some natural phenom- Most mainline Christian denom-
and then we will propose ways in enon that preceded it. Natural inations follow the first approach.
which Adventist chaplains, pas- evolution is the "dominant inter- They believe their ministry is to
tors, and students can construc- pretation of the mechanisms of the represent all the church has stood
tively work on the secular campus. physical universe...2 If God is no for historically. If a student wants
longer seen as an essential factor to know something about the God
Changing Worldviews in the physical universe, then of Christianity, all he or she has to
humans have no divine mandate or do is come to church or to the
The postindustrial, postmodem destiny. Life is an "uncharted sea chaplain's office.
information age has brought a that each person has to map out These mainline denominations
fast-paced technological revolu- for his or her self." 3 This leads to usually have churches on or near
tion to every facet of our lives, relativism. In other words, "what is the campus. Their ministry focuses
radically changing our views and right for you is right.tA Morals be- on religious programs and ser-
life-styles. Yet until the develop- come mores. Modern philosophy vices. Often these churches deal
ment of modem urban society, so- asserts that what was "good and with social issues. Some provide
24 DIALOGUE 1 - 1991
28
worship services for special ogy, we have a unique ability to these university students are our
groups; others host "soup bridge the theology of presence students. A campus ministry dele-
kitchens" where students gather to and the theology of evangelism. gation made up of mainline and
eat once or twice a week. Oc- We should recognize, based on evangelical churches and para-
casionally one of the chaplains will Scripture, that God has both a church organizations can collec-
get involved in some university "left" and a "right" hand.6 tively represent thousands of stu-
committee. God's "left hand" has been at dents on a large campus. This is
Those who practice a theology work within the university long one way to influence committees
of presence see the university, in before we arrive on campus. We and help shape university policies
spite of its ambiguities, as an in- know from both the Old and New that affect students directly.
habitation of both angels and Testaments that God often works Naturally, if a campus ministry
demons. These mainline denomi- through secular powers to do his group is to make an impact, it
nations see God already at work bidding. He works through people must approach the university both
on the campus and assume tha~ like Pharaoh, King Artaxerxes, through the proper channels and
the students will come to them. Nebuchadnezzer, Herod, and Pi- as a professional organization.
The theology of evangelism, on late. In John 19:10 Pilate said to We will then have opportunities to
the other hand, is practiced by Jesus, "Do you refuse to speak to help mold the institution that
many of the para-church organiza- me? Don't you realize I have the shapes our culture, thus influenc-
tions, including Campus Crusade, power to free you or to crucify ing the lives of thousands.
His House, The Navigators, and you?" To which Jesus replied, in
InterVarsity. These groups see the verse 22, "You have no power over God's Right Hand
university as a fallen institution, me if it were not given you from
and emphasize the conflict be- above." God is also interested in the ful-
tween the philosophical presup- With this knowledge in mind, fillment of the gospel commission
positions of the university cur- the university becomes much less on campus. Philosophy, the natu-
riculum and the teachings of formidable. As we visit secular ral sciences, the social sciences,
Scripture. They point out that campuses, our ministry recognizes and the other disciplines have
university courses often teach avenues of cooperation. We are their place, but they will never
atheism, humanism, and/or Mar- there to work for and with the satisfy the yearnings of the human
xism. They graphically and statisti- university, not just to "rescue heart as does the gospel Our
cally cite the problems of drugs, people from the snake." high-tech, modern life has left
alcoho~ premarital and extramari- If the university administration many students disillusioned, unful-
tal sex on campus. They em- sees religious organizations work- filled, and alienated. As Seventh-
phasize the moral and spiritual ing to meet students' needs, it will day Adventist pastors and chap-
carnage that often results when often respond positively because lains, we must go to the univer-
young people go through these the university isn't able to meet all sities and give Bible studies, nur-
academic systems. the students' needs. It doesn't ture our students, and teach them
These evangelical, para-church have the perspective to help some how to share their faith. Evan-
organizations see their campus student deal with personal issues gelism can take many forms, in-
ministry as a calling to "rescue that are "value laden." Students cluding skits, musical programs,
people from the snake." They ac- don't always have access to clergy relevant fllms, guest speakers, and
tively work on campus, visiting in times of crisis. This can change other occasions to which students
dorms, organizing Bible study when campus ministry organiza- can bring their friends.
groups, showing Christian fdms, tions work with the counseling Churches near the campus can
and sponsoring debates, all as part centers on campus. survey students to fmd out what
of their campus evangelism. On the other hand, the univer- they would like to see happen in
sity doesn't want to hear several church. These surveys will suggest
An Adventist Theology conflicting religious voices. We an endless list of evangelistic pos-
of Campus Ministry would do well to cooperate with sibilities. For example, you can
other Christian ministry groups. teach your students how to build
Where do we as Seventh-day When campus ministry organiza- redemptive relationships with
Adventists position ourselves? tions work together as one collec- non-Adventists and non-churched
After eight years of experience in tive voice, they can have a tremen- people. Hold Friday night and/or
secular campus ministry and from dous impact. Sabbath afternoon meetings. Or-
devouring the significant literature A collective voice of campus ganize group Bible studies. Sche-
during this time, I would suggest ministry professionals can also dule a party for your students. H
that to be true to Scripture we make an impact on other areas of the congregation does not provide
must draw from both approaches. university life, including cur- a "good time," the students will go
Based on the scope of our theol- riculum content. After al~ many of elsewhere for their social needs.
DIALOGUE 1 • 1991 25
29
One of the most important Transmission of Knowledge. As proached from the correct pers-
things a church can do to retain Seventh-day Adventists, we need pective, the study of science
students and attract potential con- to accept the fact that we don't strengthens our faith as we see the
verts is to provide worship services have "all knowledge." The church complexity and design God has
that meet the students' needs. If has "essential knowledge"- the built into the physical universe.
worship services are dead, if the biblical message of salvation The church's mission also benefits
Sabbath School is irrelevant to the through Jesus Christ, with its life- greatly from scientific discovery
issues students face, and if stu- style and social ramifications. Out- and technological application in
dents are not allowed to get in- side of "essential knowledge" lies areas such as the health sciences.
volved in leadership, they will an incredible amount of other,
'Vote with their feeL" They will useful knowledge. Just as the Conclusion
cease to attend. university needs the church to
help it live up to its ideals, so the In developing a theology and
The Functions of the church needs the knowledge of the philosophy of campus ministry, we
University university to stay on "the cutting realize God has been at work on
edge." For example, the church campus before we get there. Our
Another important aspect of uses high-tech equipment and students need us there for sup-
secular campus ministry is our un- techniques for its media work. It port, nurture, and balance as they
derstanding of the relationship be- also uses the science of demogra- chart their course through the
tween the church and the univer- phics to help spread the gospel academic wilderness. We also
sity. Some Adventist pastors think message more effectively. By using recognize our role in being salt
the church and the university have these tools, which were developed and light in the academic com-
little in common. They see the at public universities, the church munity, as well as "rescuing people
university in opposition to the benefits from the development from the snake." By influencing
church. But the church can benefit and transmission of knowledge. the university we can influence
greatly by looking beyond the ob- Training of Professors. As a culture. In turn, we need the
vious philosophical differences denomination, we are deeply com- university and benefit from it. Ad-
and tapping into the resources the mitted to higher education. Many ventist campus ministry is coming
university has to offer. Adventist professors who teach in out of its embryonic stages in our
Martin Marty, a Christian critic our own colleges and universities development. We contemplate its
of culture and professor at the were trained in public universities future with optimism because its
University of Chicago, analyzed and have brought their specialties potential, under God's blessing, is
the university and came to the to the church, thus enhancing our unlimited.
conclusion that universities have own academic programs. Many NOTES
four basic functions: (1) the trans- other Adventist professors teach
mission of culture, (2) the trans- in state colleges and universities 1. Langdon Gilkey, Society and the
mission of knowledge, (3) the where they work as agents of God. Sacred (New York: Crossroads,
training of professors, and (4) Some are making major contribu- 1981), p. 80.
scientific discovery? tions in their fields. 2 Anthony Cam polo, A Reasonable
As we look briefly at these func- Scientific Discovery. People in Faith (Waco: Word Books, 1983), p.
tions, we see that the university the City of Faith should never feel 43.
and the church have several things threatened by science. If ap- 3./bid., p. 44.
in common: 4./bid., p. 44.
Transmission of Culture. As a 5./bid., p. 45
church we should have a deep in- 6. Phil Schroeder, "Ministry on
terest in what is being taught to all Academic Turf: A Lutheran View," in
students at the university, not just An Invitation to Dialogue: The Theol-
our own. The university is not al- ogy of College Chaplaincy and Cam-
ways aware of the ramifications of pus Mmistty (New York: National
the culture it produces. It often Council of Churches, Education and
has high ideals; however, it doesn't Society, 1986), p. 7.
always live up to those ideals. For 1./bid., p.lO.
this reas9n the church has the op- Canadian-hom Jerry ConneU (M.
portunity and the responsibility to Div., Andrews University) is Adventist
critique the university in a com- Campus Chaplain a1 Central Michigan
passionate and scholarly way. In '{Jniversity, and until recently served as
these situations the chu.rch can president of the Religious Advisory As-
speak with a prophetic voice. sociation at Michigan State University.
26 DIALOGUE 1 - 1991
31
CAMPUS LIFE
The Church's Cutting Edge
Gerald· Connell
T he Seventh-day Adventist
Church, like contemporary
society, is in transition. Our move-
the currency of loneliness and
alienation. Finite humans in their
desperate search for hope, mean-
being the focus of and creator of his
or her own hope and meaning in
life. Without a divine mandate-no
ment began in the early 19th cen- ing, and answers to the basic issues accountability to God-humankind
tury, when the world was "large" of life have become technology's is forced to go onto the next step of
and the pace of life, travel, and slaves and have been rendered relativity.
change was relatively slow. How- helpless. Relativity. If humans are left to
ever, the world is fast becoming a chart their own destiny without
"global village" with almost instan- The Secular Mind divine guidance, then what is good
taneous communication. In many for each individual is right. What
countries of the world, we have The whole process of seculariza- is good and right for one group at
moved from an agrarian to an urban tion, its development and implica- one point in time is not necessarily
setting. 1 tions, are extremely relevant for right and good for others at another
These· changes have been accom- Seventh-day Adventists who attend time and in another context. There-
panied by a dramatic change in the public colleges and universitiesj fore, there are no moral absolutes.
prevalent worldview; religion is no and also to young professionals. By ruling out the possibility of
longer seen as an inherent part of Anthony Campolo has used God's existence, men and women
the basic social structure.2 As edu- Langdon Gilkey's categories to are faced with an unanticipated
cated Christians, we find this trans- describe the characteristics of the dilemma. If they did not come from
formation of particular interest. It secular mind. 4 In briefly reviewing God, then human beings are only a
points to a unique role we are called these, we can see why public cosmic accident, celestial orphans.
to play. centers of higher education, to a This sense of temporality bas
Combined with the dethronement large extent, seem to reject devastating consequences.
of formal religion in contemporary religion. Temporality. Secular women
culture, contemporary society is Contingency. Simply stated, and men see life on Planet Earth as
experiencing an explosion of contingency is the belief that every- all that they have. They see no
knowledge, information, and thing is created by some natural future world where there is a
specialization that seems to con- phenomenon that preceded it. With reward for ethical living. They
firm the idea that humans can con- this presupposition, the doctrine of believe in no judgment or place
trol life. Technology's ability to creation is no longer acceptable. where there will not be more pain,
perform "miracles" has created Natural evolution becomes the sorrow, injustice, or fear. The
many worshipers before the dominant interpretation of the secular person does not know how
scientist's white lab coat. Human- mechanisms within the physical to relate to his or her temporality.
kind has turned its attention to tech- universe; h.umans, therefore, have Humanity's existence is limited to
nology for hope, meaning, and evolved from cosmic dust. There is space and time as we know it.
release from the menace of even- no real meaning to their existence Death is the absolute end of every-
tual decay. Faith in human or to anything else. Everything is thing.
knowledge seeks to reshape the explained by natural phenomena. Jean Paul Sartre was right when
world without divine help. This leads logically to the next he summarized humanity's dilem-
In contrast to earlier society, characteristic of autonomy. ma by saying, "Without an infinite
where life seemed fated and people Autonomy. If God is no longer reference ~oint, finite man has no
had few choices, modem men and a factor in the physical universe and meaning." Francis Schaeffer said,
women have many choices. Instead in human life, then God has nothing "Man's biggest damnation is th8J
of feeling predestined to follow to say. If God does not exist, He is he can find no meaning for man."
tradition, people believe they can not a factor in humankind's social With so much hope invested in
decide what destiny or future they universe, either. There is no science, technology and informa-
want Unfortunately, there is a high divine-directed destiny. Each in- tion, modern man has been left
price to pay for this self-creation in dividual becomes responsible for disillusioned and alienated from
22 DIALOGUE 3 • 1992
32
God and his fellow man. Indeed, tial knowledge-the knowledge of ~myself' will cease to exist. To
humans feel "condemned to God's work on behalf of the human think that my life is just a momen-
freedom. "7 family. tary transition out of oblivion and
Sometimes students think that the into oblivion is overwhelming. "11
Essential Knowledge public college or university has Dostoevsky, realizing the in-
nothing in common with the credible implications of God's non-
Much of what is being taught at church, but this isn't true. Like existence said, "If God did not exist
public colleges and universities is universities, the church has a deep we are plunged into moral
an attempt to understand the interest in the transmission of cul- relativism; without God all things
universe, earth, and society, as ture; we care about what is are permitted. " 12 Kierkegaard,
well as how to succeed in life. The promoted in society in terms of whose thinking laid the
problem is that the philosophical culture.9 We are very interested in groundwork for much of modem
presuppositions in the course con- knowledge for the purpose of stay- existentialism, understood the im-
tent leave out a theistic world- ing on the "cutting edge" and plications of God's non-existence
view.8 Humans are left to make any making the gospel relevant to our and the autonomy this would create
meaning they can out of life, for contemporaries. We are also deep- for the human race. He contended
themselves. Any change in society ly interested in the training of that the anxieties created by
is seen as a result of politics or professors. Our own colleges and autonomy would be.overwhelm-
economics, and any change in an universities have many Adventist ing; it would be more of a curse
individual is explained mainly by professors trained in public univer- than a blessing.
applying principles of the social sities. The church is also certainly
sciences. interested in scientific discovery Take the Next Step
The fact that knowledge is dou- and benefits greatly from it as it
bling about every 22 months means ministers to the world. The church Since the idea of walking away
that students at public colleges and has used and does use the technol- from Jesus is intellectually and
universities are often on the cutting ogy developed in public univer- emotionally untenable, a person
edge of information. Many Adven- sities to help it fulfill its mission. must take the next step and ask, "If
tists who ·have grown up in the following I esus can add hope and
church with a strong "remnant" Don't Walk Away meaning to life, can I do that within
identity assume that the church has the context of the Seventh-day Ad-
"all knowledge." As they begin My appeal to students in public ventist Church?" I believe this is
attending classes that deal with cur- colleges and universities is, "Don't very possible. I know many stu-
rent issues and up-to-date informa- walk away from I esus or His dents in public colleges and univer-
tion, they discover that the church church. The church does not have sities who are deeply committed to
does not have "all knowledge." all knowledge, so it needs your following Christ, young ~ults who
What is even more discouraging for knowledge to keep it relevant. have razor-sharp intellects and are
sQme is that people in the local Walking away will not solve your also active Adventists.
congregation may not even want to basic problem of mortality. To You may be asking, what about
hear their perspectives or discuss walk away from Jesus you have to the church being current and
with them the issues with which accept fully your plight as a cosmic relevant? This is exactly why the
they are grappling. Sometimes the orphan, coming face-to-face with body of Christ, the church, needs
students begin to think tflat, possib- the absurdity of life without God." you, a young adult who has
ly, the church is irrelevant It does Francis Schaeffer saw the logical wrestled with issues, thought
not "speak their language" nor is it result of life without God: "Once through the problems, and is will-
on the "cutting edge" of God if denied, life becomes worth- ing to push the church to deal open-
knowledge. Even their Sabbath less." 0 If life has no worth, then ly and accountably with current
School lessons don't deal with the human beings must create a mean- knowledge. The church needs you
issues the students are facing. ing for themselves-which to teach in our own universities and
When I meet with students who amounts to self-delusion. Paul Tll- also in public universities, to work
are struggling with these kinds of lich said, "The threat of non-being in industry and represent Christ and
issues I point out that the church is is staggering. For though I now His church. The church needs you
not the repository of "all know that I exist, that I am alive, I to provide vision and leadership in
knowledge." It is the repository of also know thai some day I will no local congregations, in conference,
"essential knowledge." Even the longer be-that I will die. This union, and division committees,
Bible does not contain all thought is staggering and threaten- and in the General Conference. Be-
knowledge. It does contain essen- ing to think that the person I call cause walking away from Jesus is
DIALOGUE 3 - 1992 23
33
----------------------·----
24 DIALOGUE 3- 1992
35
An overlooked
resource
came unto my own participation in their home congregation
Joan Francis and
Pedrito Maynard-Reid
I and my own received
me not." This could
well be the reaction
ofmanySeventh-day
Adventist students in
non-S eventh -day
Adventist universities when they come to
that they already have a fully developed
sense of mission and participation. They
carry this commitment wherever they go,
regardless of hurt or pain they may have
experienced by the church organization's
indifferent posture toward them.
However, there are other students who
Adventist students on our churches. Away from home, and in a are less self-activated and less internal-
non-Adventist non-Christian intellectual climate all
week, they look to the church on Sabbath
ized in their commitment to church struc-
ture and mission. Whether the commit-
campuses constitute a for spiritual fellowship, challenge, and ment is internalized or not, there is some-
nurture-but often do not find them. thing about Adventist belief and lifestyle
resource for building Who are these students? Some of that even a chance meeting of one
them may have become Adventists re- Adventist with another sets off its own
and expanding the cently while attending universities; oth- dynamic and creates opportunities for
body of Christ. ers may have joined non-Adventist col- group fellowship and nurture. If the
leges because our own institutions are not group is large enough, a more permanent
offering their particular field of interest; form of fellowship does take place on
still others may be there for financial non-Adventist campuses. But usually the
Pedrito Maynard-Reid reasons or may have transferred from hectic nature of academic life, the large-
is professor of Biblical Adventist colleges to see for themselves ness of the institutions, and the variedness
studies. Walla Walla a different side of the educational pro- of the departments hinder students get-
College. Walla Walla,
Washington
cess. ting together on their own. Here's where
Whatever their background may be, the churches close to the universities
this section of the Adventist constituency should play an active role. They must
often feels unwelcomed, unwanted, and become the nurrurers of these intellectu-
unutilized in our churches. From highest als, even if the group has or eventually
to local organizational level, the church will have a fellowship or association of
has basically overlooked this group-a their own on campus.
group that constitutes a powerful poten- To be good nurrurers, the churches,
At the time of writing
tial tool in working with the educated, led by their pastors, must recognize the
Joan Francis was a academic, and professional people of the needs of the university students. On the
doctoral candidate in community. one hand, some of their needs are basic,
history at Carnegie In spite of this negative or indifferent traditional ones common to all. Yet
Melton University, attitude of the church, some of these many of us look on these intellectuals as
Piusburgh Pennsylva-
nia. She is curremly a university students are self-motivated superpersons who either do not have ba-
professor of history at enough to maintain a vibrant relationship sic human needs or are able to fend for
Atlantic Union within the church and carry on a positive themselves without the assistance of the
College, South role in witness. Usually such persons church. We often feel that the pastors'
Lancaster, Massachu-
setts.
have either inherited such a rich Adventist time could be spent more profitably in
heritage or maintained such an active nurturing the "weaker" members. On the
22 MINJSTRY/FEBRUARY/1992
36
other hand, some of the needs of the often don't eat too well during the week. spectators is not enough. Participation
Adventist students and professors in non- Besides, the fellowship of the Sab- and involvement are part of nurture, and
Adventist universities are often bath lunch, with its lively convers~tion, our university students can enhance our
nontraditional and somewhat unique, and refreshing religious music, and caring Sabbath activities. They must be in-
the church cannot afford to ignore these friendship, provides an oasis in the desert volved. Their talents need to be tapped;
needs. The church is called to minister to of the weekly secular environment and they have great potential for leadership
all-all persons, all contexts, all needs. academic grind. as laypersons; their skills can help build
The church and the ministry must design But the relationship rriust move be- the body of Christ. As they aid in the
meaningful ways of fulfilling these needs yond the meal, to establish a sense of building of the body, they themselves
if we do not wish to lose this great reser- home away from home, a feeling of will realize spiritual growth and develop-
voir of talent that can be instrumental in family togetherness. Church members ment.
reaching a section of our communities could take time to make themselves
that we now do not reach. personally available when students need 4. Provide lifestyle challenges. Chris-
Here are some areas in which the local them, and create an atmosphere in which tian students in a secular uni versity
church can help Seventh-day Adventist students feel comfortable enough to be struggle to maintain a Christian lifestyle
students and professionals on non-Sev- able to share their concerns--emotional, against. the onslaught of non-Christian
enth-day Adventist campuses: financial, spiritual, or societal. A family tenc:Jencies and norms. The problem is
is for sharing, and students away from even more acute in trying to maintain a
1. Begin by being helpful. Often new their own homes have so much to share- traditional Adventist lifestyle. Often the
students arriving in a new town find the joy of academic success, the stress of very structure of the thought and social
themselves in need of basic necessities: the university program, the discourage- life of a secular campus-involving ex-
information about or help with housing, ment of the day, or perhaps a note of perimentations and explorations, work-
furnishings, clothing, and other essen- sadness or grief or happiness from their ing from different perspectives and under
tials. I know of an Adventist graduate faraway home. varying sociocultural dynamics-places
student who after spending a number of On campuses or in cities where there a heavy stress on Adventists, some of
days in a guesthouse got so discouraged is a large concentration of Adventist them facing for the first time an alto-
that she wanted to quit school because she college students, Adventist student fel- gether different worldview. To be con-
couldn't find any suitable housing. · Our lowships may be organized. Here too the demned by the "saints" is the last thing
church was not of much help. But another local church can help by offering its such Adventist students need. If they
church came to her aid. They had an church facility or equipment for their seem unconforming, if they don't repeat
organized system of assistance-they meetings. The pastor can offer to help the rote answers in Sabbath school dis-
knew exactly what to do and whom to the young people as a resource person, a cussions, or if they ask uncomfortable
contact-and soon the student found her- facilitator, or a counselor, or as a bridge questions at times, what they need is, not
self in a decent house with basic necessi- builder between students and other indifference, isolation, or coldness, but
ties. Every Adventist church in a univer- Adventist units, such as the conference care and understanding.
sity town should have a program to wel- office and the church's educational in- Often Adventist students on a secular
come and assist students in getting them stitutions. campus live under the pressure of invita-
acquainted with and settled in their new tions: invitations to share a beer, to attend
environment. The newcomers would wel- 3. Promote spiritual nurture. Al- a social activity on Friday night, to go on
come information on such matters as though the visiting pastor is a vanishing a Sabbath afternoon outing, or even to go
shopping areas, bargain places, points of breed, the significance of pastoral visits with others to a calypso tent. In the face
interest, and important govef!1ment and cannot be overemphasized. A univer- of such pressures, how odd sometimes
private agencies that offer different sup- sity student would be delighted with a that the saints can hardly think of any
port services to the community. periodic pastoral visit, formal or infor- invitations and lifestyle-support activi-
mal, at the apartment, in the library, or ties for young people.
2. Provide a home away from home. over a snack during lunchtime.
Friday nights are usually the time when Spiritual nurture, however, is not the 5. Involve them in campus outreach
university communities begin their un- responsibility of the pastor alone. The and evangelism. Adventist students on
winding process. After a week of stress, entire church must be involved in this a secular campus are in daily contact with
students look forward to their weekend enterprise. How do our Sabbath services the future leaders of the country- states-
parties. Adventist students in such envi- reflect this trust for nurture of university men, administrators, planners, thought
ronments find themselves out of place, students? During the week, the students leaders, and managers. These Adventists
and what better opportunity for our have applied their minds intensively on know their peers. And they can be better
churches to show that they care. If our intellectual pursuits and career develop- witnesses to them. Where traditional
church members would open their homes ment. They are willing to do the same on evangelistic methods may not reach the
for a weekend stay or just provide a little religious themes. But they look for a university community, Adventist students
time for fellowship, what a blessing that quality that will challenge them: imagi- can accentuate creative ways of reaching
would be to young people who miss their native Sabbath school programs, mean- this significant group. The local Adventist
own families. An invitation to a Sabbath ingful liturgy, and thoughtful sermons. church should not only encourage
meal may open ~p a relationship, in addi- But having attractive and worthwhile Adventist univers ity students to
tion to providing a treat to students who programs and services with students as (Continued on page 29)
MINISTRY/FEBRUARY/1992 23
37
An overlooked
resource
Frompage23
witnessactively to their faith but also link
its program, so far as possible, to the
needs of the university community. The
church calendar can take cognizance of
the university calendar. For example, at
the beginning of the school year, the
church can plan a special program of a
spiritual and social nature to which stu-
dents of all faiths can be invited. The
university calendar should also guide
church leaders in being sensitive to time
pressure on the Adventist students. For
example, examination time would hardly
be the occasion when the church would
invite the students to put on a vesper
program for the church's young people.
Another area in which the church can
have close links with the campus is to let
the university community know of the
church's total program. Advertising on
campus would help. Adventist students
have a right to be eager for their church to
have a high profile on campus. Of course,
in planning to attract the university com-
munity, the church should maintain high
quality in its programs; otherwise visitors
may not return, and the loss sustained
may be irreparable.
The world church has taken an impor-
tant step in the setting up of the Commit-
tee on Ministry to College and University
Students (MICUS), and in the publica-
tion of Dialogue. International in scope
and specialized in pwpose, the journal is
devoted to keeping the Adventist faith,
mission, organization, problems, and
culture before this growing community
of Adventist students on non-Seventh-
day Adventist campuses. While this
serves a worldwide purpose, it cannot and
must not negate the role of the local
church-the flesh and blood contact. The
caring church must realize that it has in its
midst a valuable but neglected resource.
The local church must tap this talented
resource, and utilize its inestimable re-
sources in expanding the body of Christ.
•
MINISTRY/FEBRUARY/1992 29
39
CAMPUS LIFE
Help Us!
John Graz
lectual world of today is in great And God did not leave her
confusion. Ideologies have be- without an answer. He used us.
come obsolete. Marx is outdated. Her life has been changed and she
The theories and assumptions of has been baptized.
Darwin and Freud are suspect. How many students in your col-
Hopes for a better world and lege or university cry out for help?
greater justice have been disap- God hears them. He knows who
pointed again and again. Now the they are. He wants to send you to
great questions are: "What do we meet them as He sent Paul to
believe? Whom do we trust? Macedonia. He wants to make out
Where do we turn to?" Those who of you His ambassadors. Are you
are deceived by materialism turn ready?
to spirituality. Thus, oriental
religions, spiritism, and parap- It's Your Move
sychology are welcomed with
open arms in the temples of When he stood up after recev-
knowledge. ing God's message, Paul knew his
There is thirst for truth in the plans would be turned upside
universities. You know the truth. down. "And after he had seen the
There is also thirst for friendship vision," Luke writes, "immediately
and solidarity. Many students are we endeavoured to go into
lonely. Terribly lonely. How many Macedonia, assuredly gathering
of them destroy their lives with al- that the Lord had called us for to
cohol and drugs? How many of preach the gospel unto them"
them are discouraged? Silently, (Acts 16:10). Immediately means
they all cry out for help. Their without further delay. When
whole being is looking for a someone is crying for help, you
Saviour. "Help us!" have to answer. Those in your
God wants to answer them. He university who cry for help are
is looking for an ambassador. waiting for you. They need you.
You are the ambassador He is You are called to be an ambas-
looking for. Go ahead, take Him sador now. That's what God wants
up on the offer! Follow Paul's ex- you to be.
ample and become an active and As you read these lines, you
reliable ambassador for God. may think "I'm already an active
ambassador." But you may want to
Her Name Was Loraine do better. You can do better. Or
you have not yet tried to share
We once organized three public your faith. Maybe you have no
meetings, followed by discussion friends to tell about God. Why
groups with some students in don't you make a prayer list?
Montpelier University, France. A Take advantage of this oppor-
young woman became interested. tunity: decide right now to be-
She had come from South Africa come an ambassador of Christ.
and was about to prepare a disser- Close your eyes and pray: "Lord,
tation on Albert Camus. We were as you have sent Paul to preach
all impressed by her intelligence the Good News to the Greeks,
and her sensitivity. What could we send me to share my hope and to
possibly offer her? However, proclaim your love and your soon
something was lacking in her life. return to my fellow classmates and
She participated in Bible studies professors. Make me your ambas-
with us. She met Jesus and ac- sador to this university."
cepted Him as her Saviour. This
highly intelligent student was John Graz (Ph.D., University of the
Sorbonne) is director of Communica-
looking for friendship. She had tion and Youth Ministries for the Euro-
had a painful experience, her life Africa Division in Bern, Switzerland.
seemed useless to her, without He also served as Adventist chaplJJin at
hope. Often, alone in her room, the University of Montpellier, France.
she must have cried: "Help me!"
DIALOGUE 3 • 1991 23
41
. . . . . .-.......,te • to
Adventist students
in public universities
ighty thousand Ad- have recognized these srudents' special
Humberto M. Rasi
E
ventist young men needs and have taken steps to supply
and women are them by appointing chaplains, providing
studying in colleges scholarships, supporting the establish-
and universmes ment of student associations, sponsoring
around the world. residences, organizing seminars, and ac-
Approximately half tively seeking students' involvement in
attend Adventist schools, while the church life.
If there is a other half take their courses in non- Three General Conference depart-
Adventist institutions. Most of these lat- ments - Church Ministries, Chaplaincy
university near you, ter students enroll in public universities Ministries, and Education-have re-
chances are good because Adventist schools do not offer cently joined forces to provide continued
the programs in which they are inter- support on a worldwide basis to those
that Adventist ested or simply because there are no post- seeking to minister to the spirirual, intel-
secondary Adventist institutions in their lecrual, and social needs of our college
students are homeland. and university students. Working
These young people in public univer- through the AMiCUS Committee (Ad-
attending. How can sities represent a highly talented and mo- ventist Ministry to College and Univer-
tivated sector of our membership. They sity Srudents). they have begun imple-
you meet their are at a critical stage in their lives, mak- menting a program designed to:
1. Encourage the world divisions and
needs? ing far-reaching decisions. Within a few
years they will be influential lay leaders unions to establish at the regional level
in local congregations and members of counterparts to the AMiCUS Commit·
executive committees and will be setting tee-with representatives from local
the future course for our church. Their church ministries/youth, education,
professional skills will make them desir- ministerial, and student leadership.
able as staff in our schools, health-care 2. Assist divisions and unions in orga-
institutions, and administrative centers. nizing seminars and spiritual retreats for
In fact, our mission would be in jeopardy these students, selecting relevant topics,
without their dedicated talents. and inviting specialized speakers.
At this time, however, they face seri- 3. Cooperate with the divisions and
Humberro M. Rasi, ous challenges: the naruralistic assump- unions in providing workshops for Ad-
Ph. D. , is an associa~e tions underlying the majority of courses, ventist campus chaplains, youth leaders,
director of the
Deparrmenr of the influence of nonbelieving professors, and ministers pastoring in university
Education of the the loose lifestyle espoused by many on centers.
General Conference campus, political pressures, and aca- 4. Develop materials to support the
of Sevenrh-day demic activities or examinations on the nurture and outreach activities of univer-
Adventists.
Sabbath. Some of our youth enter this sity students and young professionals.
arena without adequate preparation, and As part of this program, AMiCUS
some find these challenges too strong for has begun publishing College and Uni-
their faith. versity Dialogue in four parallel editions
In some places forward-looking leaders (English, French, Portuguese, and
14 MINISTRY/)UNE/!990
42
Spanish). This J6,page network publi, the initiative. Remember that they not be able to devote much time to
cation has been mailed free to thou, have direct access to future leaders of other worthwhile activities. But they
sands of students in all divisions. It con, society. n~ed to know that the church appreci..
tains stimulating articles on the role of Keep in touch with them. If a young ates and supports them. Plan for the
the Christian faith in the contemporary member of your congregation has moved long haul. Seek the assistance of univer..
world, reports on activities of university away to study at a public university, lo, sity teachers and other professionals in
students, interviews with successful cate a nearby church and write to the your congregation who have gone
Adventist professionals, and practical pastor asking him to visit that student. It through the university experience. If
outreach ideas. is usually much easier to retain these stu, there are concentrations of university
dents as active members than to convert students in your area, ask your church or
What you can do non..Adventist professionals. Help your conference board to consider appoint..
If you are an Adventist pastor, .a university students keep in touch with .
ing a chaplain or a pastor to minister
leader, or an administrator with a burden the church by mailing them Adventist
for this growing sector of our member, publications such as the Collegiate Quar.. especially to them.
ship, what can you do? terl-y, the Adventist Retriew, and their Readers interested in learning more
Compile a list ar update your files. List the union paper. Send the name and address about this specialized ministry are in..
college and university students in your of Adventist students and teachers on vited to contact the regional representa..
area. List also the Adventist teachers. non..Adventist campuses to Humberto rives of AMiCUS or myself or Israel Leito
Make this file available to the youth or M. Rasi or to Israel Leito (General Con.. at the General Conference.
education leader in your conference, ference of Seventh..day Adventists, Jesus, who taught us to love God with
union, or division, and seek their advice 12501 Old Columbia Pike, Silver all our beings (including our minds),
on materials 3Jld activities geared to this Spring, MD 20904, U.S.A.) and wants to empower His campus followers
group. Make sure that these students are through our regional representatives we so that His light may also shine brightly
aware of the programs available in SDA will see that they receive a free copy of in the secular classrooms, laboratories,
colleges and universities. Encourage those Dialogue. If you yourself wish to obtain a and students' residences. Above all, He
qualified to transfer their enrollment. sample issue, follow the same procedure. longs to see all the honest in heart-even
Help them to get organized. If you locate Provide a sustained ministry. Many on university campuses-transformed by
a sufficient number of university stu.. university students are so absorbed in the power of His love and redeemed for
dents, invite them for a meeting. Listen their intensive programs that they may eternity. •
to their concerns, and discuss the possi..
bility of establishing a local or regional
association of Adventist university stu..
dents (or mutual encouragement and
outreach. If there are Adventist teachers
as well, let them serve as counselors.
Consider a program of suitable activities
to fulfill their needs and to help them feel
that they really belong in the church.
Seek the assistance of teachers from Ad..
ventist colleges and universities.
Nurture their faith Ufe. Ensure that the
university students are welcome in your
congregation. Some may now be on the
periphery of church life and will need a
special invitation. Others may be new
in the area and seeking a church family
to belong to. Organize a Sabbath school
discussion class for young adults. and
provide a dynamic, friendly teacher. As
you prepare to preach, keep them in
mind. Add to your church library basic
books and audiovisual programs dealing
with subjects of interest to the students.
Use their talents to fill positions of re..
sponsibility in the congregation. Do not
be shocked by some of the questions
they raise. They may be seeking answers
to some of the difficult questions they
are asked on the campus. Plan an occa..
sional meal for them and invite their
friends. Suggest suitable outreach and
service programs in which they.can take
MINISTRY/jUNE/1990 15
43
OPINION
Invisible Members
We must not ignore the 5, 000-plus Adventist students at public universities.
By David A. Thomas
OPINION
student at a public university? I am happy participant came away from the project Adventist Christian in a secular world. I
to report that she is living an authentic feeling noticed, visible, and valuable. know what I can do, and I am ready to use
Christian life, mixing freely with kids my talents in God's service.'' I believe that
from other denominations and joining in Some Suggestions while they are still in school they will wit-
wholesome campus activities. I believe that Adventist college stu- ness for their Lord. They will invite their
Her friends understand that her beliefs dents at public universities need three non-Adventist friends to their fellowship
mean a lot to her and accept her gladly things.
into their fellowship, weird hot dogs and First, they need to hear that they are
all. That makes me glad, because I know appreciated and that their dreams and ac- How grateful I am for
that she is learning to be a committed complishments have value. This need can
Adventist in a secular environment. My be addressed by us individually as we en·
wife and I tell her regularly how proud counter Adventist college students at the talent, vitality, and
we are of her, and we talk regularly about church or in the community. Invite them to
school, life, and the future. A local Ad- lunch. Talk with them after church. Re-
ventist pastor, Bill Jensen, does the same assure them that the church needs their commitment of my students.
for all the kids at the university. They talents. From the pulpit, pastors can de-
love Bill and call him Grandpa. liver the message that the church organi-
There is np substitute for regular fel- zation respects and values these students. Our world needs them
lowship with like believers. We all need A pastoral letter sent to all members might
loving, accepting, informal Christian help. Use your imagination.
fellowship. Among teenagers and young The second need is for informal, lov- desperately.
adults, fellowship binds their hearts to ing fellowship . In modern parlance, they
one another and gives them a sense of need a support group where they can deal
belonging to the church. So twice a with their social, spiritual , and emotional
month my wife and I sponsor a get- needs without risk. meals (they do at my house all the time).
together at our house. Pastor Jensen Their third need is an opportunity to In speaking at school on any topic, they
comes whenever he can, and a middle- demonstrate that they are capable of will not conceal their values.
aged couple who understand kids, Wen- making a meaningful contribution to the I believe that when these young adults
dall and Jean Cooper, make it most of the life of the church. Don't expect them to leave school, they will bring new vitality
time. Student attendance varies from a get enthusiastic about time-consuming to their home churches. They might even
few to a houseful. Discussions begin and projects. They' re busier than we are. In- teach some of us how to be friendly,
end spontaneously. And somehow we stead, look for projects that emphasize secure, outgoing Christians. Naturally,
individual expression, personal involve- they will open their own homes to fel-
ment, and compassion. lowship groups. Some will even get in-
Her friends wulerstand that volved with church leadership, taking re-
The Payoff sponsibility and providing a solid base of
Ted Wick, youth and young adult min- talent for church ministries.
her beliefs mean a lot to istries coordinator for the North Ameri- This sounds pretty good to me. Of
can Division, says that he has addresses course it's hypothetical, just like stu-
for more than 5,000 Seventh-day Ad- dents. They're at the " what if ... ?"
her and accept her gkully ventist young people attending public stage of life. But real decisions are being
colleges and universities in the United made. If the church has a future, it in-
States and Canada. And he says there are cludes them. Isn' t it time we took them
into their fellowship, weird thousands more for whom he has no ad- seriously? ~
dresses. We must recognize that every
The material in our Opinion category is presented to
one of these students has intellectual, stimulate thought among our rcade~. The opinions ex-
hot dogs and all. emotional, social, and spiritual needs. pressed arc those of the writer 3Jld do not necessarily
reflect the opinion of the Advenrist Review or the Seventh·
Imagine for a moment that each student day Adventist Church.
also felt appreciated by the church.
Imagine that these students met regularly David A. Thomas is a
reafftrrn that we are a kind of family. to encourage one another and sort out professor of mathemat-
This group recently was commis- their questions and feelings in Christian ics at Montana State
sioned to write a week of lessons for the fellowship. · University, Bozeman,
Collegiate Quarterly. I am grateful to the Imagine that they all develop the self- Montana.
editor for the opportunity, because each concept " I am a committed Seventh-day
. . .
Ll FESTYLE
tools for sharing Christ's love with A merican Division, with some of the ach. Find out who is still at school
their teachers, classmates, and friends. most notable programs being at the over the holidays or over the weekend
The attitude tOward public educa- University of Tennessee at Knoxville, and invite them home for dinner. O r
tion is slowly changing in North the University of Michigan, the throw a pizza party! When I attended
America, but more change is needed. Un iversity of California at Berkeley, UNC at Asheville, the local Baptist
Although well-intended, articles writ- and the University of North Carolina churches sponsored a lunch each
ten about Adventist students on public at C hapel Hill. The O ntario Wednesday at noon. They provided a
campuses have centered on what stu- Conference also has a very well-struc- meal and a worship thought.
dents had to do to survive on a public tured network of campus ministry pro- 4. Friday night dinner and discus-
campus. Instead we should concentrate grams. sion. Each Friday n ight we have a ves-
An estimated 60,000 or more Seventh-day Adventist An accountabili,ty system will be set up to meet the spe-
students attend secular coll~ges and univer~ities in North cific needs of each student grgup and. leader. Linkage will
America. In other words, three times more Adventist young include the local pastor, Jocal conference/ union, and 'the .
adults attend secular schools than they do denomination- North A!Tlerican Division. ·
ally operated institutions of higher learning.'·- A "care kit" of books, resources, leadership materials
The church has attempted t6.minister io.these 'stu- . on small group pr~cess, ,imd tips on how .to o~ganize and
. .... .
dents, 'but other tha~ oialoiue magazine, t~e i~itiative has
~
pers on or near the campus. U sually we make great use of the center, and they following up just before school starts.
have a meal followed by music and bring their friends. O r they can give the list to the confer-
worship. This builds relationships and 6. K eep track of the Adventist ence youth director so he or she can
fosters C hristian growth . The impor· students. The best way to do this is by alert other conferences when a student
tant aspect of group discussion is open· word of mouth . Churches may contact is attending a school out of conference.
ness and honest y. Students want to be their conference youth director to find 7. Teachers, pay attention!
able to question and discuss issues out wh ich students are attending pub- Adventist teachers on public campuses
without fear of criticism. lic school at any level and where, and should make themselves known.
5. Start a student center. C reate a to noti fy him or h er when one of its Teachers or staff are especially needed
place where the students can study, members goes to a public college or if a group of students wants to star t a
visit, and/or just h ang out. The church university. A dven tist academies can campus organizat ion. Campus student
can rent space on or near the campus. make finding students easier by keep- groups usually require a faculty spon-
Recently a student center was open ed ing track of those who request tran- sor. Teachers can also provide counsel-
at UNC at Chapel Hill. Students scripts sent to a public school and by ing, encouragement, and advice.
CAMPUS LIFE
DEVELOPING AN EFFECTIVE
CAMPUS MINISTRY
Bernie Molnar
are interested in their academic
Iareworld,
n many countries around the
Seventh-day Adventists
becoming aware that
sued together. It is not really pos-
sible to approach effectively one
and disregard the other.
sua:ess and in their eternal salva-
tion. If we encourage them to
thousands of our members attend Campuses are fertile mission commit themselves fully to Jesus
public colleges and universities in fields. Our friends in other Chris- during their college years, they
pursuit of advanced training and tian denominations recognized will often become the leaders in
specialized degrees. We are also this reality long ago. Students their home churches after they
realizing that non-Adventist come to these educational centers graduate. Many, in fact, can be ef-
students and teachers on those from all over the nation and fre- fective leaders in the local con-
campuses represent an important quently from countries abroad. gregation while attending the
social group that remains virtually They are usually more open and university, if we give them the op-
untouched by our message. tolerant of new viewpoints than portunity.
What kind of ministry should we the general public. Many of them
develop, as Adventists, for this are earnestly seeking direction
Starting a Campus
unique setting? What practical and purpose in their lives, and are Ministry
steps can we take to make Christ's spiritually responsive to an honest The first step in beginning a
presence fek on the secular cam- presentation of God's message. public campus ministry, naturally,
pus? Are there activities that will The best time time to reach these is to locate the Adventist students
enhance our program of Christian future leaders of society is today, attending the college or university.
nurture and outreach? while they are still at the formative Some names will be easily ob-
The following remarks are stage in their life experience. tained through referral from other
based on my own experience as a We encourage all our Adventist students, parents, and church
student who became a Seventh- young adults to attend one of our members. Some universities ask
day Adventist at a large public colleges or universities and enjoy the students to state their ~eligious
university, and on my years as the benefits of a total Christian preference on the registration
director of Adventist campus min- program. However, a large num- form for each academic term. This
istries. I know that many of these ber of them are on public cam- information is usually made avail-
approaches will a1so prove effec- puses for a variety of reasons. able to a properly recognized rep-
tive, perhaps with some adjust- Some are pursuing undergraduate resentative of the church.
ments, in the social context where and graduate degrees not offered Additional students who are
God has placed you as a student, in our schools. Others believe they Adventists or who are interested
teacher, or concerned church cannot afford the cost of a private in the Seventh-day Adventist
leader. education. Still others prefer to Church can be found by advertis-
remain at home rather than live in ing on the campus the location of
Should We Get Involved? a dormitory away &om home. A the local congregation and the
Any effective ministry in a few have purposely chosen to stay times of its weekly meetings. For
public college or university needs away from the Adventism in which lack of this information, it is not
to reach out evangelistically to the they grew up. In addition, there unusual for an out-of-town stu-
non-Adventist community on are those who. have a family of dent to be on campus for several
campus, and to minister and train their own and are working full- months before he or she knows
for witness the Seventh-day Ad- time, while advancing slowly in there is an Adventist church near-
ventists attending the institution. their studies. All of them need to by!
These two objectives must be pur- know that their fellow Adventists
DIALOGUE 2- 1989 25
52
The importance of also if you write to us at the address Sabbath school and worship ser-
publicizing on campus key ac- fisted below.) Iri Texas we are vices, as well as other activities,
tivities sponsored by the church- using one of three names: Adven- and will become members of the
whether they are carried out on tist Christian Fellowship (ACF), local church when they are bap-
the campus or not -cannot be Adventist Bible CJujstian Fellow- tized. Ministers and other church
overemphasized. I, myself, be- ship {ABCF), and Adventist Fel- leaders can make an important
came a Seventh-day Adventist as a lowship International (AFI). difference in this area.
result of an evangelistic series I at- Forming an official organization As part of the campus ministry,
tended wblle pursuing graduate and beginning some activities is a collegiate Sabbath school class
studies in engineering at the one of the best ways to develop a for students and other young
Uaiversity of Florida. I learned spirit of unity and purpose amoug adults may be organized to meet
about tbis series, which was held the Adventist students attending each Sabbath at the church. Some
several miles away from the cam- the university, and to establish an congregations designate "Campus
pus at a social club, only because Adventist presence on the cam- Ministry Sabbaths" with an ap.
someone had posted a handbill pus. Usually only members of the propriate program and a special
advertising it on the bulletin board university community can be offi- meal planned after the worship
outside the university student cen- cial members of the student as- service, to which an students and
ter. I later discovered that the per- sociation. However, other inter- others involved in this ministry are
son that had posted the an- ested members of the chmcb can invited. For students who are away
nouncement was a university stu- attend and participate in the ac- from home, a warm attitude of the
dent attending the Gainesville Ad- tivities sponsored by the organiza- local church toward them says
ventkt Church who was not yet a tion, and should be encouraged to more than many sermous.
member himself! do so. In addition to a program of
Once the Adventist students on Even if the number of Adventist spiritual nurture and fellowship
campus are located, they should students is too small to organize a centered at the local church, other
be brought together and en- formal association-perhaps there activities can be sponsored by the
couraged to organize themselves are none-it is still possible to student organization on campus
as an official Adventist student as- begin a ministry on campus. and in the student residences.
sociation. Membership should be Through proper advertising Here is a list of several that have
open to any Adventist faculty or methods (to be discussed later in · proved successful:
staff member, and also to students this article), students can be in- • Special speakers, sponsored
who are not presently Adventists vited to attend meetings and par- by the Adventist student organiza-
but who bave an interest in Ad- ticipate in activities sponsored by tion, on topics such as biblical
ventism. Having an organization the local church. It may be also archaeology, creatioD/evolutiou,
will tie this ministry closer with the possible to hold soine meetings on ethics, stress and time manage-
university community. It wiD also the campus. As a result of an in- ment, personal relationships, pre-
grant the group several privileges telligent and sustained evangelistic paration for marriage, etc.
such as the use of meeting outreach to the campus com- • Bible studies, both one-to-one
facilities on campus at little or no munity~ under the blessing of God, and in small groups.
cost, free use of university audio- a nucleus of Adventist students • Prayer groups.
visual equipment, the right to post can eventually develop into an of- • Revelation and Daniel semi-
advertisements on campus and to ficial association. nars.
set up a literature or information • Christian films and videos, fol-
table. ActivHies lowed by a discussion.
Colleges and universities bave A vital campus ministry will • Vegetarian cooking classes.
various procedures for recogniz- have very close ties with the local • Stop-smoking programs.
ing a student organization on cam- church. The members of the stu- • Christian musical concerts.
pus. They usually involve an offi- dent organization will also be ac- • Literature racks and manned
cial name, a written coustitution, tive members of the local con- literature tables at strategic loca-
conditions for membership, a . gregation. Non-Adventists who tious.
faculty or staff sponsor, and a 6st are reached evangelistically on the • Free cassette tapes on Bible
of the officers. (We will share campus will be invited to attend topics.
some of our sample CODStitutions
26 DIALOGUE2-1989
53
• Religious interest surveys con- of advertising its activities and ser- purchase at a reasonable cost
ducted personally among the stu- vices. These methods vary from peel-and-stick mailing labels with
dents. school to school One can learn the names and address of students
• Social programs such as pic- much by observing the means enrolled).
nics, sport activities, excursions to other student organizations use to • Spot radio announcements
places of interest, sailing, special promote their activities. through the campus station.
meals followed by Christian It is also important to find out
games, etc. and follow the university policies A successful Adventist ministry
When scheduling these events, for posting announcements on in a public college or university re-
special attention should be given campus. Often such an- quires planning, dedication, team-
to avoid dates that fall on days too nouncements need to be cleared work, and sensitivity to God,s
close to examinations and other by the university before they can guidance. The Holy Spirit wants
conflicting programs on campus. be posted. If there is an officially to reach out in Christian love
The success of any of these ac- recognized Adventist student as- through us- students, ministers,
tivities involves the formation of sociation, approval is easy to ob- Jay leaders, chaplains- toward
friendships. As you make yourseJf tain. those who seek purpose, recon-
available to God, he will lead you A personal invitation to friends ciliation and hope on the campus.
to students who are seeking and acquaintances on campus is Anyone who decides to begin such
spiritual truth and with whom you the surest approach. But in addi- a nurture and outreach program is
can establish friendships. Then, as tion, the following methods should entering into one of the most ex-
you study the Bible with them, be considered: citing and challenging pioneering
they will share its powerful mes- • Handbills distributed per- ministries of the Seventh-day Ad-
sage with their own friends. sonally. . ventist Church today.
Clifford Goldstein, who now • Posters and announcements
edits an Adventist journal espe- displayed on bulletin boards.
Bemie Molnar
cially directed to Jewish r~ders, • Display and classified ads in
became a Seventh.day Adventist 1140 S. Orlando Ave.
the campus newspaper.
in 1980 as a result of studying the Apt. F4
• Direct mail to students (some
Bible with me and several other Maitland, FL 32751
universities make available for
students in our campus ministry at
the University of Florida. Cliff was
particularly interested in Bible
prophecy. One day he became so
excited as the message of the
Scriptures became alive for him,
that he went to the campus
grounds and began sharing public-
ly from the Bible. This occurred
before he had become a member
of the church. Many students
circled around him to hear what
he had to say, because they
remembered how Cliff used to
heckle preachers before his con.
version. Today Cliff reaches
thousands through the journal
Slulbbat Shalom and his speaking
ministry.
Advertising
At a practical level, an essential
ingredient in the success of a cam-
pus ministry is to find the best way
DIALOGUE 2 -1989
55
Campus ministry:
How your church can be
involved
By Daniel M. Forbes They have been, perhaps, the best tion a burden to reach out to students
years of my ministry. Eleven years on on the local secular campus. Ask Him to
the campuses of the University of South open doors of opportunity to contact
Florida and the University of Central Adventist and former Adventist stu-
Florida, working with hundreds of dents, as well as faculty and staff who
young people to keep them focused on may consider themselves Adventists.
the enduring essentials of life, even as Some of them may not be practicing
they struggle to excel in the world of their religion very well. They may even
academia. Those years spent in the secu- be hiding their faith from others for one
lar state systems of education, so indif- reason or another. But you will probably
ferent to the ultimate meaning of true find several students who are eager for
education, in order to create an organi- someone to invite them to fellowship
zation and a forum where faith and and worship. Perhaps they are waiting
learning can meet, and where religious to know that you're there for them. Can
commitment can be affirmed and nur- you just imagine what they could do for
tured without being ridiculed have been your church on Sabbath morning if they
truly rewarding. were to show up and bring their friends
During those years I was able to draw with them and become involved in the
up organizational constitutions and by- life of the church? Solicit your pastor's
laws and set up campus ministry centers full support to make campus ministry a
to which Adventist young people can part of your church's mission.
turn to as oases of moral and spiritual 2. Begin a discovery process. Find out
values. From this ministry, I have from the appropriate college/university
learned many lessons, some of which office what is required to set up a regis-
may be useful to others who also wish tered student religious organization,
to start such ministries. The excitement and begin following the outlined proce-
and the satisfaction I have experienced dures. You will more than likely need to
can be yours as well, if your local church have a few students to serve as officers
wants to get involved in campus minis- in your organization. So look for willing
try. Adventist students to fill those posi-
Once you get interested, you, your tions. You may even need to register for
campus ministry, and your local church a class yourself to fill a necessary office
will not be the same again. Here are or advisory position. But the payoff will
some pointers: be worth it when your group reaches
I. Begin with prayer. No ministry suc- full status as a recognized student orga-
ceeds without earnest prayer, and this is nization. It will allow you to use the
more so with campus ministry, where campus recreational facilities, meeting
you have to deal with secularism of the places, auditoriums, and many other
campus on the one hand and the intel- services of the school for free or for a
lectually preoccupied minds of youth small fee for weekly Bible studies or oth-
on the other. Invite God to lead you in er functions. You will also be allowed as
your efforts and to give your congrega- a group to have information booths on
campus at designated sites and times. got its name because of its location on
You may be able to give out advertise- University Boulevard. The church now
ments and other material pertaining to considers the university campus part of
your ministry. Perhaps you can even go its mission. In fact, it is a church for the
on the school's Web site in an effort to university students. Each Sabbath the
get the word out to Adventist students church overflows with young people
and their friends that you are there to who love their Lord and whose fellow-
minister to them at their school as well ship and worship enriches the rest of
as in your local church. the congregation. Both the permanent
3. Set up a spiritual home away from members of the church and the pilgrim
home. Right from the start, make sure members of the university community
that the students know that your prima- make our worship, fellowship, and wit-
ry mission in setting up a campus minis- ness a very enjoyable and enduring ex-
try is to fill a need in their lives. Your perience.
church is theirs-a spiritual home away Our church is the richer, the better,
from home. Find ways to show them because of campus ministry. Try it, and
that you're serious. Let them know that you'll see the difference.
you're happy to have them worship
with you. Invite them to your church's Address of Pastor Daniel M. Forbes:
fellowship dinners. Food is a great moti- University Seventh-day Adventist Church;
vator for anyone, especially students 9191 University Blvd.; Orlando, Florida
away from home and living on a tight 32817,· U.S.A.
budget. Consider having a special Sab- AMiCUS has published a useful source-
bath fellowship dinner regularly just for book titled Adventist Ministry on the
them. Plan to have a Sabbath program Public University Campus. For more in-
once or twice a year where your church formation contact Dialogue's editorial of-
emphasizes campus ministry. Involve fice.
the students in the Sabbath school and
worship services. Use their expertise in
new and creative outreach ministries.
Help them to grow spiritually and exer-
cise their gifts and talents for the Lord.
You'll be surprised how quickly the
word will spread about your caring
church. Soon your church will be
known as the place where students are
appreciated and loved for who they are
and what they have to contribute to
your worship and fellowship. That
alone can result in an effective program
that will strengthen and enlarge your
congregation.
4. Envision a mission field for ministry.
Consider the college/university campus
as a mission field, with great possibili-
ties for nurture and witness. If your con-
gregation gets involved in that kind of
ministry, what blessings will result! I've
seen it happen for myself. I am pastor-
ing the University Seventh-day Adven-
tist Church in Orlando, Florida. It first
he General Conference Youth De- sors: Adventurer and Pathfinder Clubs, agement Committee took the following
] partment is committed toward a Adventist Junior Youth Sodeties, Adven- action in one of its recent sessions.
continuous and active ministry to tist Senior Youth Societies, Youth Federa-
senior youth and young adults in the tions, Master Guide and Adventist Youth Campus Ministry
church. "Salvation and Service" are the Leadership Clubs, and University Student WHEREAS, Adventist college and
key words that summarize the purpose of Assodations. All these are important, and university students both in our Seventh-
the Youth Department, and will continue we cannot take away one and yet expect day Adventist institutions as well as in
to be the umbrella that covers the philos- the whole to function healthily. secular colleges and universities are to a
ophy, ideals, organization, curriculum, Perhaps the newest of these youth or- great extent a privileged, intellectual
programs and events of the department ganizations is the University Student As- group of our flock that need to be orga-
worldwide. Our youth are called to expe- sociations, established to nurture and nized, nurtured, and trained for leader-
rience the joy of salvation, and serve the care for Seventh-day Adventist students ship and Christian service,
Lord and their fellow humans through in non-Adventist colleges and universi-
VOTED,
several organizations the church spon- ties. A few years ago with the interdepart-
1. That in all Adventist colleges and
mental cooperation of the Youth, Chap-
universities the Campus Ministry
laincy, and the Education departments, a
and the Youth Ministry offices be
Dialogue service to the youth in non-Adventist
campuses was organized under the name
organized under the leadership of
for you, free! AMiCUS (Adventist Ministry to College
the vice president for student af-
fairs or any other person assigned
and University Students). The primary
If you are a Seventh-day Adventist by the administration, for the or-
objective of this campus ministry is to
student attending a non-Adventist col- ganization, functioning and coor-
provide fellowship, nurture, intellectual
lege or university, the Church has a dination of all youth organiza-
anchor that can meet the challenges that
plan that will allow you to receive Dia- tions of the church and the vari-
come to one's faith, and continued faith-
logue free while you remain a student. ous clubs and assodations of stu-
fulness to the truth that was once deliv-
(Those who are no longer students can dents.
ered to the saints.
subscribe to Dialogue, using the cou- 2. That in all divisions, unions and
That's why we consider ministry to
pon on page 11.) Contact the director conferences/missions the Youth
senior youth a very spedal calling. Four
of the Education Department or the Department work together with
priorities of this ministry that extends
Youth Department in your Union and the Education and Chaplaincy
to all senior youth including the ones
request .that you be placed in their dis- Departments to organize and
in non-Adventist colleges and universi-
tribution network for the journal. In- keep functioning a committee
ties are:
clude your full name, address, college similar to the one organized at
or university you are attending, the de- 1. Devotional life to remain close to the General Conference called
gree you are pursuing, and the name jesus. AMiCUS (Adventist Ministry to
of the local church of which you are a 2. Youth evangelism. College and University Students),
member. You may also write to our re- 3. Training and equipping youth and following the guidelines vot-
gional representatives at the address leaders. ed by the GC Executive Commit-
provided on page 2, with a copy of 4. Various and balanced saving activ- tee.
your letter sent to the Union directors ities on behalf of our youth. 3. That during the first part of this
listed above. If these communications quinquennium all divisions,
To keep these priorities in focus and
fail to produce results, contact us via unions and local fields complete
implement them worldwide, the Gener-
e-mail: ssicalo@yahoo.com
al Conference Youth Department Man- Continued on page 27.
Youth ...
Continued from page 24.
27
59
Whereas, the Gospel commission includes the world ofnon-Adventist colleges and universities, presently comprising over 16
million students in North America alone;
Whereas, these campuses remain largely un-entered territories in the North American Division;
Whereas, an estimated 60 to 70 percent of our own Seventh-day Adventist students are currently studying on public university
and college campuses, and many Adventist faculty and staff serve at these institutions, where they face major spiritual,
intellectual, and professional challenges to their faith;
Whereas, when their potential is channeled for the cause of Jesus Christ, these young men and women greatly benefit the
church;
Whereas, the ministry to non-Adventist college and university campuses is, according to Ellen G. White, "a work that must be
done" (3SM 234);
Whereas, Seventh-day Adventist group/student association/organisations are springing up on various campuses, each needing
direction and support; and,
Whereas, the shortness of time demands that we "look for and hasten the coming of the day of God." (2 Peter 3: 12, NKN)
Therefore: we, the public campus students and leaders attending the Berkeley 2000 International Evangelism
Conference at the University of California, Berkeley (September 13-16, 2000), recommend to the North American
Division (NAD) leadership to implement the following:
1. To not only give serious attention and support, but also tangible fmancial conunitment, to the ministry and
evangelism on non-Adventist college and university campuses.
2. To assign to the NAD Adventist Chaplaincy Ministries the responsibility of working with a steering committee to
coordinate public campus ministry, mentor leaders, develop resources, monitor and track public campus ministries
throughout the Division;
3. To designate one year during this quinquennium (preferably 2002) to focus the NAD on the opportunities and
challenges facing students on non-Adventist campuses;
4. To convene annual conferences and other events to train public campus student leaders on biblical principles of
leadership and evangelism;
5. To locate and engage in this ministry Adventist faculty and staff currently serving in non-Adventist higher
education;
6. To urge the Seminary at Andrews University and other SDA institutions that are training ministers to strengthen and
expand curricula on how to minister to students on non-Adventist campuses and involve them in witness and
evangelism;
7. To encourage each conference in the NAD to respond to the urgency and need of appointing at least one person to
coordinate the ministry on non-Adventist college and university campuses.
Motivated by a passion to evangelize our public college and university campuses, we commit ourselves to uniting with
our church in this divine mission.
61
The secular
campus
ith more than 156,000 * Encourage and foster a healthy rela-
Main Responsibilities of an
Adventist Secular Campus Chaplain
Jerry Connell
1
64
2
65
CAMPUS LIFE
Expectations
What University Students Look for in a Pastor and a Church
Gerald Connell
26 DIALOGUE 1 - 1992
66
cultural scene state that technical never know what an incredible im- What is it, specifically, that they
and scientific knowledge is now pact that evening had on my are looking for?
doubling every 22 months. Ask the daughter! It has turned her life 1. A warm atmosphere. Stu-
students to lend you books they around. Thank you so much!" dents are often from other cities
think will broaden, challenge, and As a pastor I have to remember and miss a family environment.
enrich you. This approach will not that the years of academic life are There are a thousand other things
diminish your authority; on the only one phase and not neccesari- to do on a Saturday rather than go
contrary, it will bond them to you. ly the student's final destiny. Stu- to church. In order for students to
4. Someone who enjoys their dents may do things I don't ap- be drawn there, the church must
company and is willing to serve prove of. However, my main goal be warm. Some students have not
them in every way possible. Each is to help them through this stage grown up in warm and loving
year students telephone me and with as much of a commitment to families. If they don't fmd these
say, "Pastor, I'm going to be at- Christ as Utey are willing to make vital qualities in the congregation,
tending the university there. Do and with as few scars as possible. they will fmd non-Adventists on
you know where I can fmd hous- 5. Someone in tune with what is campus who will accept them un-
ing?" I make sure that I know the going on at the university and conditionally, and soon the stu-
area well and can give them this who gets involved with campus dents will drift away.
information. I always say, "If you life. If the university has a student 2. Uncritical acceptance of our
need a place to stay when you newspaper, we must read it students and their friends. Some-
come to look, please stay at our regularly. In addition, we must go times the church's expectations
house. We would love to have to events with students and dis- cause a strain on the students.
you." cuss current issues. We should This may be due to the way the
We should try to be aware of join the campus ministerial as- students dress, their hairstyles or
job openings so that if students sociation. In short, we must be ac- their friends. Students want un-
need work, we can offer assis- tively involved wherever possible. conditional acceptance. What
tance. Another time consuming 6. Someone aware of the univer· more would we want than to have
but greatly appreciated service is sity calendar and how it affects students bring their acquaintances
helping to orient new students to the students. We are expected to to church? Allow your students'
the campus. Students like to be in- be sensitive to the pressures stu- non-Adventist friends to sing for
vited to members' homes for dents face at exam time. If they the worship service. Personally, I
Friday evening or Sabbath after- have been very active in the have a position that those who
noon get-togethers. As pastors, church program up to this point, provide special music in my
let's make time to visit the stu- they will need to know that they church do not have to be Seventh-
dents where they live. Arrange to can be free from responsibilities day Adventists, but they must be
meet with them for lunch or just that would burden their schedule. committed Christians. Adventist
for refreshments. Find out what is Having the pastor or someone in students will invite their friends to
going on in their lives. Spending the church tell the students that church if they feel a warm, accept-
time with them demonstrates our others are praying for them at this ing climate. .
commitment to them. In times of time will make a big difference. 3. Willingness to discuss issues.
crisis they will come to us because They will really appreciate receiv- Sabbath School, Friday evenings,
they trust us. ing a telephone call or a small or Sabbath afernoons are excel-
I remember one student who care package with chewing gum, a lent times to meet some of the
was having some struggles in her pen, a booklet on a spiritual topic, spiritual and intellectual needs of
moral life. Her sister made me and a note letting them know the the students. This can be done ef-
aware of the situation. I phoned church members are thinking of fectively by bringing in a guest lec-
her mother, who knew about the them. turer to address some of the major
problem, but felt helpless to deal concerns or issues students want
with it. I asked her if I could take What Students Look for to discuss. We should ask students
the daughter out to eat. (People in a Local Church what topics they want covered by
usually relax over food.) I was qualified individuals. It's essential
careful to inform my wife about At a time when young adults to get students involved. We can
·these plans. I met the young have a "don't-lock-me-in" men- also set up debates, discussions,
woman at the church and drove to tality, they are looking for par- and filins about important topics.
a restaurant. We talked very open- ticular characteristics in a church. Students desperately want their
ly and honestly that evening. At When they choose to go to church, church to be relevant. They look
the end of our conversation I Adventist university students are for a congregation that will deal
prayed with her and for .her. A drawn to a community of believers honestly with current knowledge
couple of weeks later her mother where they feel accepted and in and its relation to faith.
phoned me and said, "Jerry, you'll which they can beeome involved. 4. A congregation that en-
DIALOGUE 1-1992 27
67
courages their participation. Stu- the congregation. We should get students to get close to people
dents are generally very resource- the students involved in the social who can answer some of the ques-
ful and talented. They love to be committee and let them help set tions that they face as they go
involved in the church and to have the agenda. When we surveyed the through this stage of their life.
their skills appreciated. This is student housing area around the The points outlined above offer
one of the best ways to keep them church I used to pastor at Michi- a summary of the suggestions
coming. It gives them a sense of gan State University, we found made by a group of Adventist stu-
ownership. We must discover that many non-Adventist students dents. They also reflect my own
their special skills and interests- were looking for an alternative to experience as a church pastor and
teaching a Sabbath school class, the bar scene. That is why special chaplain at several university
singing in the choir, giving Bible social programs for major oc- centers.
studies, speaking in public. Some- casions and holidays are impor- If the church listens to our uni-
times membership in the local tant. versity students and shows its ap-
congregation becomes a sticky 6. Adopt-a-student. Students preciation for them, they will
issue for a nominating committee. who are away from home often repay the church in many ways.
Getting a memberships transfer want and need a family environ- They will become the future
from some countries is a difficult ment. They don't like to go back professionals who will support the
task. Why make this an issue? to their dormitories or student church's mission through their in-
What is more important, the stu- housing after the worship service. fluence, leadership, and fmances.
dents and their involvement, or If their roommates are not Adven- They will be there to inspire and
local policy? God forbid that local tists, students know that the at- model for the next generation of
policy should keep our students mosphere there is not conducive university students. Most impor-
from being involved. Even if stu- to keeping the Sabbath. By adopt- tantly, there will be people in the
dents can't commit to long-term ing a student and inviting him or kingdom of God because we have
involvement, let them be a part of her to their home, church families ministered with sensitivity and
the program when they do come. can help to meet the student's wisdom to them during this spe-
5. Social programs and ac· needs on that special day of the cial period in their lives.<>
tivities. This is a must for stu- week. Students are sometimes
dents. They are generally fun- willing to return the kindness by Canadian·bom Jerry Connell
(M.Div., Andrews University) is Adven-
loving and have a lot of energy. babysitting for the family or doing tist campus chaplain at the University
They like to be a part of a con- yard work for an elderly couple. ofNebraska and associate pastor at the
gregation that is doing something. This arrangement offers an excel- Union College church in Lincoln,
If they do not have a social outlet lent opportunity for mature Chris- Nebraska.
in the church, they will fmd ways tians to provide a role model of
to meet their social needs outside Christian family life. It also allows
28 DIALOGUE 1 ·1992
69
I. Objectives
1. To understand the mind of the secular university and of the students attending it.
2. To identify the needs of the Adventist university students and to learn effective
approaches to secular campus ministry.
3. To study ways of integrating Adventist university students in the life of the Seventh-
day Adventist Church, enabling them to become involved in outreach.
H. Topics to be presented
11. How to keep young adults and university students coming to church
12. University students needs that should be taken into consideration by our church.
(Panel presentation by students followed by discussion)
1
70
m. Workshop assignment
Each participant will be expected to develop and present, by the end of the workshop, a
written report outlining:
2. A an action plan designed to satisfy those needs and respond to those challenges,
including a program, targets, financing, etc.
IV. Materials
Each participant should receive a binder with the general information and enough space to
add the materials to be distributed by the instructors and the participants of the panel.
Participants will also receive a copy of Adventist Ministry on the Public University Campus:
A Sourcebook.
2
71
features
b y J o h n C I a r k
t's 6.30 am. Scanered around the sure they will. This will undoubtedly
p a g e 6 F e b ,. 11 a r J' 2 1 , 1 9 9 8
73
To help Adventist students .who go to state universities it is important to know the crises they
go through as they attend these schools. In this essay I will share nine potential crises these students
may experience and how you can relate to them. These crises are applicable mainly to undergraduate
students, although some apply to graduate students also. Let us look at some background first
When our Adventist students grow up in the church, they are taught what is right and wrong.
We usually deal with absolutes and leave very little room for shades of grey. We also leave very
little room to question our beliefs. With a remnant theology we often set up a false dichotomy in the
minds of our young people. For example, Adventists are God's remnant people, others who do not
keep the commandments are bad. With this fortress mentality we do not prepare our young people
to live in the real world. When our students get to a state institution of higher education they
experience a dilemma. The philosophical presuppositions that are taught to them are so different and
seemingly convincing that the students are caught off guard The cultural impact of a large university
is so strong that sooner or later students find themselves in a faith crisis.
The impact ofthis faith crisis on the students is often based on the degree of commitment that
the student already has to Christ and the church. Whether or not the student will come through this
faith crisis successfully will to a large degree depend on how the pastor and the church family relate
to this student. Without the pastor, a fellow Adventist student, an Adventist student fellowship or
the church family being there in a supportive role, the student will soon get lost in the crowd or fall
between the cracks in a local congregation. This fact was well attested while serving as Adventist
pastor and campus chaplain among the 73 chaplains/campus ministry people of the 37
denominations at Michigan State University. We knew that if we do not contact the students and get
them coming to church within four to six weeks of the student arriving on campus we will probably
lose them, at least for the first two or three years of school.
The first couple years of undergraduate school is party time. Students love a good time. They
are out for a party and they will go to wherever the place is that supplies the fun. If the church
provides a good time the students will gladly come.
Let us now tum to the crises they face as Adventist students in a public university.
Jerry Connell is associate pastor of the campus church at Union College, in Lincoln,
Nebraska. Previously he served as pastor ofthe East Lansing Seventh-day Adventist Church and
Adventist campus chaplain at Michigan State University when he wrote this essay.
1
74
1. Peer Pressure
One of the first situations the students are confronted with, that has the potential of turning
into a crisis, is peer pressure. Young people can have an extremely powerful influence on each other.
Many of the students who are not Christians never go to church. Often they were made to go to
church while growing up. Now that they are away from home there is no pressure or incentive to go,
so they just don't go. They often party until late in the night and want to sleep in on the week-end.
Others stay away from church because they no longer want to be told "what to believe" or they don't
want to be "preached" at Another reason they say church does not appeal to them is that they can
no longer relate to the worship services-the music, the rituals, routine, or the "pressure" from
zealous Christians to "conform." A large group of students do not go to church because they have
never gone and do not understand what church is all about
Ifour Adventist students have been conditioned to think of these non-Seventh-day Adventist
students as bad/evil or somehow not acceptable, the Adventists are in for a shock. Once Adventists
venture out of their own "subculture," it is they who are not accepted by non-Adventists or non-
Christians. Our students want to be accepted. In order to be accepted the pressure is on the
Adventists to fit the secular mold.
What is often disarming to our students is the fact that these non-Adventist or non-Christian
students may be very bright, basically good people, and they are either not religious or have rejected
religion or the church in its institutional form, and yet they seem to be very happy. Sometimes the
Adventist students, like students of other denominations, are only "culturally" religious and not
practicing Christians at all.
One ofthe best examples of"cultural Christianity'' in an Adventist setting is the incident that
happened some years ago with some Adventist young adults. It was a Saturday night and these
young men were out for a "good time." It was late at night These young people were doing a break
and entry into a warehouse for a fast food chain '~ust for fun." In this warehouse were pop,
hamburger and buns, chips, as well as hotdogs and buns. As they were stealing some of the food one
of the young people said to another, "Make sure you don't take any pork hotdogs!" Some of our
young students go to a secular university with no commitment to Christ. It often does not take long
before they feel the incredible pressure of their peers.
l.lnstitotional~enation
When students are in school they need something to break the stress. The first few years at
a university for most students is party time, especially from Thursday night through Saturday night
Cold fonnalism that is sometimes found in our chmches certainly will never meet their needs. They
are in an intense stage of relationship-building. They need social occasions that will enable them to
develop their social skills. They are also looking to see if the church family will accept them. They
want the services to be warm and lively. If they are not accepted readily, the alienation will soon
discourage them from going to church.
2
75
4. Rebellion
Sometimes students go through a period of rebellion when they get to a college or a
university. The environment is so stimulating both socially and academically. The philosophical
presuppositions of the university are so different from those they have grown up with. The students
are asserting their independence; they are deepening their personal identity. Rebellion sometimes
is a way of attacking parental authority. It is a way of saying, "I am my own person." As a part of
this rebellion they will stop attending church.
This last one becomes extremely important as the students watch their friends on the campus
begin to pair off and get married, especially as they move toward graduation. The search for
meaning, identity and a partner, which are so often closely intertwined, are an extremely important
part of the student's crisis of faith and practice.
6. Disillusionment
The experience of higher education in the public educational system is a time when
Adventists are confronted with relativism. Harry Bloom in his book The Closing ofthe American
Mind tells us that every professor knows that his students believe everything is relative.
Not too long ago, I met with the president of Michigan State University. We dialogued about
some of the concerns of the campus. He shared with me that incredible problem in the universities
across the nation-the problem of students believing that everything is relative and the issue of
students having the ''wrong set of values." Values that are much less desirable than others. When
Adventist students go to a university they have to think through the whole issue of commitment. The
social and cultural environment of these secular universities is so geared to relativism that our
students are impacted in a tremendous way. This becomes particularly important when the students
see that their parents do not live up to their own ideals or do not practice what the church teaches.
3
76
This only reinforces to these searching minds that maybe it is all relative after all. Sometimes
questions, doubts, frustrations, anger and alienation are an expression of the student's
disappointment with the adult world.
7. Penonal Difticulty
The student's life experience in the adolescent years before they get to a university as well
as emotional conflicts at home and personal insecurities-all these are obstacles against a deepening
faith commitment.
Before you can help them deepen their spiritual experience you first have to deal with the
hurts and personal crisis they are going through. The only way you are going to help them is to spend
time with them. Time is crucial in campus ministry. You have to build up their trust before the
students will open up to you. With many of our students growing up in broken homes, they have
many needs that the pastor/chaplain can minister to.
8. Environment
The culture in which we live certainly is not conducive to building young people up
spiritually. All the media is geared to a sensual and consumer mentality. Young people need help
to form a "critical" Christian perspective toward what they are being bombarded with. They need
help to see the weaknesses and loopholes in the philosophy that is shaping the culture. This can be
accomplished.
4
77
CAMPUS LIFE ••• ••••
lias Ogwena* was at last there-at full potential. This business of Sabbath
Keeping
have to worry anymore.
Some called it luck. But Elias calls it
faith in the frrst Sabbath keeper-in the
Creator who never lets His children
down.
That does not mean every Adventist
student in a non-Adventist campus is
campus
college administration, fellow students,
and teachers may not be sympathetic and
may even mock at you. But don't
despair. Seek spiritual advice and
support from your local Adventist
community.
The Church Manual stipulates that
A perennial problem or an opportunity every level of church organization from
local to General Conference should have
to affirm one's faith? a Public Affairs and Religious Liberty
Department, charged with helping people
like you. Seek the help of that depart-
by His grades in every subject would ment.
somehow get him to the mountain top. Adventists are good citizens. We
John Graz And, of course, there was his Jesus-One pay taxes. We obey the law. And as
who had never let him down. citizens we have privileges and responsi-
The first week in college, Elias bilities. One such privilege is freedom of
received something of a rude shock. His religion and worship, according to our
classes were scheduled for Saturday- religious convictions. Many countries
some of his labs, too. Elias prayed. His recognize this right In 1986, the United
church members prayed. His pastor and Nations voted the Declaration on the
the religious liberty director of the Elimination of All Forms of Intolerance
mission talked to the college authorities. and Discrimination Based on Religion or
Nothing worked. At the end of the ftrst Belief. One section is in respect to the
week, Elias was in church on Sabbath. day of rest and worship. See if your
The same thing happened again and country has a law on this.
again. His professors told him that at this In addition, be a superior student
rate he was bound to fail. One of them Prepare well for your classes and
even said, "God expects us to reach our examinations. Turn in your essays on
time. Be prompt and reliable. Teachers
:26
•
Dialogue 9:2-1997
••
•
78
will be more inclined to make adjustments 4. Ask your Adventist Students your Adventist brothers and sisters the
if you are among the best students in the Association to intervene. reason why. Reflect on what you have
class. learned trough the experience. Ask God
If these don't work, still don't give up! to give you wisdom to know what your
Second, work on the Fourth, try new strategies.
next move should be. But don't give up,
problem. I. Pray again. God helps those
because you are not the only one having
If you have a Sabbath problem, don't such a problem. Above all, remain
who are confident. faithful. £8
take it as something inevitable. Don't say:
2. Set a new strategy with your
"The persecution has started. We are at
supporters and church advisors.
the end time." Maybe it is the end time; John Grtll (Ph.D., University of Paris-
3. With the help of your local
maybe not. But as long as you have the Sorbonne) serves as director of the Public Affairs
chapter of the International
law giving you religious freedom, go for and Religious Uberty Depanment of the General
Religious Liberty Association,
it. React in a positive way. This is a good Conference ofSeventh-day Adventists. His
organize a public meeting about address: 12501 Old Columbia Pike; Silver Spring,
opportunity to defend human rights.
religious liberty. Include local Maryland 20904; U.S.A. E-mail via CompuServe:
But even before the problem comes
speakers. Invite the media 74532,240
up:
Present strong arguments on *Not his real name.
I. Have the name and address of the why Sabbath observance is a
local and conference public freedom issue.
affairs and religious liberty 4. Organize a signature petition
director. · and send it to the university
2. Keep in touch with the confer- president and the state educa-
ence education director. tion department Include copies
3. Maintain relationships with other of the national laws and
Seventh-day Adventist students international declarations on
in your university or in your religious freedom. It may be
town. If possible, organize an helpful to send these to the
association of such students who press and politicians as well.
can worship together, witness
together, and-when problems Fifth, remember you have
arise-work with the university legal rights.
administration. If nothing has changed, still don't
4. At the beginning of the school give up. As a last resort, form a coalition
year, visit your teachers and of your friends, religious liberty director
administration and explain your and churches and go to court. This issue,
convictions to them. your issue, will become a human rights
5. Collect official documents issue.
regarding religious liberty in the The most efficient action in cases of
constitution and laws of your sanction, such as suspension or expul-
country to share at the appropri- sion, is to go as soon as possible to the
ate time. administrative court. In some countries,
this is the way to solve problems with
Third, do what you can. state institutions. You have to find the
The best thing to do is to act before equivalent in your country. Nobody is
the schedule is finalized. Even if it is too offended by that. Most of the time, the
late, there are always things you can do, judge freezes the case for years. It means
such as: that you can continue to go to your
courses.
1. Pray and talk with your pastor.
2. Contact the public affairs and
religious liberty director of your
Sixth, above all.
Don't forget that our way of
conference.
defending human rights is a Christian
3. Make an appointment with your
way. We have to act as Jesus' disciples.
teacher, the department chair-
Do not be superficial, insolent, or
man, the dean of your school, or
outrageous. Respect people even if you
a university administrator. When
don't share their opinion. Be polite and
you meet with university authori- courteous. ·
ties, have an alternative and
In spite of doing everything, you
acceptable proposal. Nobody
may still lose. Don't become anti-
likes losing credibility. Propose a
government for that, but analyze with
workable compromise.
A Survival
as they would approach walking through
a hostile wilderness, afraid of kicking
over a rock and having something jump
out and eat God. God is in no danger.
We don't have to protect God from truth.
He is truth.
Sometimes we get the impression
Kit by
Jay Kesler
Dialogue 6:2-1994
•
•
80
3. Don't make science say side and the spiritual side. On one hand belief, the world was round. He didn't
things it doesn't. there is practical truth-how to install a say that one day a guy named Columbus
I've met many Christians who are toilet, the psychology of friendship, the would persuade Queen Isabella, get three
terrified of science. Because some social trends of United States history. boats, and sail west until he discovered
scientists are atheists, these Christians And on the other hand, not to be con- America. Jesus stuck to His central
feel science itself is anti-God. Christians fused with practical truth, is something concern, just as the Bible sticks to
who fear science are especially edgy theoretical called God's truth-faith, central truths. As missionaries learned of
about the ability to duplicate some of Scripture, spirituality. other continents, Jesus' command took
what God has done. It's as if they're It's as if a big saber-toothed tiger of on new practical meaning. But His
afraid that by producing life in a test secular truth lives on one side of the central message remained.
tube, science will be able to say God mind and we're afraid he's going to The people of the Old and New
didn't create life in the fli'St place. To massacre the little bunny rabbit of Testaments weren't ready for details
see how illogical that is, consider this spiritual truth that resides in a small hole about orbits, trajectories and spatial
analogy: My father built a house. I on the other side. We try to protect the relationships. God limited what He said
watched him build it Then I built a rabbit by keeping him away from the for the sake of the people of that time.
house. Therefore my father doesn't tiger. We even categorize schools and But everything He did say has proven
exist. subject matter to allow for separate compatible with the new knowledge
That logic doesn't follow-for teaching of secular and spiritual truth. we've gained over the centuries.
building or creating anything. If any- True Christianity touches the world We may seem as naive to future
thing, man's creative ability points to at every level. Jesus taught that our faith generations as people who lived 2,000
our kinship with a master Creator. should affect each area of our lives. So years ago seem to us today. There are so
We also need to realize that many we not only disobey His teaching when many things we still don't know about
of the questions that science struggles we segregate our thinking into secular our universe. The number of unanswered
with (including the theory of evolution) and spiritual levels, but we also lose the questions is as infinite as God is, and as
are still open to debate, even if some chance to strengthen and validate our we learn more answers we' II think of
scientists feel otherwise. faith by building it into the whole still more questions.
structure of our lives. That kind of If we realize that and understand the
4. Leam to suspend separatist thinking in the name of principles listed here, we'll be able to
judgment. intellectual survival is more of a threat to face any questions that arise. We' lllearn
There are a lot of things in the faith than a defense of it. to live comfortably without all the
world, in the study of science, even in answers. And we'll survive intellectually
the study of the Scriptures, that we can't 6. Realize the Bible doesn't until the day God gives us complete
understand right now. I've found it tell us everything. understanding. a
helpful to fence off an area of my mind In giving us His truth, God put
labeled "Suspended Judgments," where I restraints on it. For example, when Jesus Jay Kesler is president of Taylor University
put things I don't have enough infonna- instructed His dis~iples to go into all the in Upland, Indiana. This article is adapted from
tion about to understand. For example, I world and preach the gospel, He didn't Campus Life magazine. Copyright \0 1992,
still don't understand the apparent give a detailed explanation of geography. published by Christianity Today, Inc. Used by
conflict between the idea of an orderly He didn't tell them that, despite popular permission.
and loving God and disasters such as
earthquakes or volcanic eruptions that
destroy entire towns. These tragedies
seem to argue for an imperfectly created c!f<.. P~ntius' Puddle .
world and an imperfect system.
I still ask and struggle with ques-
tions when I receive some new insight.
But I don't let the unanswered questions
_,
bother me. I know that sometime I'll
understand them better. And I can relax
0
instead of worrying about an answer. [
5. Avoid a
compartmentalized life.
In an attempt to protect their faith,
many people try to divide their living
and thinking into two parts-the secular
LOGOS
~ DIALOGUE 3-1992 21
83
Student
social life.
In addition, there were other signals.
Gabriel couldn't sleep properly. He felt
overwhelmed and inadequate. Suicidal
thoughts even occasionally crossed his
mind.
Stress:
Gabriel was certainly in need of help.
Without it, he could well be on the way to
a major problem. With some persuasion,
he saw an experienced counselor. After a
few weeks of counseling, Gabriel was in
control of his life again.
Can You
What was wrong with Gabriel? Not
depression. At least not yet. His problem
was stress, one of the common maladies
of college and university life. But how
did counseling help him? How was he kept
from becoming depressed? What would
Manage It?
you do under similar circumstances?
Dialogue 7:3-1995 11 :
•
•
•
84
When stressful situations are This principle can be observed in better because of stress in their job,
frequent, certain functions (especially the human beings as well. Let's imagine two family situation, or studies. In these
gastrointestinal and the cardiovascular college students with about equal ability instances, what are the effects of stress?
systems) suffer, and the probability of and similar initial motivation. The frrst Of special relevance to students are
contracting an illness increases. In one receives unconditional financial the effects of stress on their cognitive
addition to causing health hazards, stress support from her family. The second one abilities. Table 1 includes the specific
also produces behavioral and mental is sponsored on the condition that she areas of cognition that are impaired under
effects. maintains high academic standards. It is stressful conditions. In addition, feelings
likely that the moderate amount of stress and emotions are also affected. The
Are stressful situations caused by the conditional sponsorship person under stress experiences restless-
always bad? will enable the second student to obtain ness, becomes hypochondriacal, loses
Despite the risks, stress is not better results than her peer. patience and tolerance, and gets flooded
wholly undesirable. Most experts on Is it any wonder that the highest with feelings of inadequacy and low self-
stress agree that a moderate amount of accomplishments are achieved in esteem. Finally, attitudes and behaviors
stress facilitates achievement. Hans contexts of competition or when high also are modified. Relationships suffer,
Selye, one of the pioneers on stress goals are set? Stress gives people that sleeping patterns vary unpredictably, the
research, affirmed that the total absence additional burst of energy to excel. use of alcohol, tobacco and other drugs is
of stress could mean death. 1 uncontrolled, and the person withdraws
Early experiments with animals The effect of stress from work or studies.
proved that a very low degree of stress But what happens when someone
limits the quality of performance. When experiences an extremely intense level of How to deal with stress
the tension is moderate, performance stress? Or if the stress is not excessively 1. Know yourself. A basic source of
increases to reach the highest levels. intense, but continues for months or even stress is oneself. There are individuals
Fmally, if stress is intense and pro- years? The effects under such conditions who, because of their own personality,
longed, performance decreases. This is can be devastating, as many psychologi- are more vulnerable to stress than others
known as the Yerkes-Dodson Law (see cal studies report. There have been cases under the same amount of pressure. Table
Figurel)-2 of soldiers dying in the battle front not of 2 outlines a number of characteristics for
firearms injuries but of intolerable stress the A and B personality types. Cardiolo-
produced by fear. P. G. Zimbardo gists Lazarus and Folkman introduced
records the case of a young woman this terminology, widely used today.4 A
admitted into a hospital because she was type subjects have a high risk of heart
frightened of dying.3 Various clinical disease, whereas the B types have a low
tests and observations showed no risk.
evidence of malfunction. The woman But can we change our personality
died the next day. Later, it became type? Personality has a strong genetic
known that someone had solemnly component, and much of the shaping
predicted her death before she reached takes place during our early years.
the age of 23, and two days before her However, changes can be achieved
23rd birthday she passed away. Her own through goal setting and sustained effort.
fear had killed her. This means that an individual with type A
Cases like these, while illustrating personality may set goals (such as
the effect of intensely stressful situa- controlling his hostile thoughts, being
tions, are uncommon. It is more frequent, tolerant, practicing relaxation, etc.) and
though, to find individuals who perform accomplish them through persistence and
self-control.
2. Employ efficient study tech-
niques. One significant source of stress
among college and university students is
the lack of specific and efficient study
techniques. Frustration results when one
tries to face multiple tasks (such as
readings, class notes, reports, exams, etc.)
at the same time. This frustration be-
comes especially intense when individu-
als do not possess effective study skills.
Students can prevent stress if they are
equipped with skills that include fast
reading, underlining, outlining, note-
taking techniques, memorization, prepa-
: 12 Dialogue 7:3-1995
•
•
•
85
ration for examinations, and exam support for those suffering from stress. are insufficient, it is better to postpone
writing skills. One simple example that Personal attitude can make a difference the studies and find additional sources of
has helped thousands of undergraduate here. Christian goals, such as being at financial support
students is the PQRST method5 for peace with all (Romans 12:18) and 6. Prepare well for your examina-
studying textbook chapters. See Table 3. settling disputes even before approach- tions. Examinations, particularly the
3. Learn to manage time. One ing the Lord (Matthew 5:23, 24), are finals, are a formidable source of stress
helpful tool in reducing stress is time invaluable for mental balance. and emotional tunnoil. Shirley Fisher,
management skills. Students often do not 5. Plan well your finances. For professor of psychology at the University
practice these skills, and as a result may many students, finances constitute a of Strathclyde in Glasgow, administered
experience intolerable stress. Here are a stressful area. A student who does not a number of psychoneurotic measures to
few time management principles know how bills will be paid is not ready Scottish students before and after final
applicable to study situations: to learn well. The best way to face this examinations.6 Anxiety and
problem is to prevent it through appro- obsessionality scores rose during the
a. List all the tasks that need to be priate planning and budgeting. If funds weeks leading up to examinations. After
completed within the next week
or so.
b. Distribute them over specific
days and available hours. Do
not hesitate to eliminate what is
least necessary. It is better to
study three-fourths of the
material intensively for an exam
than to become frustrated by
trying to cover all the material
superficially.
c. Allow for unexpected activities.
If they don't materialize, you
will have some extra time for
further study.
d. Avoid distractions. Once you
have allotted a certain amount
of time to a particular activity,
reserve it as sacred to complete
the task. Ignoring distraction ~ ~ c~ ~ ·;..~···~· ~.~:.. J ... <~ .!...,.....:. -~ .. '. ' '"' .;.. -~=: !.t' ' '·., . '···t.~'- • :~ '\' ""·•"'''~· "J~ -·~~~~~?- . . ·~~-· q............~~~. •:~·~- ~:- ... ~:;v.. ::,_,· .,;J• .; ..
!..,.....
·;TatiJ&'·~a~~:Rai1PQRSJ!:~Metllid':loJStii~a~~~~~-:.-7;:.-~~···
e. Take time for relaxation. ·.~~~~-:;·~>~: ·~·:.·;: <·-:.~~~?~~.{;~:. ; ~~~':-~~~~·~-~:.·~~!:: ~-t.;~.::•u ~. •.~.~ ~.·~.:-!i:~~~t'.;~;:.'~.; ....... :~ ~·''0;~.'~t.:· ..;J.~:::J"~~~~~~
Physical exercise, time spent P_,~!4J~,.~~~¥Je~_,--:
:~~.w~.:~~~~~:1~~\~:-·:~~·:t":~.ti~~~~~1j~·
.. ~~'!,;::'-~~YI~.:w~.$1!~·...... ~~~:,.~~-; ~~~~~~~-:~ ,, .~ .....,-~,-~~;:;;.
·.····-~·.\·~··.';le~~~~~~~··!·~~~~~~-~atteJiiiV~§fat~ine}~~~the-'~•~:
with friends or family, and
personal devotions are neces-
sary even during the busy times
of student life.
·:r·t~.~f:•;~-..-~~~.-~~~•r
siblings, teachers, parents, children, and
neighbors can be the origin of great
satisfaction but can also produce many
headaches, depending on the quality of .......... ,. ...... ~-···~:~.a,....,:, ...........~~~~a.:Y.Oil'!to;~-'e~:o~;.
the relationship. It is virtually impossible
to assimilate academic content or even to ._:~~i2f-i~:~~~--~~ti~fut~~~~~~~~~~J.·
>, ·...... -....
':-:.~~,~~,.j.,t ............. . .. ~~~ ·-· r:-t~t -,~ ·~ :if·:_·~· ... ~~~~~~ ...~~~~ ...... ~--~ . :·~ ..c~
':~{~~i~~~-
concentrate if one is at odds with
•
someone.
At the same time, personal relation-
ships (such as spouse or close friend) and
supportive social networks (such as
church or workplace) can provide
Dialogue 7:3-1995 13 :
•
•
•
86
the examinations, she found an increase educated people employ incredibly What a contrast with the Christian
in depression scores, possibly motivated superstitious procedures. For example, believer who, when feeling fearful about
by reflection on mistakes and discus- many, who are terrifi_ed of flying but the flight, offers a silent prayer to the
sions with peers. Much of the stress must do so, hold mascots or good-luck Creator, trusting in His love, care,
caused by examinations is preventable. channs as they enter the cabin. At the power, and wisdom!
See Table 4. taking-off moment, they hold on to these Human beings need divine support
objects very tightly. My immediate in times of conflict. Relying on God the
The spiritual component personal interpretation of the behavior Creator, the source of all life, is the
A colleague who works as a full- was: "When circumstances escape from safest way to meet this basic need. A
time psychotherapist in a renowned their control, people need to find support spiritual relationship with God is the best
clinic told me of the homemade coping in the supernatural. Many do not believe remedy for stress. This is a subjective
techniques used by many of his clients. in God, so in their need they tum to the experience but very real for those who
He told me that some of the highly amulets." live through it
There are two types of spiritual
support. Both are necessary: the personal
, .. , . . ' as well as the corporate spiritual experi-
lable~·4:_.;:Preparing·:for:th~,J.£xam ·.: : . : ence. The first is realized through
~r~to·U.e.~~n,iri~tic.~:·~~'::.:.i .·. ..
~-~--· :?-- ·( ~- ;· :··.- · ·· ... . ·· :·-- intimacy with the Creator-talking to
God as to a friend. Prayer and studying
:.-~<;·:t.~;: P.~ ~~~~~ d4v¥~~Make~.~~ \vitball the material tO ~tudy-for: God's Word bring relief from emotional
: .
A
: 14 Dialogue 7:3-1995
•
•
•
87
CAMPUS LIFE ••• ••••
Campus Life
Frompage29
Dialogue 6:3-1994 31 :
•
•
89
FIRST PERSON
Coping with University Life
Kim Snider
B eing a student at Michigan
State University has not been
easy. The whole process of getting
hurt greatly by my roommates and
floor mates for not being inter-
ested in the party life of the floor.
dressed up (not in black), and the
students in the hall would ask if I
had to go to another funeral or
into college, then coping with col- I did not participate in the nightly who died. I wanted to bring
lege life presented me with great drinking parties or the bar runs, clothes to church and then change
challenges in my social, intellec- and I didn't have a few com- afterward so that I would look
tual, and spiritual life. Each of panions share my bed I had no in- "normal" when returning. I de-
these challenges has taught me terest in those activities and was cided it was too much of a hassle. I
precious lessons about my life and thus branded as a loner and iso- have to admit, I was not able to
my relationship with the Lord. lated by my neighbors. For those faithfully attend church. I felt bad
My decision to attend Michigan reasons I spent most of my time in about it. However, I knew that my
State University (MSU) was not my room or at the library studying. personal relationship with the
based on not wanting to enroll in My grades were fairly good, but I Lord was most important, and I
an Adventist school I believe an felt like a social outcast never stopped my personal wor-
Adventist education is important, I sensed a great spiritual and so- ship practices.
and I am thankful that my parents cial emptiness in my life. Because My life really changed during
kept me in academy as long as of my social falling-outs, and being my junior and senior years when I
possible. However, I was offered a away from home, I felt lonely and moved into the Adventist sorority.
scholarship- which paid for haH afraid. I needed the social and The university church in East Lan-
of my schooling- contingent upon spiritual relationship with the sing purchased a house next to the
attending MSU. Academically, I church more than ever; however, I church and set it up specifically
found the program at James found it difficult to get over to the for the housing of MSU women. I
Madison College-MSU to be very church. Many different circum- no longer had the peer pressures
attractive and selected to study In- stances somehow prevented me or the difficulties of attending
ternational Relations. from attending church. Sleep was church. Knowing that other stu-
My experiences here have been the primary reason. I never got to dents with similar goals and values
quite rewarding in terms of cur- sleep before 1:00 on Friday night, would be living there was the
riculum and extracurricular activi- thanks to the standard floor par- greatest incentive for me to move
ties. I spent some time studying at ties. It never helped and usually into the house. I learned that I was
Cambridge University (England) hurt to ask the students to quiet not alone in my challenges of li-
and at the Institute of European down. If I did attend church, I ving a Christian life in a. non-
Studies (Belgium). I was selected would miss my lunch meal because Christian environment. Of course
by the students to be chief executi- the cafeteria closed by the time I I faced other challenges, but the
ve officer for the Student Pro- got back from church. After a few problems of living in the dorm
gramming Board. Through these times of missing my lunch, I would were no longer a worry. I am so
opportunities I worked with a try to leave church early. thankful for having had the oppor-
diverse group of students from all Transportation was also a pro- tunity of living in the Adventist
walks of life. blem. I occasionally asked for sorority. It was the answer to my
My greatest challenge was to rides, but felt guilty for asking all prayers.
find the balance I needed between the time. Every time I attended Intellectually, my studies were
my social, intellectual, and spiri- church I seemed to be the only difficult, but with time and effort I
tual life. My relationship with the student; I could actually go to was able to pull off fairly good
Lord is the focus of my life. I church and have no one say a grades. Along with my studies in
needed to place values on each word to me. I desperately wanted international relations, I added a
aspect of my life and set aside a to meet some students who under- major in anthropology, a minor in
portion of my time for each ac- stood where I was coming from. I French, and a specialization in in-
tivity. At first, I found it difficult to wanted to know. if this was my ternational development
live the Christian life and to share problem or if Adventist students For my additional major in
it with others as I desired. in general faced these problems. anthropology, I was required to
During my freshman and so- When I did attend church I take a course in evolution, and it
phomore years, I was teased and would come back frpm church all frightened me. This was the first
DIALOGUE 3 • 1990 33
90
34 DIALOGUE 3 -1990
91
CENSUS
of Seventh-Day Adventist College and University Students
1. Name and Surname- Nom et Prenom- Nombre y apellido:_ _ _ _ _ _ _ _ _ _ _ _ _ __
S. Adventist Church of which you are a member- Eglise alaquelle vous appartenez- Iglesia adventista de la que
eres miembro:
-------------------------------
6. University or college you attend- L'Universit6 que vous frequentez- Universidad o instituto superior donde
estudias:
----------------------------------------
7. Degree you are pursuing and field of studies- Diplome recherche et discipline - Programa de estudios
8. Years you have completed in that program - Annees completees- Ailos de estudio completados: _ _ __
9. Is there an Adventist Student Association in your area? Y-a-til une association d' etudiants adventistes dans votre
I0. Are you receiving Dialogue regularly? Recevez-vous Dialogue regulierement ? Recibes Dililogo regularmente?:
II. Activities or programs that in your view the Church should organize for the benefit of Seventh-day Adventist
university students - Les activites ou programmes qui selon vous l'Eglise devrait organiser pour les universitaires
adventistes - Actividades o programas que a tu juicio Ia iglesia deberla organizar en beneficio de los universitarios
adventistas:
This census is conducted by the Committee on Adventist Ministry to College and University Students (AMiCUS).
Kindly give this form to the local or regional AMiCUS representative.
93
In order to help you to prepare your report, consider the following areas:
A. Data:
How many Adventist university students are there in your area of responsibility? Are
these figures the result of a survey or an estimate? Is there a file with their names,
addresses, university they attend, careers, etc.? Is it up-to-date? Who keeps it?
B. Organization:
Are our university students organized as an association or fellowship? Who
established it? When? Do they have a constitution and by-laws? How are they
connected with the organized work of the Church? Are they recognized as an official
organization by the college or university in which they study? Do they have
Adventist teachers or pastors as sponsors? What type of activity do they carry? If
there is no student association in your area, should there be one? Why or why not?
What shape should it take?
E. Plan:·
Draw a specific plan to respond to the needs you have identified. Include in it
objectives, individuals that you plan to involve in it, materials that you need and will
develop or obtain, finances, time-frames, etc.? Is there anything we should learn from
other Christian groups working on the secular campus? How will you implement
3
94
your plan as you return to your field? How will you know if you have achieved your
objectives? How will you "sell" your plan to others? Who should be convinced and
involved? Are there recommendations that this workshop should make to the higher
organizations?
F. Rationale:
Outline a specific rationale for your involvement in this ministry. Why should our
Church in your area provide a ministry for this sector of our membership? What
advantages are there? Can we provide this ministry without detracting from our
support to our own Adventist colleges or universities? How will we do it?
Once your team has been selected, develop a 2-3 page outline and have someone
designated as the presentor. He will have approximately 7-10 minutes to present
verbally the plan to the group. He will then give a copy of the outline to the director
at the next organizational level: conference to the union; unions to the division.
Thank you.
4
95
You can use it on the stationary of your student group, on tee-shirts, book markers,
bags, key rings, buttons, and posters announcing chapter activities.
··, ....
Adventist Volunteer
by Vernon B. Parmenter Service: Are you ready
for adventure?
A
you ready for real adventure? If pleted more rapidly. We are confident check to see how long it will take to get
so, then the Adventist Volunteer that it is part of God's plan for church a visa.
Service program is what you're members to unite with the ministers in Many of our mission territories have
looking for. Many have already testified this work and that through the power of urgent needs that are not being met be-
that serving as an Adventist volunteer the Holy Spirit the end will come quick- cause they do not have the funds to sup-
has been a life-changing experience for ly. port an invitation for personnel. What a
them and for those whose lives have The AVC has established a web page difference it will make to our mission
been touched through their service and as the main hub of its operation where fields if volunteers are able to offer their
witness. hundreds of positions are added regular- services in the truest sense of the word.
There are so many stories I could tell ly for people of all ages, qualifications, Whatever you do, don't put it off.
you. I think of Bob Robbins who went gifts and talents. If you visit http:/I Begin that adventure of a lifetime now.
to the tiny little island of Pohnpei to volunteers.gc.adventist.org you will "The Lord calls for volunteers who will take
work in our school there. He gave Bible quickly discover how you can become a their stand firmly on His side, and will
studies in the nearby Correctional Facil- part of the great army of young people pledge themselves to unite with Jesus of
ity in his spare time and, within four and older folks who are going overseas Nazareth in doing the very work that needs
months, four prisoners responded to the to experience one of the biggest adven- to be done now, just now." (Ellen G.
gospel invitation. They were brought in tures of their lives. You can select the White, Fundamentals of Christian Educa-
chains to the Adventist church to be country you want to go to, the task or tion, p. 488).
baptized. I could take you to Kazakhstan profession that best suits you and the
(and many other places) and show you a time you want to go. Then simply fill in
new church with approximately sixty the application form right there on the
members attending each Sabbath. And screen. There are all kinds of needs: col-
it all happened because Adventist vol- lege/school deans, language teachers,
unteers cared enough to leave the com- maintenance workers, cooks, youth pas-
forts of home to go and teach these peo- tors, teachers, accountants, nurses, doc-
ple how to speak English. tors, computer specialists, aircraft and
The Church has always been blessed motor mechanics, ADRA workers, secre-
with volunteers who have been willing taries, and the list goes on and on.
to take on the world. Adventist student
missionaries have been serving overseas Before you fill in your application
for more than thirty years. But it was form make sure you look at the finan-
only about four years ago that the Gen- cial arrangements for each vacancy. You
eral Conference established the Adven- will notice that some positions provide
tist Volunteer Center (AVC). significant benefits while others offer
The supreme objective of AVC is to very little or nothing at all. If you do
coordinate the needs of the world field not have the funds to support yourself
with the availability of volunteers who for a particular position, you can look
are anxious to meet those needs. We fig- to your home church and your friends
ure that multiplying the work force in to assist you in fund-raising. Also, be-
this way will save the church money. fore you resign from your job or take a
Better still, the work. of spreading the year off from studies, make sure that
gospel to the whole world will be com- your appointment is confirmed and
Imagine traveling the globe, visiting new countries and experiencing their cultures,
eating foods you have only heard about, meeting people who view life from a
different perspective and, best of all, sharing your faith with those hungry for the
Word of God.
Thousands of people who have given part of their lives to overseas report that it
was the best thing they've ever done.
Contact the Volunteer Service Coordinator in your local conference, union or division.
http://volunteers.gc.adventist.org
Don't put it off.
Do it now.
God needs you
on His team!
Persons with management skills, financial management and accounting, health education
and grant writing abilities are in demand.
If you want information about ADRA and its mission, you may find this on the internet at
www.adra.org. There is lots of good information about the purpose and activity of the
agency available for your review.
1. Volunteers who work 9-12 months are getting hands on training for leadership. Many in
ADRA leadership today began as volunteers.
4. Face to face interviews with ADRA senior staff. While this approach may not be
practical for everyone, it is helpful in getting your name and information where it can be
seen and reviewed by the people most involved in the decision making process. The
local Country ADRA Office with the Country Director and the local Executive Board make
all final decisions regarding personnel placement in their country.
THINK. ADRA!
r--------------- ~~ ------- - - - -- --
Adventist
Professionals'
Network
ood news! The steady growth of the Seventh-day Adventist Church and
its institutions has created a demand for qualified personnel who can
II support its worldwide mission with their talents and education.
Un response to this need, the General Conference has launched the
Adventist Professionals' Network (APN)-an electronic global registry
of Adventists who hold a degree in any field. APN assists Adventist
institutions and agencies in locating candidates for positions in
teaching, administration, health care, and research as well as
consultants with expertise and personnel for mission service. APN also
helps Adventists around the world to connect with their respective
professional associations.
Enter your professional information directly in the APN web site, free of charge:
http:/Iapn.adventist.org
Encourage your Adventist colleagues and friends with degrees also to register.
For questions and comments on APN, contact us through apn@gc.adventist.org
rP\1 ~;. ::;s 0~\l«:Mr.L.:. f@ ;_ [p@ "if
-------------------------------
102
r---------~--- --- ---------------
Reseau des
Professionnels
Adventistes
I' ..
I~ . , .
I ~
I
I
I\
cause de Ia constante croissance de l'Eglise adventiste du septieme jour,
fJ~ il existe une reelle demande pour des professionnels qualifies, aptes a
soutenir de leurs talents et de leurs competences sa mission planetaire.
VJ
oulant repondre ace besoin, Ia Conference Generale a decide d'etablir le
Reseau des Professionnels Adventistes (Adventist Professionals' Network ou
APN) - registre mondial, tenu sur internet, des adventistes titulaires d'au
moins une Maitrise ou d'un diplome equivalent (sanctionnant cinq ans
d'etudes superieures) en tous domaines. Le RPA aide les institutions et les
organismes qui en font partie a reperer les consultants ayant I' expertise
requise, les benevoles volontaires pour des missions de courtes durees et
les personnes dont le profil correspond ades postes a pourvoir dans
l'enseignement, dans I'administration et dans la recherche.
lnscrivez-vous directement, avec vos renseignements professionnels, sur le site web du RPA :
http:/ Iapn.adventist.org
Et encouragez d'autres professionnels adventistes qualifies afaire de meme !
Pour obtenir de plus amples renseignements sur le RPA, ecrivez-nous acette adresse :
11 0173.140S@compuserve.com
Rede de
Profissionais
Adventistas
http:/I apn.adventist.org
Encorage outros profissionais adventistas a registrar-se!
Para outras perguntas sobre a RPA, contate-nos em 11 0173.1405@compuserve.com
- »
~@; ~A.W©Ji "hOrfF'WJ!..E lf) !!J IT!>O~JJ!.G I ffi .t~T~ AJ~ !JUtJ:CT'ID
__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ J
104
Red de I
Profesionales I
Adventistas I
I
I
I
I
I
I
I
I
I
!
I
I
I
I
I
I
. uena noticia! El rapido crecimiento de la Iglesia Adventista del Septimo Dia ha
creado una demanda de profesionales calificados dispuestos a apoyar Ia
I
misi6n mundial adventista con sus talentos y estudios formales. I
espondiendo a esta necesidad, Ia Asociaci6n General ha inaugurado la Red de I
Profesionales Adventistas (RPA): un registro electr6nico global de adventistas I
que poseen un titulo universitario o diploma post-secundario en cualquier
I
campo academico o profesional. La RPA ayuda a instituciones y agendas
adventistas a localizar candidates para ocupar puestos en la docencia, el I
liderazgo administrative, la atenci6n a la salud o Ia investigaci6n, asi tambien I
como consultores y personal para las misiones. A la vez, la RPA facilita el I
contacto de interesados con asociaciones de profesionales adventistas en I
diversas especialidades.
I
Busque en internet el website de Ia RPA e inscribase gratis, I
colocando alii su informacion profesional: I
I
http://apn.adventist.org I
Anime a sus colegas y amigos calificados a que tambien se registren. I
Para mas informacion sobre Ia RPA, comuniquese con nosotros: apn@gc.adventist.org I
I
I
I
---------~-c.-.--------------------- -- --
FOR YOUR 105
INFORMATION • • • ••••
: 34 Dialogue 7:3-1995
•
107
30 DIALOGUE 2 - 1992
108
dence. The institute has conducted -one of the church's most distinc-
numerous field conferences in North tive doctrines-is based primarily on
America as well as some in Europe, a literal six-day Creation. Once the
Australia, and New Zealand. geologic layers of the Earth are inter-
The institute also publishes three preted as needing long ages for for-
periodicals that are presently on a mation, this excludes the possibility
biannual schedule. Origins is a tech- of an all-inclusive, six-day Creation
nical journal providing articles and week as given in Genesis and the Ten
literature reviews at the collegiate Commandments. This is because
and graduate-school level. News unique forms of organisms are intro-
about GRI activities is provided in duced at different assumed "ages"
Geoscience Reports-which ad- and could no longer have been cre-
dresses the general public and the ated within six days.
elementary and secondary-school Denominations that have adopted
levels. Ciencia de los Orfgenes is a views asserting that life developed
Spanish publication edited by David gradually over millions of years usu-
Rhys, Ph.D., with both general and ally hold that the fli'St part of Genesis
technical information. Readers who is allegorical. Such views not only
wish sample copies and subscription undermine the biblical account of
information should write to the Geo- beginnings, but are deprecating to
science Research Institute; Lorna the Bible as a whole, because the
Linda University; Lorna Linda, CA leading Bible personalities (e.g., the
92350; U.S.A. Telephone: (714)824- apostles Paul and Peter, Christ and
4548; Fax: (714) 824-4577. Other God) either directly or by implication
publications such. as reprints from refer to Genesis 1-11 as factual. The
technical journals, books, and papers testimony of these authorities authen-
on selected topics are also available ticates the truthfulness of the biblical
from the institute. Some audio-visual account of beginnings.
materials have also been produced. The work of GRI is becoming
lnfonnation can be obtained by writ- particularly significant as the con-
ing to the above address. flict between evolution and the Bible
The work of GRI is particularly comes more to the forefront. Re-
significant to the Seventh-day Ad- search at the institute has produced a
ventist Church. Most Christian de- significant body of scientific evi-
nominations have yielded to the secu- dence that corroborates the biblical
lar influence of evolution by accom- account of beginnings. Not all the
modating with views which suggest problems that scientific interpreta-
that life developed with the aid of God tions pose to the Bible have been
over millions of years. Such views solved, but evidence supporting intel-
conflict with the Bible and are espe- ligent design for life and of a world-
cially challenging to the Seventh-day wide flood as described in Genesis
Adventist Church, since the Sabbath have become very impressive.
DIALOGUE 2 - 1992 31
EMPLOYMENT
It's His place, we just work here.
Being a missionary doesn't mean giving up your dreams for
the future, it means giving your future to God.
The mission field in your own back yard is sometimes the most neglected.
Reachi n g the
Unreached
with Hope
www.aiias.edu/ict
or
online.aiias.edu/ict/
Fax: 301-622-9627
E-mail: rodrigueze@gc.adventist.org
113
Subscribe to .Dialogue
Mail it to: Dialogue Subscriptions. Linda Torske: 12501 Old Columbia Pike:
Silver Spring, MD 20904-6600: U.S.A. Fax: 301-622-9627
E-mail: 110 173.1405@compuserve.com
117
ENERO- MA RZO
El confliciD
118
Ever think
about writing
a Sabbath School
Quarterly?
Why not! Each year 300 young adults from around the world
participate in the CQ writing program. This publication gives
Seventh-day Adventist young people aged 18 to 35 a unique
opportunity to grow spiritually, to share the benefits of their
Bible study, to exchange ideas, and to contribute to the mission
of the church.
CQ
12501 Old Columbia Pike
Silver Spring, MD 20904 U.S.A.
Fax: 301-680-6155
E-mail: cq@gc.adventist.org
Web site: www.cq.y~ages.org
119
Announcing •••
Compiled by
Humberto M. Rasi
The 45 articles included in this volume are listed on the next page.
This valuable collection is available in both English and Spanish. The cost of
the volume is US$1 0.00, which includes postage by surface mail.
......................................................................
ORDER FORM
To: Dialogue
12501 Old Columbia Pike
Silver Spring, Maryland 20904
U.S. A.
Fax orders: 301-622-9627
From:
Date:
I
ACTION REPORT ••• ••••
Campus ministry by
Elifas
in Tanzania Bisanda
Adventist students pray, hope, and university. More than 30 prisoners, some students are threatened with dismissal
dream for greater accomplishments in of them sentenced to death, have made a because of Sabbath observance, but so
Tanzania. complete break with their past and have far the Lord has watched over His
been baptized. faithful ones. A more recent challenge
n 1975, five years after Tanzania's The most ambitious evangelistic has been to find a place to meet for
Dialogue 8:1-1996 19 :
•
•
•
123
.
-,.-...
_,-. ... ... , __
- --.....-•--- --- - -- -~ - -- -...._ _._._.._ __________________________
I
G
hile is recognized as one of the One of these fellowships is known as Adventist students operate their own in-
ost educationally oriented coun- GESA, an acronym that in Spanish stands tegrated residences. Although the build-
tries in Latin America. Its litera- for Higher Education Adventist Students ings belong to the local conference, stu-
cy rate stands at 95 percent and two of Group. Organized in the Central Chile dents each year elect their adm inistra-
its poets have won the Nobel Prize in Conference in 1996, it includes students tive committee, apply their statutes,
literature: Gab riela Mistral (1945) and living in the metropolitan area of Santi- handle their fina nces, enforce their own
Pablo Neruda (1971). The Seventh- ago, the nation's capital, as well as strict discipline code, and are actively
day Adventist Church, with almost young professionals. GESA has spon- in volved in the life of the local church.
100,000 members, operates a network sored several activities such as helping Readers in terested in learn ing more
of elementary and secondary schools to build a new church in Las Cabras, about these two studen t centers may
as well as Ch ile Adventist Uni versity, spiritual retreats, providing free medical contact their leaders directly: Adventist
located near the city of Chillan. and social services to needy people, spe- Students Home-Concepcion, Orom-
For a variety of reasons, including cial Christmas programs at a children's pello No. 148, Concepcion, Chile; o r
the fact that our university does not hospital, and a national congress for Adventist Students Home-Temuco, San
offer all the programs in which our Adventist university students and pro- Francisco No. 932, Temuco, Chile.
young adults are interested, more fessionals.
than 1,000 Adventist students attend In the South Chile Conference, stu- Reported by Dr. Marcelo Carvajal, direc-
non-Adventist ins titutions of higher dents have established Adventist fellow- tor of the Education Department and AM-
learning across the country. Many of ships in three ma jor university cities iCUS coordinator, Chile Union. His mailing
them have organized Adventist stu- and coordinate their activities with the address: Casilla 71, Correa 34; Las Condes,
dent associations for mutual support support of the Education and Youth Santiago; Chile.
and to coordinate service and out- Ministries Departments. In two of these E-mail: uchadven@ctc-rmmdo.net
reach programs. centers-in Concepcion and Temuco-
AMiCUS
activities in
Romblon,
Philippines Members of the AMiCUS chapter in Romblon, Philippines enjoy fellowship
during an excursion.
dventist university students in involved in various nurture and outreach Iogue we send warmest greetings to
Romblon, Philippines, have activities such as organizing spiritual fellow Adventist students around the
organized an AMiCUS chapter, retreats, presenting special programs in world and pray that our Almighty God
that includes Adventist students attend- Adventist churches in the area, and will bless them abundantly in their
ing two local colleges. Our chapter elects conducting a "Clean and Green Opera- studies and in their walk with Christ.~
its own officers and plans our yearly tion" in our city, involving some of our - Karen M. Fajilan, Chaprer
program. We are united in Christ and non-Adventist friends. Through Dia- Secrerary
Berkeley Student
Conference focuses on
by Chris Drake campus ministry
O
ne hundred twenty Seventh-day strategies and materials, and to mount a
Adventist students and chap- sustainable Adventist outreach to secu-
lains from 21 public colleges and lar campuses. The conference organizers
universities assembled on the campus of hoped to have eventually "a network of
the University of California, Berkeley, fellowship around· the world," accord-
September 13-16, 2000, to celebrate ing to Will Sutton, the event leader and
their faith, to strengthen their fellow- Berkeley doctoral student. Nicole Chao,
ship, and to charter their future. Orga- another Berkeley student leader adds:
nized by the Berkeley Seventh-day Ad- "We want to provide contacts for other Much time was devoted to prayer.
ventist Student Association (BSDASA), Adventists involved in secular campus
the conference drew delegates from Aus- ministry." in secular campus ministry. Several oth-
tralia, Bangladesh, Canada, England, To help motivate the conference in er supporting ministries were also
Germany, Ghana, Kenya, Romania, achieving these objectives, the Berkeley present, including the General Confer-
Zimbabwe, and several campuses in the organizers brought in an impressive ar- ence Committee on Adventist Ministry
United States. ray of speakers, including jose Rojas, di- for College and University Students
Berkeley 2000 was the first-ever gath- rector of young-adult ministries for the (AMiCUS), which publishes Dialogue.
ering of Adventist young people to fo- North Ameri can Division; Dan Mat- The three-day event was fi lled with
cus specifically on public-campus evan- thews, speaker emeritus for the televi- activity. Each day started and ended
gelism and ministry. The goal of the sion program Faith for Today; Dwight with ge neral sessions for all partici-
conference was three-fold: to establish a Nelson, senior pastor of the Pioneer Me- pants, which dealt with spiritual life
network of Adventists on public univer- morial Church in Berrien Springs, Mich- and witness. In between were various
sity campuses, to share campus-ministry igan; and Ron Pickell, a veteran leader focus groups and seminars-all targeted
toward equipping college/university
students for ministry.
According to Humberto Rasi, world
education director for the Adventist
Church, the Berkeley conference came
"at the right moment to galvanize the
movements that have begun on SO to
60 campuses in many parts of the
world," and to help the church in North
America develop a stronger public cam-
pus ministry.
The high point of the conference was
the "Berkeley Resolution"-a statement
of commitment and a call for a North
~ ~- .... American Division-wide plan to expand
..C :::-::I!I!!!IIII!!!!Ioll!
~ b:,;..i.Oiiio:!llo!l!lil(_ and consolidate secular-campus minis-
.0
try. Among the items included in the
2
0
..c
resolution was a request that one year,
"- within the next five, be selected to focus
Participants pose in front of the administration building of UC-Berkeley. on "the opportunities and challenges of
Adventist Frontier
by Pamela Duncan Missions: Reaching the
unreached in this
generation
e you looking for advenh1re? Try and share their fa ith with those around Hea lth care is the second category.
Adventist Frontier Missions. Or- them. When a church is strong and is Th is area allows you to teach local peo-
gan ized in 1985, AFM works growing on its own, AFM missionaries ple how to take better care of them-
closely with the Seventh-day Adventist move on to begin work with a new un- selves and each other. Ma ny unreached
Church to expand the front iers o f reached group. people believe in spirits and wi tch doc-
God's fa mily. AFM recruits committed AFM is currently seeking 32 students tors. Showing them what causes disease
Adventis ts to live among unreached and young adu lts to support the work and h ow to improve their health helps
people grou ps, to share the joy of of fu ll-time missionaries in nine coun- break Satan's hold o n their lives. Quali-
knowing j esus, and disciple new believ- tries. AFM n eeds to fill positions in sev- fica tions: a basic knowledge of health
ers. Their guiding motto is: "Reaching era l categories. principles and certifica tio n in fi rst aid.
the unreached in this generation. " The first category, ho me school edu- Thi s area of service is idea l fo r regis-
AFM student and career missionaries catio n, allows you to support d irectly tered nurses or nursing majors.
learn the local language and cul ture, miss ionary families by working with Literacy training is th e th ird catego-
live among U1e people, and ministe r to their children. This fTees the missionaries ry. By teaching the local people how to
their needs. They s hare the gospel with to focus on building relationships with read in their own language, you enable
their new fri ends and invite them to local people and evangel ism. Qualifica- the m to read the Bible. Qua lifications
know j esus. New believers are then tions needed: a love for child ren and needed: excellent interpersonal skills,
trained to take on church leadership th e knack of making learn ing fun. sma ll-group leadership skills, and a
good command of th e Engl ish lan-
guage. You are expected to know how
to co nvey successfully information and
con cep ts. To teach Bib le classes, you
need to understand fu lly and be able to
expla in Bible principles and Adventist
beliefs. Because literacy training in-
volves learni ng the local language, this
area of service is best su ited for those
wil ling to com mi t' to serving more than
one year.
And, finall y, comm unity develop-
ment. Student missionaries assist the
local peop le in developing water sys-
tems, successful farmi ng,· o r business
en terprises. Qualifications: a basic url-
dersta n ding of agriculture, wa ter sys-
tems and/or basic bookkeeping and
business skills.
AFM student missio naries m ust have
Adventist Frontier Missions student volu nteers for the year 2000. a passio n to follow Christ wherever He ·
:24
•
Dialogue 7:3-1995
•
•
134
love Him very much," I told her. She has done for you is in itself a powerful as parties, get-togethers, or outings. Most
wanted to know who this Jesus was. She tool. Walk the talk, and the reaping will campus ministries report outstanding
encouraged her daughter, a professional, follow. success with informal meetings orga-
to attend our church to learn more about nized with a Christian emphasis. They
Jesus who can make love a reality. 7. Cultivate common provide meaningful exposure to your
interests. faith. You may have other ideas. In any
4. Consider your campus As your relationship grows, work on case, what are you waiting for? Take up
or workplace as your points that are common to both of you. the challenge and be an ambassador for
ambassadorial Develop a list of options that will make Christ-in your donn, on your campus,
assignment. good contact points with specific at your work. Christ needs you. ~
You are there as Christ's representa- individuals and begin working with what
tive. As I walk briskly for exercise, I see you consider as most feasible. Perhaps it Yvette S. Chong is the directorofwomen's
more than just buildings. Those build- may be reading or listening to music. ministries, Pacific Union Conference ofSeventh-
ings house people with names and faces. Share your best to show that you care. day Adventists. Her address: 1706 Bolin Street,
I often visualize those people as search- Perhaps it may be through activities such San Jose, CA 95131, U.SA.
ing for truth. I want to get to know them.
I want to offer them the good news of
salvation. Many of them are non-
Christians or agnostics. Some are
affluent, but materialistic. There is often
a feeling of emptiness in their lives. As
Christ's ambassador, I want to identify
these needs and do what I can to help.
Obviously not every person will be
immediately responsive to the sharing
and discussion of the gospel, but there
will be some. Be willing to accept God's
timing.
5. Establish a growing
relationship.
Being an ambassador demands that
you establish relationships that will grow
in meaning and strength. Ask God to
help you get acquainted with those
around you. Begin each day with the
prayer, "Whom will You send me today,
Lord?'' Get to know those you meet or
with whom you attend classes. Learn
their names and be certain you pro-
nounce them correctly. Smile. Be a good
listener. Have a meal together. Start a
conversation by using icebreakers, such
as campus news, current events, college
courses and programs, professional or
career interests, hobbies, sports and
recreation, projects and problems at
work, and religious background.
CAMPUS LIFE
Adventist International Friendship
Ministry
Dayton Chong
M ei Zhang, a 28-year-old
Chinese woman working on
her doctorate in physics at the
just arrived from Hong Kong. A
year later, she transferred to the
Kettering College of Medical Arts.
homeland. Simple friendships with
these students have tremendous
potential to enrich our own life
University of Michigan, was While there, an adult fellowship and theirs- the potential to share
delighted that Peter and Jane Sims group sponsored by the Horace with them the saving power of our
invited her to their home for a Kelleys at Dayton, Ohio, invited Saviour and the Three Angels'
weekend. The Sims prayed that Yvette to join their fellowship. She Messages.
their house guest would see their noticed their deep Christian love Ellen G. White speaks of the
Christianity lived out and ask in action, and asked for Bible great importance of working
about their faith. So they could studies. Two years later, she be- among the foreigners who have
hardly hide their excitement as came a Seventh-day Adventist come to our lands:
they told Mei what Christ meant Christian. Through the providence God in His providence has
to them personally. of the Lord, several years later she brought men to our very
"How can I learn more about became the wife of an Adventist doors, and thrust them, as it
this Christ?" she asked. And a lit- pastor. were, into our arms, that they
tle later, as they sat at the dining might learn the truth, and be
room table, it seemed that Mei Ministering to Foreign qualified to do a work we
would rather listen than eat. "How . Students could not do in getting the
can I know God?" she asked again. light to men of other tongues.
Peter, a probation officer, Mei Zhang and Yvette are rep- Many of these foreigners are
shared how Christ had changed resentative of the more than one here in the providence of
his life. When he and Jane met in million men and women from God, that they may have op-
college, Peter had been indifferent more than 180 countries who are portunity to hear the truth for
to God. Through Jane's per- living in the cities of the Americas, this time, and receive a
severance and love for him, Peter Eastern and Western Europe, and preparation that will fit them
came to know Christ as his per- Australia-attending colleges and to return to their own land as
sonal Saviour. universities, training on the bearers of precious light shin-
"'t was exciting," recalls Jane, a military bases, serving in foreign ing direct from the throne of
teacher and mother of two government offices, and busi- God (Christian Service, p.
teenagers. "Mei was so open and nesses. All of them are trying to 200).
really searching. Her questions cope with a culture that totally Reading in the book of Acts,
dealt with the basics of Chris- baffles them. one fmds two major patterns for
tianity. I could tell she was really Foreign students come because missions: One, God sending the
thinking about our answers." the country of study has something church to where the world is, and
Although Mei did not make a to offer them. The education and the other, God sending the world
commitment to Jesus Christ, she professional experience they to where the church is. Unfor-
agreed to keep in touch with Peter receive will open doors back home tunately, the latter is often over-
and Jane. Jane said, "I'm praying and usher them into the upper looked.
that she will know Christ personal- levels of the societies they left be-
ly by the time she returns to China hind. Many of these students are Why Should Adventists
next year. I'm also praying for often destined for high·level
Mei's family." achievement in some field, be it Get Involved
Yvette, an 18-year-old Buddhist, medicine, business, engineering, The following are some of the
made a commitment to Christ be- agriculture, education, military reasons you should consider for
cause a Christian fellowship group science, or nuclear physics. getting involved in this ministry:
invited her to their camping trip. The international students • Adventist Christians can be-
She was all alone on the University whose lives we touch will become come part-time missionaries in
of Connecticut campus, having influential people in their the comfort of their homes.
24 DIALOGUE 1 - 1990
136
• Your local church can ex- Friendship Partners; supports • Volunteer to host an interna-
perience an on going, hands-on their ongoing relationships; and tional student in an ongoing ac-
foreign missions experience with sends all international returnee tivity.
minimal financial investments. students' information to the Ad- 2. Recruit Friendship Partners.
• As your congregation becomes ventist International Friendship • Hold a vision meeting to explain
involved in this ministry, the Ministry office. about the ministry.
members will develop an even B. Friendship Partners Coor· • Ask each interested member to
stronger heart for missions, dinator: He or she recruits and complete an Interest Response
transcending merely giving develops from within the church a Questionnaire.
money to occasional appeals. group of Friendship Partners who 3. Orientation and training or
• Holidays and special occasions are committed to pursuing Friendship Partners.
take on extra meaning when genuine friendships with interna- •Present a walk-through study in
shared with your foreign friends. tional students; promotes spiritual how to be a friend to interna-
• You can expose your children to tional students.
other peoples and cultures, right
in your own home.
There are two • Complete a Friendship Partner
Questionnaire.
• Adventist International Friend- patterns for 4. Matching Friendship Part-
ners with international students.
ship Ministry provides the older
couples in the local church with mission: God • Consider the distance between
companionship and an oppor- the homes of each Friendship
tunity for witnessing (in most sending the church Partner and his/her foreign
foreign cultures, senior citizens friend.
are the most respected family where the world is, • Match occupational interests,
members). personal preferences, interests
• Returned overseas missionaries and God sending in hobbies, or language spoken.
will be able to continue their S. Organize church activities for
ministry to students from their the world where your international friends.
6. Train Friendship Partners to
previous field of labor.
• Prospective missionaries can
the church is. lead an international student to
develop their cross-cultural Christ and to join the Seventh-day
skills. Adventist Church.
7. Organize a Sabbath School
How to Develop Your growth in the lives of international class for the international stu-
students who are involved in your dents.
Team church's International Friendship 8. Disciple international stu-
Once you and a group in your Ministry. dents.
church see the possibility of start- 9. Evaluate the spiritual growth
ing a local International Friend- How to Start This of each participating international
ship Ministry, you may proceed to Ministry in Your Church student.
develop a team. Its size will vary 10. Prepare each Adventist in-
with ·the size of your congregation The following approach will ternational student to return
and the strategy you select. Any allow you to be~ a local Interna- home as effective witnesses.
church near a college or university tional Friendship Ministry: 11. Forward a copy or each in·
can set up this type of ministry. 1. Locate interested internation• ternational student returnee Conn
You do not need an established alstuden~scho~ to Dr. Dayton Chong, Director,
campus ministry first; however, • Secure names of interested per- Adventist International Friendship
this approach will work in close sons from each university or Ministry. (See address below.) He
cooperation with all campus mini- college's foreign student will seek to connect each returnee
stries. advisor's office. student/scholar with the respective
The following two positions are • Network with any existing Ad- mission, conference or union.
needed to effectively develop and . ventist Campus Ministry in
coordinate a viable ministry: . locating int~rested foreign stu- Activities
A. International ·Friendship dents/scholars. .
In addition to a program of
Coordinator: He or she meets in- · ~Look for members of your con- spiritual nurture and fellowship in
ternational students who want to gregation who are involved on the church, the following activities
develop friendships with local campus, such as, professors, in- could be utilized to foster the
citizens; helps match international structors, office workers, etc. development of friendship, fellow-
students with your church's
DIALOGUE 1 - 1990 25
137
26 DIALOGUE 1 • 1990
139
T- he phone rang with urgency. John about what had happened and how he The normal crisis pattern begins with
was surprised to hear the familiar felt about it). Before morning-and the a precipitating event, followed by an in-
voice of Will, his roommate. "My good news that janet had come through ternal assessment of that event. We ask:
sister has been in an auto accident." emergency surgery and would fully re- "What is happening? Has this happened
Will sounded very agitated. "She's in- cover-John and Will had talked, shed before? If so, how did I cope and was I
jured pretty badly. Can you meet me at tears, made phone calls and cared for successful? Will that work again? If not,
the hospital emergency room?" On the other arrangements, claimed the prom- do I have the resources with which to
way to the university hospital, john ises of Scripture, and prayed and grown cope now?" Sometimes these questions
kept wondering "What should I do? closer together in the Lord. are answered almost instantly and their
What can I say?" Then he remembered What John did is an important part answer helps us to interpret whether or
the words of a counselor at a workshop of a caring interpersonal ministry. This not the current situation is a threat. If
on crisis helping skills. Three words: per- ministry is particularly becoming signif- we conclude "I can handle this," the cri-
sonalize, stabilize, and verbalize. Instant- icant in dealing with crisis situations, sis is averted. But if our reaction is oth-
ly, John knew how he would begin his and its importance is increasingly recog- erwise ("I've never dealt with this be-
ministry of comfort and support for his nized by both secular and Christian fore." "I don't know what to do." "I may
distraught friend. counselors. This article will deal with not be able to deal with it."), we mar-
As he entered the emergency section the basics of crisis theory, ways of ex- shal our resources and try to respond. If
waiting room and saw the tortured look tending help, a model for helping, seek- we succeed in handling the issue, the
on Will's face, he breathed a prayer and ing professional assistance, and follow- crisis is thwarted. If not, we are plunged
moved across the room to his seated ing jesus' example. into a crisis state. At this point, we often
friend. Sitting down, he placed his hand need help from a trusted person. The
on Will's shoulder. "How's Janet?" he Basics of crisis theory key is in understanding that crisis is our
asked. The process of interpersonal helping internal response rather than the exter-
John's caring presence and simple is structured, yet adaptable to many spe- nal stimulus. The core of crisis care is
words initiated a multi-phased helping cific situations. In order to understand helping people focus on what they think
process that was bathed in prayer and this process we must first examine some about what is happening to them.
guided by the Holy Spirit, yet grounded basics of crisis theory. A crisis is essen-
in a solid understanding of human be- tially a turning point, when some pre- How do we help?
havior. He knew that in times of crisis a cipitating event forces one to ask, There are several classic ways in
helper can provide several kinds of care, "What is the meaning of this, and what which we can help people in crisis.
all the way from simply being present to do I do about it?" The most common Some of them are:
solving problems. He realized, however, crises are developmental in nature, Avoidance. Helping people develop
that before he helped at any of these stemming from the challenges we en- lifestyles that avoids stressors that pro-
levels, he needed to build an "on ramp" counter during the unfolding phases of duce crises.
or create an environment in which, and our lives (adolescence, marriage, child- Stabilization. Addressing urgent mat-
through which, this healing ministry rearing, aging, death, etc.). Other crises ters in a way that helps bring order and
could take place. That's where the crisis are situational, in response to specific form into a chaotic crisis situation.
counselor's three words came into play: and often unexpected events such as ac- Reframing. Through active listening
personalize Oohn needed to focus on es- cidents, natural disasters, job loss, unex- and appropriate dialogue, helping peo-
tablishing a caring presence); stabilize pected and tragic death, etc. Whatever ple examine and test their perceptions,
(help bring order if the situation is cha- the nature of the event, the crisis is not often assisting them to see things in a
otic); and verbalize (create an environ- the event itself, but rather our interpretation new way. Scripture and prayer can help
ment where his friend could safely talk of, and response to, the event. people gain a new perspective and an
understanding that they are not alone. decisions need to be pointed out? Is pist or counselor. Do not minimize the
Reducing stress arousal. Christian transportation or other help needed? importance of this, but also do not hesi-
helpers can utilize Scripture, prayer, Sometimes the person feels over- tate to suggest that your friend see a
meditation, and listening to help reduce whelmed by practical need so this can professional caregiver if necessary. Re-
the emotional and physical stress block the needed verbalization, which ferral is different from transferral. Trans-
brought about through the mind-body you want to encourage. ferral is where care of the person is giv-
connection. 3. Encourage talking. Let the person in en over entirely to another person; re-
Ventilating the stress response. Good crisis talk about what has happened and ferral is where the circle of care is simply
listening skills provide a safe environ- how he or she feels about it. The core of enlarged to include a qualified profes-
ment where people can talk, thus help- interpersonal caring is to become a lis- sional. In referral, you will continue to
ing diminish pent-up stress responses. tener to stories (sometimes over and be a friend who cares and supports.
Problem resolution. Sometimes we can over!). Develop your listening skills to
only be a supportive presence, or help the point where you can draw out the Referring for professional help
in some of the ways listed above, but storyline through appropriate questions Following are some of the conditions
other times we might be able to utilize and attending behaviors. What you that signal the need to refer to a profes-
some simple solution-focused approach- hear will lead you to assess needs and sional:
es to problem resolution, and thereby plan your caring strategy. 1. Threats of violence to self or oth-
eliminate some factors that helped 4. Begin to assess spiritual needs. This ers.
cause the crisis. need not be a complex process. A basic 2. Risk of suicide or homicide.
These approaches involve developing assessment might involve answers to 3. Psychotic behavior (losing grasp
some basic interpersonal helping skills, three questions: Does the person see on reality, hallucinations, para-
such as active listening, appropriate himself or herself as a child of God, or noia, irrational thinking, etc.)
questioning, problem resolution an so has he or she rejected self? Does the per- 4. Mood, emotional, and behavioral
on. (See "For Further Reading" for some son feel embedded in a caring social changes that seem to occur with-
excellent help in these areas.) community, or does he or she feel isolat- out discernable and connected ex-
ed from others? Is God seen as present ternal stressors.
Developing a basic model and caring or as having abandoned the 5. Clinical depression (persistent
for helping person? Key questions such as these be- sadness/helplessness/hopeless-
While there is no fixed "recipe" for gin to highlight spiritual issues and give ness, recurring thoughts of death
helping people in crisis, a basic model clues about how to respond.
would include the following. S. Consider and utilize options for car-
1. Establish a caring presence. Right at ing. Review the classic helping methods ~, the Care-giver
the outset, the helping process must mentioned above. How can you best as- :. ,An. oft~ll overlooked, yet power-
provide a caring presence to the one in sist the person in need? Will listening fW,. ·~pie '~f lnteq)ersonal crisis
crisis, in order to initiate trust. This is and good attending behaviors alleviate _minis~· is found in Jesus' ministry
done primarily through nonverbal the stress? Can quiet meditation or use to. ~o::grieVfiig:'friends.. Read Luke
(body language) and paraverbal (rate of of Scripture and prayer help reduce the ' ~:13~3talld see .if you' find exam~
speech, tone of voice) means rather stress arousal? Will appropriate spiritual ples·_of tilefo.llowing ·prindples· dis- ·
than through just words. Attentive pos- encouragement or prayer and Scripture 'Oisseti 'iii the 'article: · · · ·
ture, good eye contact, appropriate help with reframing? Are there solvable · · :.; ··~J>~lifug.~ caring. preSence
touch, measured rate of speech with a problems that have contributed to the ··• ·<JOOO ustenil'lg skills
caring tone of voice, and other commu- crisis? Can you use simple solution-fo- ~· ~wropr.Jate u5e of questions to
nication skills can convey in the first cused methods that will help address :. 'facilitate 11telling the storY'
few seconds that "I care, and I am here those problems? Remember that your • CriSis· 'intervention tailored· to
use of Scripture, prayer, and spiritual
'ih~'. · ~ftc need
~,,'
.·
to help you." ..
2. Be directive, if necessary, and be as encouragement needs to address the ob- Are .there other examples of crisis
brief as possible. A chaotic situation may served spiritual needs in order to be rele- carei'"Read the quotation from The
require direct intervention to care for vant and helpful. MlniStrV~fJ:iefiling.used ih ·the.arttcle
the practical and immediate needs and 6. Refer to a professional if necessary. and' r~flect oil 'how you can follow
to restore some order and direction. Do Remember that you are providing help t11e hetpirig ministry of Jesus.
phone calls need to be made? Do urgent and friendship, not serving as a thera-
28
145
National
Congress in
Mexico
!most 700 young adults came to
Puebla, Mexico, in December 1996
to take part in the first National
Congress of Adventist University
Students and Professionals. They
represented more than 25 university
centers in which there are Seventh-day
Adventists pursuing a variety of univer-
sity degrees and practicing their profes-
sions.
The four-day meeting included
plenary sessions and group discussions
that focused on understanding the secular
mind, living the Christian life in a
challenging environment, ways of
sharing our faith with colleagues and
teachers, and supporting the mission of
the Church using the talents God has
entrusted to us. The participants also
heard encouraging testimonies of
Adventist professionals who are now
occupying positions of responsibility in
government and business.
The organizers expect that, as a
result of the congress, the positive
influence of Adventist beliefs and
lifestyle will be strongly felt in campuses
and offices across Mexico.
The congress had an immediate and
positive result. Two of the top adminis-
trators of the hotel where the congress
was held and the restaurant chef,
impressed by the conduct of the partici-
pants, are now receiving Bible studies
from Adventists in the city.~
-Heber Garcfa and Arturo King,
Youth Ministries Directors, South and
North Mexican Unions Delegates came from all regions of Mexico. Dr. Humberto M. Rasi, director of the
General Conference Education Department, was one of the featured speakers.
ACTION REPORT
tor of our church family. Working LOGUE in English, French, or
Inter-American Division in coordination with the youth and Spanish among the university stu-
education leaders at the union and dents included in the census. This
ore than 6,000 Seventh-day
M Adventist young men and
women pursue advanced studies in
local levels, we have implemented
a broad program that includes the
following activities:
journal-which contains articles
on academic topics, interviews,
and ideas for campus outreach- is
public universities located in some Organization of new associa- distributed gratis. Its cost is
30 countries throughout the Inter- tions of Adventist university stu- shared by the division, union, and
American Division. A recent cen- dents and consolidation of groups local fields.
sus shows their distribution as fol- already established. Many of Seminars for campus chap-
these groups have been founded in lains, youth leaders, and pastors
lows: Haitian Union, 125; West In-
recent years, but some have been in university towns. The first two
dies Union, 200; Caribbean Un- active for 25 years or more. sessions were held earlier this year
ion, 215; French Antilles-Guiana Several of their former officers in the Dominican Republic and
Union, 225; Colombian Union, now occupy positions of ·respon- Barbados. Specialized instruction
350; Venezuela-Antilles Union, sibility in the church as lay leaders on campus ministry was provided
450; North Mexican by personnel from
Union_, 650; Central the General Con-
American Union, ference, the North
1,120; South Mexi- American and Inter-
American Divisions,
can Union, 1,210;
and the local unions.
and Antillian U n- Participants came
ion, 1,465. from four Spanish-
The number of and English-speak-
these students is in- ing unions in our
creasing as overall territory.
church membership Celebration of the
grows. They con- Year of the Adven-
stitute a coura- tist University Stu-
geous Adventist ar- dent in 1990. Fol-
my that keeps the lowing an action
torch of the Chris- passed by the divi-
tian faith shining sion committee, a
bright on scores of series of activities
secular campuses, aimed at
frequently in an Adventist university students in West Puerto Rico, 1989.
strengthening this
atheistic, politi- ministry and at high-
and denominational executives.
cized, and hostile social context. lighting its importance have been
Among the latter are Nemuel Ar-
Although they do not enjoy the carried out in Inter-America. As
tiles, administrator of the Bella
benefits of Adventist higher edu- part of the celebration, an artistic
Vista Hospital in Mayaguez, Puer-
cation, they are thankful for bronze pin has been produced ex-
to Rico; and Efren Pagan, presi-
having known Jesus Christ from clusively for Adventist university
dent of the West Puerto Rico
their youth, and are committed to students. Its design features a
Conference. Both of these men
live and share the gospel among large "U"- which stands for
held leadership positions in Ad-
their fellow students and teachers. "university"- inside which there is
ventist university student associa-
They seek to serve humanity as the outline of a young person
tions. Leonardo Suescun, presi-
qualified professionals, to estab- holding high an "A" -which sym-
dent of the Adventist University in
lish Christian homes, and to enter bolizes his or her "Adventist" faith.
Medellin, Colombia, was one of
the kingdom of heaven as part of The two letters are encircled by a
the founders of the first associa-
God's people. laurel wreath, representing vic-
tion of Adventist university stu-
During the past two years, the tory.•
dents in his homeland more than
Inter-American Division has in- Spiritual retreats for university
20 years ago.
tensified its efforts to organize, in- students. The format of these
Systematic distribution of DIA-
spire, and serve this valuable sec- meetings varies, but most are held
26 DIALOGUE 3- 1990
148
annually for several days. Some of nation and creativity in spC?nsoring sity students participated in this
the retreats are held on the cam- a variety of programs for students activity, which culminated with the
pus of our own institutions of and teachers. The activities have baptism of 18,319 young men and
rugher learning, such as in Colom- included musical concerts, stop- women during the month of June.
bia. Others utilize youth camp smoking clinics, vegetarian cook- The experience was repeated early
facilities. Lectures, discussions, ing classes, donation of a basic set this year when thousands of youth
study groups, testimonies, and of Adventist books to the univer- leaders- including university stu-
recreational activities are included sity library, distribution of Adven- dents- held evangelistic series as
in the program, which is jointly tist literature, Bible exhibitions, part of Harvest 90. These resulted
planned by student in the baptism of
and denominational 20,140 young peo-
leaders. The costs of ple throughout the
the retreat and the division.
transportation are at Much more can
times shared by the be done for, with,
students, the con- and by our Adven-
gregation that spon- tist university stu-
sors them, the local dents in this rapidly
field, and the union. growing division.
University student We are aware of
conventions or en- the challenges our
counters. These last young people face,
one day. They are and we have ob-
usually held on the served the key role
Sabbath in one of they can play in the
the halls of a public life of the church.
university where the They deserve our
Adventist student Adyentlst university students In Barbados, 1990. prayers and sup-
association is regis- port.
tered. The program Wherever there
includes a student- is a group of Ad-
led Sabbath school, ventist university
worsrup with a spe- students, they must
cial speaker, fellow- be encouraged to
ship lunch, lecture form an association
on a relevant topic, under the sponsor-
discussions, and a srup of experienced
social activity in the leaders. And as the
evening. Adventist Lord shows us the
professors and other way, we will move
church leaders are forward with cour-
usually invited. A age and faith to-
convention of this ward the heavenly
type took place on kingdom.
the campus of the
University of West Alfredo Garcia-
Indies in Port-of- Marenko
Spain, Trinidad, this Delegates to the student convention in Colombia, 1989.
year. At times, the (*) Students who
program includes a baptismal food and toy collection for poor wish to obtain these
ceremony-with a portable bap- children at Christmastime, fUm. attractive pins may request them by
tistry- for a fellow student who and discussion programs, etc. writing to DIALOGUE at the editorial
address listed on page 2 of this issue.
has been attracted to the Adven- Youth evangelism and outreach. Enclose your name, postal address,
tist message. Such was the case at In 1989 the Inter-American Divi- and a check or money order for US
the Inter-American University in sion launched an international $200 (or its equivalent), which will
San German, Puerto Rico. program under the name of cover its cost and mailing. Make the
Service and cultural activities "Maranatha 10,000," which con- check payable to "General Conference-
on the public campus. Student as- sisted of 10,000 yo\lth-led evan- AMiCUS."
sociations have used their imagi- gelistic campaigns. Many univer-
DIALOGUE 3- 1990 27
ACTION
REPORT • • • ••••
Voted, 1. That 1997 be declared the following activities during 1997, as part
Year of the Year of the Adventist University Student
in all the Inter-American Division
of this celebration:
a) A special convention to be held
Adventist territory.
2. That the Youth and Education
on Adventist University Students' Day,
Sabbath, April 12, 1997, to be directed
University Departments be in charge of coordinating
this plan with the cooperation of the
by the administrative board of each
Adventist University Student Associa-
Student other departments of our church.
3. That during the latter part of 1996
tion/Fellowship, and to be held on a non-
Adventist university campus, where they
all unions and local fields complete the are pursuing their education. The
he Inter-American Division organization of new Adventist University program to include from the Sabbath
outstanding Adventist university American Division. of which have been active for more than
professionals, a party celebrating the 7. That the Adventist University 25 years. Even Cuba will hold a union-
anniversary of the Adventist University Student's outreach program be part of wide congress. We look forward to a
Student Association, and a baptismal the Division-wide target of 15,000 strengthened ministry for and with this
ceremony on the university campus Adventist Youth missionary projects and important sector of our membership. iB
wherever it is possible. 30,000 baptisms reached by the Adven- -Alfredo Garci'a-Marenko, Youth
. d) Active participation in the tist youth." Ministries Director. Inter-American
"Antidrug Walk Around the World 2000 Responding to this initiative, each Division
Project" as organized by the local field. union in our territ~ry has. had or is
e) To provide their members with planning to hold a congress for univer-
the insignia for Adventist University sity students. We are receiving the
Students as produced by the Inter- support of our student associations, some
A ~r\r ·
•'- - - ]!__
Seminar for university
students in Maranhao, Brazil
1\t the close of the seminar it was
agreed to establish the Association of Ad-
ventist Un iversity Students in Ma ranhao
(AUAM/\ in Portuguese) and to hold the
second seminar june 3-6, 1999 in th e city
of lmperatriz.
We welcome contacts with other Ad-
ventist student associations in Brazil and
in other countries. Our address: Av.
Daniel de La Touche, 53; Maranhao No-
Participants in the seminar.
voy Sao Luis, M/\; 65061-050 Brazil. Fax:
SS-98-246-1102.
E-mai l: comunicacao@mma. unb.org.br
specific area o f the earth has been pin- there has been an increasing e mp hasis What can
poin ted as a window of need, a window o n finding the still-unreached areas and we do?
of opportunity, and at the sam e time, a peoples of the world, and dil igently tar- As committed
partially closed window. It is referred to geting them for mission work. C h ristians o f the
as "The 10/40 Wi ndow." Several organizations have been in 21st century, what
the forefron t of this move. The Adven- can we do to m eet
What is the 10/40 Window? tist Development and Relief Agency the ch allenges and
The 10/40 W indow is a section of (ADRA), with its em phasis o n relief and needs the 10/40
ea rth ru nning from no rthern Africa development projects, consistently goes Window presents
th rough th e Middle East and centra l into pa rts of the world where o ther mis- to us? Obviously,
and eastern Asia, between the tenth a nd sion efforts would not be welcomed. we do n't wan t to
fortieth para llels north o f the equator Lo rna Linda University and its special- turn our back o n
(see map on page 16). The area has sev- ized med ical and surgica l tea ms have the hurting, th e
eral sign ificant features that Chri stians been able to take their gifts of hea ling to poo r, a nd those without the joy of salva-
must consider: some previously untouched areas. Ad- tion. Here are som e thi ngs we can do.
•This is whe re a ma jo rity o f the ven tist Frontier Missio n has foc used its 1. Take the issue seriously. Reachi ng
world's population lives. Even t ho ugh efforts on the "fro n tiers" o f the world by the unreached is a serious, urgent busi-
that area represents only o ne-thi rd of doing its work in previo usly u nen tered ness. jesus said so. In t he parable of the
the ea rth's land, it is there tha t almost areas. good shep herd, with 99 of his sheep
two-thi rds o f the world's popula tion re- In additi on, since 1990 the office of safely in the fold, the sh ephe rd risked
side. The two most populo us natio ns o n Globa l Mission a t the General Con fe r- the dangers of the nigh t to seek the one
earth are wi thin th is area: Ind ia and ence has spearheaded efforts to reach that was lost. He risked h is all for just
China, which collectively represent a l- not just the cou n tries of the world, but o ne percen t. Can we do less, when mo re
most o ne ha lf o f the world 's population also the u nentered popu la ti o n gro u ps than SO percent of Christ's sheep do not
•This is where the peopl e who need within each .country. Ma ny of them are even know Him?
the Lord are! Mo re than 90 percent of in the 10/40 Window. In 1998, as a part 2. Pray for tltis area. join millio ns of
the "least- evan gelized" people o n earth of th is global mission, nearly 20,000 Christians arou nd the world in in terces-
live in the 10/40 Window. Global Pio neers moved into unen tered sory p rayer fo r people in the 10/40 Win-
•Th is is where many of the world's areas in their own coun tries to do pio- dow. They need to experience t he joy of
most spiri tua lly receptive people live. neer evan gelistic work o n a voluntary salvatio n that we know. Place them be-
The 10/40 Window is the birt h place of basis, focus ing on an u nreached group fo re God's th ro ne each day. The early
all the ma jo r world religio ns- j uda ism, fo r one or two years. C hristian Church consisted of people
Hinduism, Buddhism, Ch ristia ni ty, and
Islam. With the exceptio n of C h ristian i-
ty, all o ther religio ns a re stro ng in this
a rea today. 1
•This is where the h urti n g people are!
Who
The majority of the world's poorest peo- has not heard?
ple-som e 80 percent-live h ere. Even
Countries with the largest non-Christian Largest people groups least evangelized:
mo re im portant, m ore than 80 percent
populations:
of the people in the world with the low- Bengali (Bangladesh)
est "quali ty of life"2 live in th is a rea. China Han (China)
• Bu t unbelievably, in spite o f these India Bhojpuri Bihari (India)
facts, Christianity spends less than 10 Indonesia Punjabi (Pakistan)
percent o f its mission funds and missio n japan Awadi (India)
efforts on this area. Bangladesh Turks (Turkey)
Pakistan Urdu (India)
Adventists and the 10/ 40 Window Nigeria Orisi (India)
The Adven tist Church h as always rec- Turkey Maitili (India)
ognized the need to go into "all the Iran Burmese (Myanmar)
world." Since the mld-1980s, however,
by
Hudson E.
Kibuuka
Eastern
Mrica's
Success Story Adventist students fl'Om the University of Zimbabwe
meeting on the Sabbath in the campus chapel.
od works mysteriously His !ism-something that evangelists featured in Dialogue (3:3). Mrs. Pratt is a
''The work
that must be done!''
by Samuel Koranteng-Pipim Campus Ministry at the University of Michigan
M
ore than 100 yea rs ago, Ellen the University of Michigan. The Ca m- But this miracl e is the result of de-
White appealed to target the pus HOPE Seventh-day Adventist liberate efforts by the Michigan Con-
University of Michigan, at Ann Church meets every Sabbath on t h e ference Publi c Ca mpus Ministries de-
Arbor, for evangelism. Students, she campus. What started as a core group partment, whose objective is to mobi-
wrote, "should enter [public] colleges, of about 25 students has grown to as lize Adventists on secular campuses to
and live t he truth, as Daniel and Paul high as 60 to 70 on a typical Sabbath. become part of "a Bible-based revival
did. Each o ne should study to see The wors hip services are complement- movem ent in which every student is a
what is the best way to get the truth ed by inspiring sermons and Bible lec- missionary." It is to thi s end that the
into th e school, that th e light may tures at the midwee k "Tuesdays With Center for Adventist Ministry to Pub-
shine forth." But "the youth who go j esus" meetings . There a re also th e lic University Students (CAMPUS) has
to Ann Arbor," sh e warned, "must re- regular Monday and Thursday morn- been established n ear the University
ceive j esus as their perso na l Saviour ing (7:3 0 A.M.) prayer meetings, as of Michigan, Ann Arbor. CAMPUS
or they will. .. be swep t away. " "I well as the vespers program on Friday seeks to (1) train committed Adventist
scarcely dare present thi s method of ni ghts. In addition, several student- students and others to become mis-
labor. .. but this work must be done, led weekly FAST team s operate on sio naries on public campuses, (2) de-
and it will done by whose who a re led campus, en couragi ng group Bible velop highly effective resource mate-
and taught of God" (Selected Messages, studies a nd Sc ri pture me moriza tion. rials fo r those enga ged in th is line of
book 3, pp. 233, 234). To see this level of commitment at a ministry, and (3) conduct freque nt
That call is the active motivator for school as academically chall eng ing as weekend and week-long campus min-
what is being done today by a dedi- the University of Michiga n is a mira- istry leadership retreats for those who
cated band of Adventist students at cle! genuinely want to do the work "that
Some of the students and campus missionaries who pioneered Key Adventist student leaders at the University of Michigan.
the recent work at th e University of Michigan.
must be done" on secular campuses. who have enrolled in the one-year demic Enrichment for Student Pro-
"We have been given very clear di- Campus HOPE training program. grams at the medical school of the
rections as to the caliber of students (HOPE is an acronym for Helping University of Michigan, will be con-
called to this kind of work," says Dan Others Prepare for Eternity.) Now in ducting a major campus-wide evange-
Vis, director of the FAST ministry, a its third year of existence, the Campus listic campaign. Currently part of the
discipleship training movement that HOPE training program provides inten- Campus HOPE team, his lecture series
has sprung up in the past few years sive courses in such topics as herme- is being designed to offer an intellec-
around the country, and is currently neutics, ethics, evangelism, Christian tually credible and spiritually uplift-
headquartered in Ann Arbor (check its leadership, personal disctpleship, Adven- ing presentation of the Adventist
web site, www.fast.st). He adds, "Only tist Heritage, and contemporary issues. message. CAMPUS is also hoping to
those who are 'established, rooted Student missionaries also spend two recruit an even larger task force of
and grounded in the truth, should en- days a week doing evangelistic can- campus missionaries for the fall of
ter these institutions of learning as vassing to help cover expenses for the 2002. Those who would like to be a
students.' Only 'those who have the program. More important, each is giv- part of this exciting movement, and
truth wrought into their very being, en extensive opportunities to plug in are willing to take a year off for cut-
should be encouraged to enter [these] and interact with students at the Uni- ting-edge, hands-on training in public
colleges'" (Selected Messages, ibid.). versity of Michigan. campus evangelism, or those interest-
FAST, with its emphasis on Scripture As one current missionary expressed ed in attending one of the regular
memory and personal application, is a it, "It's been a great blessing to be here campus ministries leadership retreats,
perfect match in the development of in the Campus HOPE training program. may contact Campus HOPE for addi-
Campus HOPE, the missionary train- The Holy Spirit is working actively tional information, by visiting its web
ing program directed at the CAMPUS. here .. .I've seen the lives of many stu- site at www.campushope.org.
"Imagine the impact of dozens of stu- dents changed by the Word of God. It's
dents sprinkled throughout the cam- exciting to see the hearts of the non- Samuel Koranteng-Pipim (Ph.D., An-
pus, living out and sharing the mem- Adventist students touched by the drews University) is the director of CAM-
orized Word!" truth in the Bible and the loving atti- PUS, the Center for Adventist Ministry to
A major milestone in the campus tudes of our students. This center Public University Students. He is also the
ministry work at the University of taught me what it meant to be a true Director of Public Campus Ministries for
Michigan was the purchase in the fall Christian." the Michigan Conference (Office Address: P.
of 2001 of two housing facilities in Plans for 2002 are even more ag- 0. Box 19009, Lansing, Michigan 48901).
Ann Arbor. These facilities provide a gressive. Randy Skeete, until recently His e-mail address is: skpipim@cs.com
home base to full-time missionaries a staff counselor and Director of Aca-
fktion Report
Try health!
The success of campus outreach in Romania
by Stefan Mihaicuta, M.D.
S
oon after I graduated from medical ing at the fountain of truth. After two
school in 1990, I received an invita- months, five students and a veterinary bade them, 'Follow Me"' (The Ministry of
tion to meet with fellow Adventist professor were baptized. The experience Healing, p. 144).
students from various universities in Ro- simply thrilled us. We continued to pray Before the end of our first year of
mania. At its very first meeting, this that God would use us to communicate campus ministry, 10 students had been
group had a clear, focused agenda. The His love to the unchurched students. baptized into the Seventh-day Adventist
country had just freed itself from the We then took the next bold step. We Church. Fifteen more were baptized the
communist yoke, and so the group's one requested the university authorities to following two years.
point agenda was not without its urgen- assign a public place on campus where
cy and appeal: "How can we tell other students could meet and discuss spiritu- Enter the health message
students on our campuses about jesus al and religious issues. Imagine this in a As the year 1993 dawned, we en-
and His soon coming?n former communist country where reli- countered new difficulties in our on-
But first we needed to know jesus gion was dismissed as the opium of the campus witness. An Orthodox student
personally. We needed to understand masses. Within 10 weeks, four groups of association assumed control of all reli-
the meaning of conversion, of belong- Adventist students were holding Revela- gious activities, and they refused us the
ing to jesus. We talked, studied, prayed, tion seminars on different campuses. use of any university hall for ow gospel
and dedded to meet again. For six The attendees were largely agnostics or meetings. So we turned to health as an
months, we prayed and waited. atheists, and they came to hear the Bible outreach avenue. Our meetings focused
In mid-1991, we felt we were ready proclaimed. The format of the meetings on subjects such as: "Love and mar-
for action. The Timisoara Adventist was simple: a sequential study of Revela- riage," "How to communicate with your
Church launched a long-term evange- tion, a personal testimony, and prayer. mate," ,Self-esteem," and "Yoga and
lism in the largest cinema hall in town. Refreshments and opportunities for dis- Christianity." We invited Adventist spe-
We volunteered to help out in this out- cussion and interaction followed. cialists to present one or two of these
reach work. We invited students from Our main objective in these meetings topics twice a year. Student attendance
various colleges. Working with students was to introduce students and young was high, and our church became well
was a real eye opener. Students are priv- career people to history's greatest per- known on the campuses as well as in
ileged people-with the advantages of a son, jesus Christ. And then we wanted the surrounding communities. In fact,
chiid and the rights of an adult. They to connect them with the Adventist local radio-talk shows featured Adven-
have high self-esteem. They want to Church. Many of these students had not tist pastors. More than 200 students
know. They are greedy for the Western rejected jesus, but they hardly knew started coming to the Adventist Church,
lifestyle. They all have the same stres- Him, and what little they knew were the although they have not yet come for-
sors of limited time, irregular meals, communist caricatures of Him. Few un- ward to be baptized.
lack of sleep, and inadequate exercise. derstood the enormous implications of Our first health program was a Five-
They live in an environment that glori- His sacrifice on the cross-that it brings Day Plan to Stop Smoking, conducted in
fies the secular and leaves no room for pardon, confidence, and hope. a classroom in Timisoara Medical Uni-
the spiritual. They ask the same ques- We discovered that the most effective versity. A doctor-pastor team led the
tions: Who am I? Where did I come method of meeting these students was program, with many Adventist students
from? Does God really exist? What hap- by being friends. As Ellen White states: helping out. In the first seminar, 26 stu-
pens after death? "Christ's method alone will give true dents enrolled, with 22 successfully
The Timisoara evangelistic campaign success in reaching the people. The Sav- kicking tobacco out of their lives. A year
gave us a perfect opportunity to inter- iour mingled with men as one who de- later, we conducted a "Breathe Free"
face with university students. The stu- sired their good. He showed His sympa- program. Thirty enrolled, with 28
dents found themselves eagerly drink- thy for them, ministered to their needs, marching out as victors.
Because the results were very encour- Table 1: Participants in the non-smoking seminar
aging and interesting, we wanted to Data 5-day Plan -Group A Breathe Free - Group B
take the message to the scientific com- Number of participants 26 30
munity. We presented a paper at the Ro- Sex 12 Males, 14 Females 16 Males, 14 Females
manian Respiratory Medidne Reunion:
Average Age 28 32
Bucharest, 1997 and compared the ef-
Duration of Smoking 10-15 years 10-15 years
fectiveness (see Table 1) of the two stop-
Intensity 15-20 dg./day 20 cig./day
smoking programs. .
None of the partidpants had tried Cigarettes Unfiltered (predominant) Unfiltered (predominant)
any other therapy to quit smoking. Dur- Co-morbidity: 13 11
ing the seminars we developed relation- chronic bronchitis 8 10
ships with the participants. After the chronic hepatitis 2 0
seminars we had meetings and phone gastric ulcer
calls where we talked about their prob-
lems, encouraged them, and even Table 2: Follow-up findings
prayed together. Some of the partici- Time 5-day Plan Breathe Free
pants abandoned the groups after a few Still non-smokers Still non-smokers
days, so were not included in our obser- 2 weeks 22 (84, 61%) 28 (93, 33%)
vations. The follow-up findings are in 2 months 20 (76, 92%) 24 (80%)
Table 2. 6 months 14 (53, 86%) 20 (66, 66%)
Our paper not only presented the 12 months 12 (46, 15%) 18 (60%)
success of the non-smoking seminars,
but also compared the two methods. For
example, we learned that Breathe Free is
more effident than the Five-Day Plan, What have we learned from this ex- • Organize an AMiCUS chapter or
and that it has a high self-motivation perience? an Advent Fellowship on the cam-
component. In either program, the • Adventist students in secular uni- pus. Once registered, Adventist
team spirit of support, mutual assis- versities can be useful instruments Ministry to College and University
tance, and sustained relationships play a in God's hands to take His mes- Students (AMiCUS) can function
vital role. sage of love to other students and more easily in fostering activities
change their lives. that strengthen fellowship and
The happy outcome • Health programs open the doors outreach. AMiCUS not only
For those of us who launched these of opportunity for witness that strengthens the Adventist student
health programs, the rewards were not may have been previously shut. community through interpersonal
only the joy of seeing fellow students • Students ache for meaningful per- relations and sharing, but also
gain victory over an dangerous habit, sonal relationships. If Adventist provides an excellent organized
but also the fulfillment of having done students are friendly and show outreach to other students and
something wholesome for the commu- that they care, this can make a dif- professionals in the community.
nity. Two of the partidpants in the stop- ference. • The best way to fight Adventist
smoking seminars later became Adven- • Outreach programs in secular secularism is to get involved in
tists. Right after the second seminar, our campuses need not be costly. just Adventist mission-where you
team was invited to present the program use simple approaches that em- are.
over the Tunisoara Radio, one of the phasize care, concern, and a genu-
most popular regional stations in Roma- ine interest in the other person's Stefan Mihaicuta, M.D., is assistant
nia. The program was so successful that health, and spirituality. professor ofpulmonology at Timisoara Uni-
the station invited us ·to present other • As students experience the fellow- versity of Medicine and Pharmacy, Roma-
health topics. Since 1994 the radio ship of a Christ- centered, grace- nia. His mailing address: c/o Romanian
broadcasts brief "Lifestyle Tablets," oriented, and loving church, they Union; Strada Plantelor 12; 70308 Buchar-
based on the "New Start" program, naturally inquire about Adventist est; Romania.
twice a week before the morning news- distinctness and church member-
an excellent time slot. ship.
ACTION REPORT
Australia and New Zealand
Elissa ·Milne
ents, and friends to "doh-in" or organized the Inaugural Theologi- tion, with the spiritual and physi-
recommend students they knew so cal Symposium, a week-long event cal needs of students attending
that ASA could send them the two allowing students to learn from public universities receiving the
magazines we distribute- some of the best minds in Adven- same care and attention as those
Dialogue and Glasnost. Names tism about issues which impact on who attend our own institutions of
trickled in. Within one year the their lives. The AMiCUS com- higher learning. ASA's operations
ASA mailing list increased from mitee subsidized the travel expen- still rely heavily on the co-
200 to more than 1000 names. By ses of Dr. Agniel Samson, the fea- presidents' credit cards, but we do
the time Convention '91 was upon tured speaker, while Dr. George not see ASA as independent of
us there were groups operating in Knight, who was teaching an the church. On the contrary, we
17 major locations, and conven- Andrews University extension are convinced that there are many
tion attendance was up to the course at Avondale College, also advantages in close cooperation.
numbers of old. The second "doh'' lectured. Other speakers included By stressing the positive con-
campaign, currently underway, Drs. Norm Young, Don Hanson, tributions Adventist university stu-
has produced more than a and Allan Lindsay, and Pastor dents are making in the local
hundred additional names during Ken Vogel. The 50 students who church and at various levels of the
the past few days. attended were enthusiastic about church organization, and by high-
ASA has urged conference ad- scheduling the symposium annual- lighting the serious risk the church
ministrators to appoint chaplains ly, and plans are already underway runs by ignoring this important
who have adequate time to care for our second symposium. segment of its membership, ASA
for the needs of students at major None of these things could have helps to strengthen the church at
university centers. So far we have been done without church organ- large and to support its mission.<>
one full-time chaplain in Brisbane, ization's faith in us. For that
a half-time chaplain in Sydney, reason we are very thankful to Elissa Milne is co-president of the
Australia Student Association. She
and a quarter-time one in Mel- those committees that approved lives and studies in Sydney.
bourne. Other conferences are substantial grants to ASA before
considering options for more ef- any of our visions became a
fective ministry to students in their reality. Thanks to them, more than
territories. 1500 students enjoy the benefits of
Adequate accomodations con- the limited ministry ASA can
sistently rank as one of the most offer.
pressing needs of Adventist ASA would still like to see a
university students. Negotiations stronger financial commitment on
have been underway in a number the part of the church organiza-
of centers, but as of yet no scheme
is operational. Private families
continue to open their homes, and
students do appreciate their help
on a one-to-one basis.
ASA promotes the plan of
having students take church ser-
vices for local congregations. Two
purposes are served: students gain
experience and skills they can use
in their local church, and church
members have visible proof of the
positive contribution students can
make, and of their need to be of-
fered meaningful roles in the
church community.
On May 2, 1992, ASA sched-
uled an Australia and New
Zealand-wide Students-in-Chur-
ches Day. It requested as many
local groups to participate as pos-
sible. The issue of the Record for
that day was written by university
students.
In February of this year ASA
DIALOGUE 1 • 1992 23
169
T
he oldest and most active Adventist of the student association is a member of
university student association in the central church board, and one of the
Argentina is based at the National church elders-usually a university
University of C6rdoba, located at the professor-serves as an advisor to the
geographic center of the country. The student association. The university
university's reputation attracts students students hold their own Sabbath school
from many Latin American countries and and frequently have a worship service as
beyond. well. Social activities, spiritual retreats,
Dialogue 5:2-1993 29 .
173
Win a
spark, and one day she decided enough graduate student at Biola University in
was enough, and came home. But the southern California. I often wondered how
bitterness remained. She still felt hostility I could reach my fellow students with the
toward God, the church, and people. Who gospel. Should I confront them with the
would ever return the radiance of her truth? Should I preach to them with
youth? Who would give back to her the confidence and boldness? I had the
and concerns, our faith and dilemmas. A baptized. And I want you to baptize me!"
search for answers led to the Bible. And That Sabbath, the church was
now Mark is a member of God's family. packed. The baptism brought joy to the
Friendship glues people together. entire church family. The church knew
Did you know that 80 percent of those how long it took Percy to make his
who leave the church do so because they decision. What led him to that point?
feel lonely and friendless? Only 20 Sure enough, the prayers of many, the
percent leave for doctrinal reasons. The preaching, and the study of the Bible
same percentage holds good for those who must have had their impact. But is it
join the church. If these figures are right, possible that friendship that meets a need
should we not put our emphasis on this may have also had its role?
kind of person·oriented evangelism- Our words, actions, and love
friendship evangelism? create opportunities for the gospel to
become real in the lives of people. Then
Friendship evangelism they are ready to respond to Jesus. Some
involves a passion for Christ people will refuse to listen to a single
Passion for those without Christ is a word about our Lord, until they're sure
key element in friendship evangelism. But we will be friends regardless-even if
Christians cannot be true friends to their they reject the gospel. Your circle of
neighbors unless they and God are friends. friends is likely to be your most effective
Without a carefully cultivated friendship area of ministry.
with Jesus, it is difficult to be genuine
friends to those around us. If we have Friendship evangelism is
Jesus, He removes our fears and preju- Jesus' evangelism
dices, and creates in us an attitude of Friendship evangelism is easier done
openness and acceptance. He enables us than said. It is so simple that even a
to be friendly and to extend friendship to child can understand it. It is the Jesus
those who do not know Him. "'Apart way of winning souls-like He did with
from me you can do nothing,'" Jesus said the Samaritan woman, Nicodemus, and
(John 15:5, NIV). But "all things are Zacchaeus.
possible" if we abide in Jesus (Matthew Jesus wants us to love each person
19:26). All means all. He will change as we love ourselves, but just saying, "I
our hearts and make us see every human love you" is not enough. We need to spend
being as a beautiful and worthy individual time with people to show our love and
for whom He died on the cross. care. We need to respect them for what
they are. We need to be compassionate
Friendship evangelism and helpful. We need to be like Jesus.
meets real needs You might say, "I can't do it. I am
Friendship evangelism meets the not a pastor. I have not been to a de·
needs of others. Sometimes meeting a nominational college. I have no training
need is more effective than a Bible study. in religion. I can't be an evangelist. I
Percy was a member of my Sabbath hate witnessing." I understand such
school class at the Anaheim Adventist feelings. I have had them too. But if you
Church. He did not show any reaction to have met the Lord, you have deep down
what we studied from the Bible. He never in your heart an urge to share Him. And
responded to my sermons. At home he that sharing can be done just by being a
always argued with his mother about the friend.
validity of some church doctrines. He Once Jesus said, '"I have come to
never came forward to be baptized. One bring fire on the earth, and how I wish it
day he left a message on my answering were already kindled!"' (Luke 12:49,
machine. "Pastor, can you give me a ride NIV). He was speaking, of course, of the
to the Department of Motor Vehicles this frre of His gospel, the power of His love.
afternoon at three? I need to take the test He invites us to take this fire first into
to get my driver's license. Thank you!" I our lives and then to snare it with
picked him up at school and drove him to others.la
the test site. It took quite a chunk of my
time. But I was glad to do it However, he Born in PerU, Benjamin Del Po1.0 writes from
failed the test Several attempts later, he southern California, where he serves as associate
got the license. Not long after that he told pastor of the Hawthorne Seventh·day Adventist
me, "Ben, my mother and I want to be Church.
Dialogue 7:2-1995 27 :
•
•
•
177
ACTION
REPORT ••• • • ••
Venezuela:
students
with vision
and a
• •
miSSIOn
A vocal group sings during a recent meeting of Adventist university
students in Venezuela.
by
Orl a ndo
he Venezuela Adventist StudentS professors in the past 12 years. Isabel
Ramf r ez ociety (V ASS) was officially Lopez, now a successful professional,
organized in 1990 as a ministry of remembers those years: "It wasn't easy.
the Youth Department. However, it had The difficulties we faced required a
its beginning seven years earlier. In great deal of prayer and even tears.
Caracas, the nation's capital, a small Some of us could not complete our
group of Adventist youth organized studies for up to three years because we
themselves to provide encouragement would not take exams on the Sabbath;
and support for Adventist students in but, praise God, we succeeded! Thanks
public universities. to the perseverance of earlier students,
Next in Cumana, a young Adventist now Sabbath is no longer a problem
studying mathematics at the Universidad there."
de Oriente was facing problems in During the first years, the Student
Sabbathkeeping and practicing his Society in Cumana involved only seven
Adventist faith and lifestyle. Each day he Adventist students, but they stood finn
prayed, asking God to send to the in their Christian convictions. The first
university other Adventist students from president of the society, said
whom he could draw support. The Kasdanouche, not only graduated summa
following year, several Adventist cum laude, but was immediately invited
students enrolled at the university, and by the university to become a member of
an Adventist Students Society was the faculty.
organized.
Growing strong
Faith and lifestyle At present, the Adventist Student
Soon the Adventist students' faith Society has 22 chapters in Venezuela
and lifestyle earned them the respect of and the Dutch Antilles, with approxi-
the university community. Their quiet mately 1,000 members. They have their
sharing of faith has resulted in the own constitution and regularly elect
baptism of 20 fellow studentS and three officers. Once a week, the chapter
members meet on their respective
university campuses to have a short
devotional, listen to concerns they may
A significant role
The Seventh-day Adventist Church
in the Venezuela-Antilles Union is
young, with 75 percent of its members
less than 35 years old. Thus the univer-
sity students' role is significant, both in
their involvement with the local churches
and in their outreach on campus. During
the past five years, these activities have
resulted in the baptism of 100 fellow
students and several teachers.
We thank God for the commitment
of these young adults, who have a clear
vision of their mission. In the near future
·we hope to obtain the resources neces-
sary to provide better support for this
growing sector of our membership,
including a university chaplain and
sufficient missionary publications.
The members of the Venezuela
Adventist Students Society welcome
exchanges with other Adventist sn.tdent
associations. They can be reached
through the education and youth depart-
ments of the Venezuela-Antillian Union:
Apartado Postal 78298; Caracas;
Venezuela. Fax: (2) 242-2241.ia
Dreamers and
• • •
VISIOnarieS
D reams are rooted in the past. Dreamers are people with experience, and ex-
perience is powerful. Based on their individual backgrounds, they seem to
know what works and what doesn't.
Visions focus on the future. Visionaries have not yet lived a full life, and they do
not know much about the past. But they have visions for the future. Visions have
their power as well.
There is a problem when visionaries and dreamers do not get along. Ellen White
said: "We have nothing to fear for the future [the visionaries] except as we shall
forget the way the Lord has led us" in the past [the dreamers] (Testimonies to Minis-
ters, p. 31).
Some Adventists say that young people are the church of the future and that
they need to await their tum for engaging in action for God. And yet many of those
who launched the Advent Movement were young people who felt a call to act. God
has prophesied that in the last days He will pour out His Holy Spirit, and dreamers
and visionaries will join forces.
Something powerful occurs when dreamers and visionaries come together-the
Holy Spirit brings about a catalytic action. The power of age, experience, and matu-
rity merges with the vision, enthusiasm, and boundless energy of youth.
The key is coming together. Let some dreamers be involved in the planning, but
let the visionaries take those plans to frontiers yet unknown. In God's great earth,
in God's own time, there's room for everyone. It's time that we experience the pow-
er of coming together, working together, being together under the Holy Spirit.
jesus showed us the way. He recognized the slowness of Nicodemus to march
with His kingdom, but He had room for Him. He knew the zeal of john and james,
just as much as the roughness and haste of Peter. He welcomed Mary Magdalene
into His fold, and did not despise the widow of Nain. Both Martha and Mary had a
role to play. While Lazarus marched with waving palms, Simon helped jesus carry
the cross. Together, jesus said, it can be done. And He saw in the distance the king-
dom of the future. His dream and vision fused to create the Christian community,
and to that community He gave the dream of finishing the work and the vision of
awaiting His return.
The time has come for us to translate the method of jesus into the dream and
vision of church planting and nurture. Older and younger Adventists need to come
together. The young may not plan like the old. The old may not think like the
young. But when older Adventists plan and act together with the visionary young,
both will flourish, and become instruments of the Holy Spirit for the advancement
of God's church and mission.
Let the fulfillment of joel's prophecy begin with us: "I will pour out my Spirit... ,
your old men will dream dreams, your young men will see visions" Ooel 2:28, NIV).
Adventist Students
and Professionals
in Spain
by Ferran Sabate
he Adventist Association of convention, time is also allowed for • Plans include establishing closer
] Diversity Students and Graduates devotionals, fellowship, and a business ties with other associations of Adventist
of Spain was founded in 1974 as a meeting. This part of the convention is students and professionals, and offering
result of the interest and enthusiasm of a devoted to the election of officers, summer courses to Adventist university
group of students from the Barcelona revision of the constitution and by-laws, students.
Seventh-day Advetnist church, after finances, and plans. AEGUAE thanks God for His
some initial activities started in 1970. At • Seminars for members are also guidance in the past and looks to the
present the association has almost 200 organized by the association during the future with confidence. We believe that
members, living in various parts of the academic year, to address subjects such Adventist university students and
country. as the Adventist philosophy of history professionals will play an increasing role
The goals of this association (known and Bible doctrines. On occasion, in supporting the church's mission.
in Spanish as AEGUAE) were clearly working groups present the results of We are interested in establishing
outlined at the beginnil\g: .(1) To foster their research on subjects such as correspondence with other Adventist
the intellectual and spiritual growth of its Adventists and military service, religious associations of university students and
members, and (2) to promote evangelism liberty today, etc. professionals. Our address: Avda.
on the university campuses. To meet • Public lectures. AEGUAE has Alcalde Porqueras, 85- lo 4a.; 25005
those nurture and outreach objectives, scheduled lectures at the universities of Lleida; Spain. Telephone: (34) (973) 23
the leadership implemented a program Barcelona, Madrid, Zaragoza, and 48 10 and 16 80 34. Fax: (34) (973) 16
that includes several activities. Valencia, presenting to the academic 8034. •
• The annual convention. The best community aspects of our beliefs and
known of these activities is the annual their relevance in the contemporary Fe"an Sabati M.D. is president of
convention, scheduled during a long world, and also the contribution of AEGUAE.
weekend in rotating locations, devoted to Christianity to modem science.
the study and discussion of a topic ~ Journal. The association also
selected in advance. Usually, an Adven- publishes Aula 7, with articles address-
tist specialist is invited to make a series ing issues of interest to the members.
of presentations on the topic. Some of • Recognition of AEGUAE as a
the subjects addressed have been: legally constituted organization has been
Creation versus evolution, spiritual gifts, granted by both the government and the
the New Age, 1844 and its implications, church.
the role of Ellen G. White, Christology, • Annual prizes. Thanks to the
the Protestant Reformation in Spain, and support of several entities, the associa-
Adventists and politics. During the tion grants four annual prizes to foster
individual or team research on topics
related to Adventist belief and practice in
areas such as health and education.
:26
•
Dialogue 7:3-1995
•
183
CAMPUS LIFE ••• ••••
them. They assume we are after some-
:26
•
Dialogue 7:1-1995
•
•
184
Step 4: Winning trust an irresistible power that works for the us, we will become Christ's personal
Trust is the glue that holds relation- salvation of souls.'t6 ambassadors in reaching the unreached
ships together. If we follow the first three When we invite others to follow within our own circle of influence. iB
steps, we will win the trust of people with Christ, we need to encourage them to
whom we are working. love, obey, and follow Him wherever He Born in Syrill. Philip G. Samaan teaches at
It's easy to trust the trustworthy, but leads. Christ-centered Bible studies fit the Seventh-day Adventist Theological Seminary,
it's difficult to trust those who are naturally here. Our friends should know Andrews University, where he also directs the
unreliable. But we must risk trusting the more of the One they love and desire to Doctor of Ministry program. Previously he served
untrustworthy, for trust awakens trust. serve. as a missionary in Africa, and was director of
Jesus trusted us before we ourselves were youth activities and secular campus ministry in the
worthy of His trust Indeed, such love- United States.
Step 6: "Fishing" with
based trust, enlightened and brave, is the Christ
very thing that inspires trust in others' Just as we cannot become "fishers of
hearts. Notes and References
men" without following the Man, I. Ellen G. White, The Ministry of Healing
likewise we cannot merely follow Him (Mountain View, Calif.: Pacific Press
Step 5: Following Christ without ''fishing" with Him. For He who Publ. Assn.• 1942) p. 143. Emphasis
As we win people's trust, we must said "'follow Me'" also said "'I will supplied.
point them to Christ as the ultimate make you fishers of men"' (Matthew 2. All Scripture passages in this article are
source of all trust. For if their trust in us 4:19, 20). quoted from the New International Version.
does not lead them to place their trust in Dietrich Bonhoeffer asserted that 3. For a detailed discussion of these steps, see
Jesus, then we are setting them up for "discipleship means adherence to my book Christ's Way of Reaching People
disappointment This does not mean we Christ."7 Only in that close relationship (Hagerstown, Md.: Review and Herald
simply abandon them to Christ, but that Publ. Assn.,l990).
can we become true disciples. Adhering
we take them to Christ, and place their 4. White, Christ's Object Lessons
to Christ and armed with His method, we (Washington, D.C.: Review and Herald
hands and ours in His. Then together we can infiltrate our classrooms and Publ. Assn.,l941), p. 57.
follow Him. dormitories, as salt pervades food and 5. White, The Desire ofAges (Mountain
We serve as liaisons, connecting light penetrates darkness. View, Calif.: Pacific Press Publ. Assn.,
people with Christ, while showing them On a secular campus, the Master's 1898), p. 297.
that we also need Him as much as they method may be used in a two-pronged 6. White, The Ministry of Healing, p. 100.
do. ''There are souls perplexed with approach: to nurture the faith of Adven- 7. Diebicb Bonhoeffer, The Cost of
doubt, burdened with infirmities, weak in tist students, and to mobilize them to Discipleship (New York: The Macmillan
faith, and unable to grasp the Unseen, but reach out to others around them. Thus Co.,l963), p. 63.
a friend whom they can see, coming to the Adventist students grow spiritually as
them in Christ's stead, can be a connect- they help others to come to Christ This
ing link to fasten their trembling faith method can become the heart of every-
upon Christ."5 , thing we do in nurture, outreach, and
How do we invite people to follow evangelism in non-Adventist colleges
Christ? Well, they must have first and universities.
witnessed our vibrant relationship with Take Heather, for example. She is a
Christ as we implemented the first four committed Adventist student attending a
steps of His method in our interaction public university. After being nurtured
with them. This relational foundation and trained by Christ's method of
encourages them to be open to follow reaching people, she prayed earnestly for
Christ. Having been surprised to find us the young women living on her floor. As
genuinely caring, they become curious she made herself available to God, she
about the reason we operate on a different confidently petitioned Him to guide her
level of relationship than what they to draw her friends to Christ. Such
expect. prayers and availability to God eventu-
We need to tell them that the expres- ally caused her friends to inquire about
sions of such genuine love can come only her faith. They desired to have what she
from knowing and following Christ. We had in Christ. Twelve of them studied
acknowledge that without Him, we are all the Bible with her. At the end of the
basically selfish. "Our confession of His school year, four accepted Christ and
faithfulness is Heaven's chosen agency were baptized.
for revealing Christ to the world.... That Yes, if our Master's method in
which will be most effectual is the reaching others becomes a way of life for
testimony of our own experience." And
when such personal testimonies are
"supported by a Christlike life [they] have
Dialogue 7:1-1995 27 :
•
•
•
•
185
Adventists at the
University of California,
by Wit Sutton
Berkeley!
Cal to share our faith with the more lege to present, during the chu rch pro-
than 35,000 students and faculty, and gram, a mission report on our activities
for the power of His Holy Spirit. After and plans. Four non -Adventist students
praying, we went to work. who fellowship with us not only joined
Our initial goal was to start a branch us for the weekend trip, but also shared
Sabbath school on campus, as well as their testimonies with the worshipers
Friday night vespers, and invite our during church service. At the end of
roommates, classmates, and professors 1997, just before the fi nal exams, 21
to attend. We registered our group with tired members of our group met to pray
the university administration. Then we and study the Bible together.
went to the Berkeley Adventist Church Nineteen members- including two
and asked the church board to help us Catholics, a Baptist and a Presbyterian-
rent space on campus and buy materi- participated in our leadership retreat at
als. Lake Tahoe, California· (see photo).
There, Ron Pickell, the Adventist chap-
G
reetings from the Berkeley Sev- We printed flyers and posters an-
enth-day Adventist Student As- nouncing our meetings, and we had a lain at the University of Tennessee,
sociation (BSDASA)! Our group banner made with our BSDASA logo. We Knoxville, shared with us strategies and
is a registered and recognized student distributed the flyers in the main uni- tools to witness for Christ on campus.
group on the campus of the University versity plaza and displayed our posters There is so much to tell you, but not
of California, Berkeley (also known as at the Berkeley church and at the resi- enough space! BSDASA members have
"Cal"). dence hall where we had rented a room conducted worship services at the Ber-
In December 1996, two Cal graduat- for our meetings. keley Adventist Church and at Corner-
ing seniors, a graduate student, and our At our first branch Sabba th school stone Christian Fellowship churches.
former pastor at the Berkeley Adventist meeting three Adventist students and The group has also sponsored World
Church, Gary Venden, met on campus our faculty sponsor, Dr. Marilyn Saave- Hunger ~ay events and distributed food
to pray. We asked God to give us a vi- dra, attended. Only four had met for among our needy neighbors near the
sion of what He could do through us at vespers. But we praise God, because Berkeley Church. We have placed ads
from that small beginning our little about our meetings in the campus
group has continued to grow, involving newspaper and started mid-week Bible
both Adventist and non-Adventist studies. In September we established a
friends. BSDASA website that already has had
In order to expand our outreach on 1,000 visitors.
campus and nurture our n ew members, Our vision is to start a church on the
we presented a report and a proposal to Cal campus and to purchase a house
the Northern California Conference ex- near campus to serve as a center for our
ecutive committee in April 1997. Dur- nurture and outreach activities. Pray for
ing the summer, the conference voted us at Berkeley and for God's ministry at
to grant the BSDASA a small stipend. public university campuses everywhere.
We truly have felt God's guiding pres- You can visit our website at http:/I
ence among us. As many as 32 have at- www.od.berkeley.edu//-sdasa and con-
tended our Friday night vespers, with tact us at our e-mail address: will@
regular attendance around 15 to 20. In serendipite.com
October, we went to Pacific Union Col- Wil Sutton, Student coordinator
Advance in Cuba
by Pedro Torres
I
n October 2000 the Cuban Federation
of Adventist University Students and
Professionals (ACU PA in Spanish) for-
mally organized three regional centers
and made significant strides toward a
comprehensive program of activities
across the island. As part of the organi-
zation process, Humberto Rasi, Julieta
Rasi, and Enrique Becerra, representing
the General Conference AMiCUS Com-
mittee, and Carl os Steger from the
South American Geoscience Research
Institute presented engaging devotion-
als and lectures on the Gospel and cul-
ture, contempora ry trends in theology,
Creation versus evolution, and related
topics. "Empowered to Serve" was the theme of the ACUPA meeting held near Havana.
Accompanied by the visitors, we fi rst
traveled to Holguin, in the East Cuban an attendance of more than 250. En thu- the group has grown to 27 baptized
Conference, where 120 attendees elect- siasm for the event was such that, in members that are studying the Bible
ed their regionai ACUPA leaders and ac- spite of limited public transportation on with 30 colleagues and fellow students.
tively participated in discussions, si ng- the second day of the meeting, students See related story.
ing, prayer, and planning ways of living came by bicycle or on foot to participate The visit of our international repre-
and sharing their Ch ristian convictions. in the discussions and en joy the fellow- sentatives left a lasting memory and in-
The delegates elected jo rge Rodriguez as ship. The regional ACUPA leadership vigorated our ministry with and for Ad-
president of the regional center (Ad- elected during the meeting has main- ventist un iversity students and profes-
dress: 3a # 103 entre Hermanos Marin y tained a li vely program of activities. sionals in Cuba. Our Ch ristia n convic-
R. Sanchez; Veguita de Galo; Santiago de President: Florencio Bueno (e-mail ad- tions were strengthened and, in the
Cuba; 90 100 Cuba). dress: jcmet@jcce.org.cu). midst of limitations and obstacles, we
Our second stop was in Camagi.iey, in During the visit of AMiCUS represen- will continue to work, pray, and prepare
the Central Cuban Conference, where tatives, an agreement was reached to for the glorious return of Christ to this
more than 40 Adventist students and print in Cuba the Spanish edition of Di- earth.
professionals met at a historic site-the alogue in order to facilitate a wider dis- We welcome contacts with Adven-
colonial villa of Amalia Simoni, wife of tribution of the journal among mem- tists in o ther parts of the world!
Ignacio Agramonte, a respected leader bers of ACUPA. The visitors also met
of Cuban independence. The members with members of the musical group Pedro Torres is Youth Ministries Depart-
elected as president of the regional "Creaci6n," which consists of students ment director for the Cuban Union and
ACUPA center Lumey Moral (Address: and facul ty from the National School of sponsor of ACUPA (e-11wil address:
1\v. Libertad # 268; La Caridad, Ca- Arts and the Superior Institute of Arts. uciasd@ip.etecsa.w).
maguey; 70300 Cuba). In addition to performing several pieces,
The tour culminated in the Western the musicians reported on how, begin-
Cuban Conference, near Havana, with ning with only two you ng Adventists,
University students
in Bahia, Brazil
Voice
Have you ever eaten liquidized pizza? Not
exactly a delicacy. Even as I struggled
with my illness, I continued my studies at
home, passed the finals, and got into
specialized education.
I could not quite figure all this out.
One door closes; another opens. My jaws
things I loved most was to conduct a were locked. I could not speak clearly.
little school for the farm workers' But I could read. I could pray. I could
children, and teach them to speak, read, listen. Then one day I heard distinctly the
and write English. I loved every minute still small voice: God needed me for some
of it, and the smile on the face of those special task, in some special way.
children was reward enough. East Soon after graduation, I got a job as a
London, South Africa, was not exactly a special-education teacher in my home-
place those days where every child had town. The job was satisfying. The pay
equal opportunities for education and was good. Within a year I bought a car, a
growth. house, and settled down comfortably.
I was fortunate, though. My parents Three years went by. I could still hear that
were of the "right" color, the correct still small voice, but I was not quite sure.
status, and above all loved me dearly. Meanwhile my jaw needed another
My years of schooling sailed by easily. I surgery, requiring cartilage to be removed
spent quality time in church life, particu- from my ear.
larly camp meetings and youth acti vities. Was God speaking to me through all
Many young people I met with talked these sufferings? Yes, I would say to
about their adventures in mission life, myself while in suffering, then forget the
some of them as student volunteers. whole thing once I was well. After many
Deep down in my heart, I too felt a pull such internal struggles, I wrote to the
toward being a missionary to a far away General Conference and offered my
land. Would that day ever come? services .
. 34 Dialogue 6:3-1994
•
194
To my surprise, I received a call, of people everywhere-curious, fun loving, The still small voice becomes so real,
all places, to Korea. What's that? What longing to find meaning in life. That that you cannot but say, "Thank you,
are the people like? Where is it on a map? longing is what kept us all together, the Lord, for revealing Yourself to me." 0
Will I fit in the culture? I did not have all teacher and the taught. Together we
the answers, and secretly hoped I would explored finding life's great purpose-in Sherry J. Bothafrom East London, South
not have to go. But the locked jaw and the Jesus. This was the highlight of my Africa, is serving as a student missionary in South
still small voice were reminding me that experience in Korea When you find Korea.
God had a purpose for me. And like any from the Bible that there is more to life Readers interested in short-term missionary
good Old Testament character, I de- than mere existence, when you see service may contact the Dialogue representative
manded that God give me a sign. I had a someone's face light up because of the listed on page 2 or write directly to: Adventist
house. If I could sell the house without workings of the Spirit withi~ when you Youth Service; 12501 Old Columbia Pike; Silver
Spring, MD 20904; U.S.A. In North America, call
losing money, I would go to Korea A realize that Jesus has become someone' s
1-800-252-SEND.
friend invited me to pray together. Ten closest friend, you feel blessed. You feel
minutes later a lady knocked at my door. lifted up. You feel the closeness of God.
The house was sold. The still small voice
was now a big megaphone.
FIRST PERSON
Not Just American Literature
Treva Burgess
I looked out at my new class, a
group of promising young law
students from all over the nation
uchadnezzar's dream (Daniel 2)
to them. They knew their world
history well, and after hearing the
many Chinese Christians and
American Christians aren't that
different, crowding into the
selected because of their superior story in Daniel, my student Con- churches twice a year, during
communication skills. Though nie said, "We must be in the toes Christmas and Easter. To assure
thoroughly familiar with the sub- of that great image, right?" I had a members a seat during these spe-
ject matter, American literature, I perceptive bunch on my hands. cial seasons, the Chinese Christian
knew this class would provide a An essay on stealing gave me churches had hit upon the
special challenge, for I had not the chance to read the Ten Com- reasonable idea of issuing mem-
had a hand in choosing the text- mandments. (Law students should bership cards. "Don't worry about
book, and I was in China, teaching be familiar with the foundation of it," I said. "There's plenty of
a group of curious, bright young our current judicial system, I rea- room."
Chinese. soned.) And as Christmas came There was one important thing
One of our frrst essays was on near, I shared the story of Jesus' that I had to clear with my stu-
what may be called "nature had it birth, beginning with Micah's pro- dents before taking them to
first." It was a fascinating story of phecy about Bethlehem and en- church, however. I reminded the
how heat-seeking missiles had ding with Luke's account of his class about what had happened on
been developed based on studies birth. the seventh day of Creation Week,
of the heat-seeking ability of The story of Jesus' death on the and asked them, "Do you remem-
snakes, and how humans cross moved them, because they ber what the fourth command-
developed a sophisticated radar seemed to feel that he had died ment says?"
system based on the natural radar for them, too. But the good news I had read it only once, without
God gave bats. I asked my stu- of the resurrection morning and commenting on it in detail, but my
dents if they had ever heard about the promise of his return raised best student, Marvin, responded,
God. Only three in my entire sec- new and exciting questions in their "Remember the Sabbath day to
tion said they had. minds. keep it holy." "Right!" I replied,
Then I asked them if they knew One day, Tim asked if they "And what day is the seventh day
anything about his son, Jesus could go to church with me at of the week?" No one hesitated,
Christ. This time, they looked Christmas time. Of course I "Saturday!" I knew then that they
even more perplexed. No one in agreed, but he hastened to remind had been absorbing much more
the class had ever heard of him. I me, lest I get too excited, "We've than the literature component of
then learned that during the Cul- never been to church before, so the class, because in the Chinese
tural Revolution, and even today, we don't have membership cards." language and on some calendars,
parents are forbidden to share Now it was my turn to be Monday is listed as the frrst day of
religion \vith their children until perplexed. Then I realized that the week and Sunday appears as
they are 18. the seventh.
Since they told me they I took my entire class
had started to learn to church. They sang
about evolution in third "Silent Night" for the
grade, I offered to read congregation, and both
them the story of how I the church members and
thought the world was students were blessed by
made. The Genesis ac- this very special music. It
count fascinated them. must have been sweet to
They could see God's God's ears!
plan in action around Our Christmas party
them everywhere. with games, homemade
Our next essay on cookies, and punch was
Alexander the Great a big success, but I
gave me the perfect reminded them that we
chance to read Neb- My literature class provides Christmas music in church.
needed to review for the
DIALOGUE 2-1991 33
196
34 DIALOGUE 2 • 1991
197
:34
•
Dialogue 6:1-1994
•
198
Field day at the Adventist English Language Institute. The author (seated on the right I with one of his English classes.
effects of Communism, and it will take chance to practice their English. On conversational English. But as Bible
many years to erase them completely and Sunday evenings, we held a Bible study teachers, we did not have the same
to "catch up" to Western Europe, but the for any student who wished to come. advantage. No one understands God or
Poles are working valiantly (as they God gave me some special relationships the things of God completely. When
always have) to improve their country. with my students. From being strangers I someone asked us questions, we did not
was afraid of, they became friends I always have a ready answer. For
Ready for the unexpected looked forward to being with. example, I could not tell Anna how to
One of the things I remember find Christ because I did not know her
hearing before I went to Poland was that Making friends and sharing well enough to map out the way. We
student missionaries should be flexible faith student missionaries carne to the
and ready to deal with the unexpected. I became a close friend of one conclusion that our role as witnesses and
That turned out to be good advice. The student in particular. Anna was a medical missionaries is to be like the sower in
first day of classes petrified me. How student. She came a couple of times to the parable (see Matthew 13:3-8). We
could I teach English when I wasn't the weekly Bible study and was pretty are simply witnesses-people who tell
trained to be a teacher and couldn't quiet, while listening attentively. One what they have heard and seen and give
speak Polish? Midway through the year day she opened up to me, questioning their personal testimony. We plant seeds.
one of our best teachers bad to return why God allows suffering in the world It then becomes the work of the Holy
home due to health problems. We didn't and expressing doubts about His love for Spirit to water those seeds and nurture
have a full-time translator to assist us in her. Meeting her troubling questions was them. ·
our public relations with the community. one of the most difficult experiences I That is probably the most important
Thankfully, God always has supplies have ever faced. I had the opportunity to thing I learned as a student missionary:
of perseverance, creativity and peace to visit her several rimes to become better one doesn' t have to become officially a
give us upon request. Many times He friends and to share my faith and story missionary to be a missionary. One can
assisted us in dealing with an unexpected with her. sing the song of Jesus anywhere,
question or problem. We were able to Our weekly Bible study concen- anytime. 0
draw heavily upon Him to sustain us trated on the life of Jesus, studying it
through the year. Week after week at our from the Bible and The Desire ofAges. Michael Feldbush is a junior studying
staff meetings with other student We wanted to share with our students the geography at the Universiry of Maryland at
missionaries we shared our cares and importance of having a personal friend- College Park, Maryland, U.S.A.
concerns with one another and with Him. ship with Jesus. As a result of the study,
The good experiences more than God touched the lives of some. In If you are inrerested in serving as a student
balanced out the stressful ones. The fear particular, Diana and Gregory. At the missionary or volunteer, contact the Church
of teaching gave way to the challenge of end of the year, they told us that they had Ministries/Youth Department director for your
division (see address on page 2) or Elder Dick
becoming a better and better teacher. come to know Jesus as a friend. Of Barron, Adventist Youth Service Coordinator:
English Institute program activities were course, we were touched and very happy. 12501 Old Columbia Pike, Silver Spring, MD
a highlight of the year. We had events As English teachers we were the 20904; U.S.A. Telephon e: (301) 680-6149. Fax:
like talent shows, scavenger hunts, field "authorities," able to lead our students (301) 680-6155.
days, picnics, and trips to a local through many of the ins and outs of
orphanage.
We wanted to fellowship with our
students outside of class and give them a
Dialogue 6:1-1994 35 :
•
199
A universal biosynthetic
pathway
make it through
As my professor shared his data and
ideas with me, it soon became clear that
frequently what he considered data
supporting evolutionary concepts were for
me powerful evidences of the wisdom and
graduate school
creative handiwork of God.
Consider, for example, what my
professor, Dr. William R. Nes, called a
"universal biosynthetic pathway," so
called because portions of it are used by
every species and by most tissue types. It
starts with molecules of food (primarily
by chemistry professors to get to know carbohydrates and fats) being broken into
them, their current research interests, and fragments containing two carbon atoms
Dwain L. any potential for my own future. I went fonning a key structure known as acetyl
Ford back to one professor I liked best. He coenzyme A. Some of this is oxidized to
suggested that I help him develop a C02 and ~0 releasing energy, mostly as
classification system for plants and ATP (adenosine triphosphate). Most of the
animals based on biochemical evolution. remainder is used to synthesize another
After listening carefully to his crucial intermediate compound containing
proposal: I said, "I don't believe that I five carbon atoms called isopentenylpyro-
would be very effective on that project." phosphate. This compound serves as a
"Why not?'' asked my professor. starting material for the synthesis of
"Well, I can't really put my whole hundreds of important natural products.
heart into the project. I don't believe in Some contain 10 or 15 carbon atoms as in
evolution. I am a Seventh-day Adventist fragrances of many flowers, citrus fruits,
who believes in the Bible and its account some seasonings and medicinal oils.
of Creation." Vitamin A contains 20 carbons while the
Now it was the professor's turn to be closely related carotene pigments contain
stunned. But he was in charge. "You'll 40. When two C15 branched compounds
never make it through graduate school are linked together, they form a C30
with that kind of attitude," he said. "The compound that cyclizes to produce
Bible is full of errors. You and I could sit steroids like cholesterol, cortisone, and
down and write a better and more sex hormones. Steroids produced by this
accurate book than that" pathway are found in all major groups of
I was not convinced, but he went on organisms, from blue-green algae to
for a long time with his monologue. humans. 1
Finally, he asked if I still wanted to work
for him as a graduate assistant. Interpretation
"Yes," I said, "but would it be held But this very data-that plants,
against me if I do not accept your views animals, and humans use some of the
on evolution?" same chemical reactions controlled by
The professor was fair. "I'll teach it similar enzymes to provide for various
to you," he said, "and expect you to give needs-raises an important question. Does
: 16 Dialogue 8:3-1996
•
•
200
it prove that plants, animals, and humans A dilemma the books of the Bible (I Peter 1: 19-21 ).
share a common ancestor or a common Both of the above interpretations are All Scripture, produced under the
Creator? Proving involves providing based on unstated, unproven assump- direction of the omniscient Holy Spirit,
evidence or argument sufficient to induce tions. Which interpretation is correct? is valuable to me in my personal devel-
belief. Interpretation of data does not How can we decide which position to opment and in helping me to put my
necessarily prove anything. Let's look at take? Unfortunately, science does not observations of nature into proper
two alternative interpretations of this give us a clear way to determine the perspective.
evidence, neither of which constitutes validity of one of two competing The Scripture gives me added data
proof. paradigms. (A paradigm is a cluster of reported by credible witnesses to use in
The first one is from biochemists. broad conceptual and methodological fonning my paradigm. I find 11 Old
"Biological evolution can be traced presuppositions that shape one's view of Testament books and 10 New Testament
through the fossil record or by directly the world and one's interpretation ones that deal with Creation. The Holy
comparing the sequences of genes and thereof.) As I. G. Barbour argues, Spirit, who inspired the writing of the
proteins. These observations suggest that "Competing paradigms offer differing Bible, was an active eye witness of the
all of the millions of species that exist judgments as to what sort of solutions process of creation (Genesis 1). Christ,
today have descended from a single are acceptable. There are no external the eyewitness creator (John 1), repeat-
ancestor that lived several billion years standards on which to base a choice edly expressed His belief in creation
ago. This ancient ancestral cell was between paradigms, for standards are (Mark 10:6; 13:19; Revelation 1:4, 5;
undoubtedly capable of glycolysis themselves products of paradigms. One 4: 11; 22: 16). Even angels validate
(breakdown of glucose) and many of the can assess theories within the framework testimony by swearing by the highest
other fundamental biochemical processes of a paradigm, but in a debate among authority in the universe-the Creator of
that are common to all cells. It could paradigms there are no objective criteria. heaven and earth, the sea and everything
synthesize amino acids and lipids, and Paradigms cannot be falsified and are in them (Revelation 10:5, 6). It seems
almost certainly used ATP as the funda- highly resistant to change."' reasonable to choose the paradigm that
mental unit of energy. It used the same does not arbitrarily reject this eyewitness
genetic code that we find in its modem Approaches to the dilemma data.
descendants. How the ancestral cell Faced with this problem, some The Scripture also informs us that
evolved from simpler organisms is an scientists take the position that they will before Christ comes again there will
unsolved problem. The origin of life itself, accept as data only those things that are exist two prominent groups who hold
an event that occurred more than three verifiable and that depend solely on conflicting paradigms. The description of
billion years ago, is the subject of much intellect to interpret the data. Unfortu- one group is found in Revelation 14:6-
speculation."2 To this a biologist adds: "If nately, this approach has its weaknesses. 12. Those who proclaim the good news
two species have libraries of genes and For there is no such thing as "bare of salvation and judgment and believe
proteins with sequences of monomers that uninterpreted data." All data are theory- that God deserves reverence and worship
match closely, the sequences must have laden. In other words, the paradigm used because He is the Creator. They perse-
been copied from a common ancestor."3 by a scientist influences the kind of data vere in keeping His commandments,
The second interpretation comes from collected and the observations ignored. including the Sabbath, which is a
a creationist perspective. God created A second approach to the dilemma memorial of Creation. They ·maintain
plants and animals with the need for of conflicting paradigms is the one I their faith in their Creator-Saviour. This
energy sources and respiration. He made have chosen. I admit that my knowledge ongoing relationship with Him strongly
the plants capable of carrying on photo- and understanding are limited and that influences how they view the world and
synthesis so that energy from the sun the models I create in my mind of what how they interpret the data that floods in
could be used to synthesize organic reality is like are imperfect and incom- upon them.
compounds that could serve as energy plete. Therefore, I will not restrict my The second group with a conflicting
sources for plants and animals. Both of search for understanding the world to the paradigm is predicted in 2 Peter 3:3-6.
them would metabolize the same kinds of reproducible data that others and I can This group has a worldview that disre-
compounds and need the same or similar collect in the laboratory. In building my gards the promises of God as dependable
enzymes to carry out the metabolism. paradigm, I am willing to use the data and follows their own inclinations. They
Since the enzymes are proteins with a reported by credible witnesses of events promote uniformitarian concepts and
particular amino acid sequence and that are impossible for me to observe. ignore the fact that God spoke the world
particular shapes, they need specific DNA For instance, I did not observe the life, into existence. They forget that God
sequences containing the coded informa- death, and resurrection of Jesus Christ, formed the earth out of the waters
tion as to how to synthesize the enzymes. but they are a matter of biblical and through movement of the waters and
Thus one would expect to find some DNA historical record. Christ pJ;omised that through the force of rapidly moving
nucleotide base sequences in plants, He would send another Comforter who waters. They forget that the same waters,
animals, and humans that are comparable. would guide us into all truth (John used in a creative way in the creation of
The glycolysis pathway should exist in all 16:13). This Helper is omnipotent, the earth, were used in a judgment
living systems that obtain their energy omniscient, and omnipresent A portion process during the Flood, which again
through respiration associated with of His work of guiding us into all truth changed the earth's form.
oxidation of glucose. was to inspire holy men of God to write
Dialogue 8:3-1996 17 :
•
•
•
201
: 18 Dialogue 8:3-1996
•
•
203
Keeping
backgrounds, with different experiences
and views than mine. I was dumbfounded
when my officemate, upon learning that I
was a Christian, told me she had never met
one before. I hadn't realized that anyone in
the United States had never before met a
Christian! I also discovered that my faith
Real orld
understand them or their culture, which
was so foreign to mine:
• Dana, a graduate student who
lived with a faculty member and
who one day asked me what was
the meaning of life;
• Joe, the economics professor
by whose every illustration was on
Ann These roles are easy to play. I have the utility of beer and who ended
played them. Perhaps you have too. The every Friday lecture with the
Gibson ftrSt role-withdrawal-! played deftly as hope that the weekend parties
an accounting teacher at Walla Walla would be good;
College in the northwestern United States. • Doug, a faculty member whose
It was easy to do in a small town domi- research interests in sexual
nated by a Seventh-day Adventist college. harassment led him to believe
I recall one morning in Sabbath school that the primary legacy of
when the teacher asked: "How many of Christianity to the world was the
you invited a non-Adventist over for a demeaning of women;
meal this week?" Hardly seeing a show of • Bob, a faculty member whose
hands, he extended the question to "this drinking habits were extensive
month" and finally "this quarter". With a enough that one never knew
start, I realized that I didn't even know the which day was hangover day-
names of any non-Adventists, let alone resulting in great fear for the
being acquainted with any well enough to students, for one never knew
invite them home for a meal. whether he or she would be met
Initially, I played the role of the two- with harsh or friendly tones when
track style of living while in graduate entering his office;
school, working on a Ph.D. in business at • Anne, my neighbor whose life-
Washington State University (WSU) in style made her apartment a
Pullman. I moved to WSU fully aware of revolving door-I finally gave up
its unique reputation as the "No. I Party learning the names of the current
man living next door, Jest I call
him by the name of a previous
occupant;
. 32 Dialogue 5:1-1993
204
• John, who once couldn't take a the people I met every day, and was eager my faith in a secular world. In doing so,
test because he drank too much at to show me how to develop a real-world they also taught me how to strengthen my
a fraternity party,jumped out a faith. convictions.
second-floor window, and e:~ded Something else also happened: I made Third, I made friends with the secular
up in the hospital with a concus- friends with other Christians. Perhaps people around me. At first, it was easy to
sion. some Adventist graduate students at public conform to their pattern of thinking and
universities are blessed with strong local acting, because I did not want to be
In the university's secular atmosphere
Adventist churches that count spiritually different and I was seeking friends. It was
and under the influence of the panic, stress,
like-minded students among their mem- also easy to go to the opposite extreme by
and deadlines that graduate programs can
bers. I have heard of such situations, and associating primarily with other Christians
produce, it was easy to do everything
know that the friendships formed under because I felt so much more comfortable
possible to fit in, and leave religion to
those circumstances stand the test of time. with them. I finally realized that the "real
Saturday mornings at the church in the
But I was not so blessed. There were few world" was composed primarily of people
next town. But ultimately it is not possible
Adventist graduate students at WSU, and I for whom Christianity had no real-life
to live with such dissonance. I had to seek
began missing the Christian fellowship I meaning, and that only by seeking their
a real world faith or opt for no faith at all. I
was accustomed to. So I sought out friendships could I earn the right to share
chose to seek.
Christian friends by attending Christian with them what I knew.
I reasoned that Jesus knew how to live
churches on Sunday. I found that there Graduate school changed the way I
faithfully in the real world. The truth He
were Christians in other departments at the look at the world, my faith, and the people
spoke was understood by those of the
university. It was affirming to just stop and I meet By the grace of God, I am no
streets. In fact, it was so well understood
say "hello" during the week. From these longer satisfied to either withdraw from the
that He was accused of associating with
friends I learned how to be more open world or to carry on a life-style that
"sinners and tax collectors" and not paying
about my own faith in a non-offensive relegates Christianity to Sabbath morning.
attention to the religious leaders of the day
manner. In my Adventist education, I had I left WSU with a host of friends-some
(Luke 5:30). Jesus met with "real world"
been taught how to share my faith in a who still are on their way to meeting God,
people, many of whom were similar to
Christian world; my non-Adventist some who have met Him and know Him
those I met every day. For example,
Christian friends showed me how to share well. But most importantly, I too have a
Zacchaeus, the businessman (M.B.A.
deeper friendship with God. And to think I
student), the woman taken in adultery
received all that, plus a degree! 0
(whose life showed similarities to my
neighbor's life-style),.the 10 lepers, the
demon-possessed men, the blind men on Ann Gibson completed her PhD. in business
the road to Jericho, the woman at the well, in 1992 and is currently reaching accounting and
auditing at Andrews University, Berrien Springs,
the man by the pool at Bethesda, the Syro-
Michigan.
phoenician woman, and the rich young
ruler.
The New Testament portrays Jesus in
many situations-but never does He
appear to be withdrawing to isolate
Himself from the world or leaving His
"church" life-style behind Him as He goes
about His daily business.
My seeking occurred in three steps.
First, I made friends with God. This
doesn't mean that I did not have a relation-
ship with God prior to graduate school; the
friendship I had merely took on a different
meaning. Initially there was an element of
panic as I viewed my situation. There was
also loneliness as I sought for someone
who understood my plight I began to talk
to God about many things: (1) the people I
met, (2) the questions for which I had no
answer, (3) my questions abOut my own
faith, and (4) the role and power of
Christianity in a secular world. Answers
didn't come quickly or easily, but some did
come over time. Most importantly, I
became convinced that God cared about The cafe1eria is 50 yards ahead. There are 653 students eating
lunch. You have exacUy 12 minutes to share Christ with each one
on a deep, personal level. Ready, set • . ."
My journey to faith
by Marco Antonio Huaco Palomino
I
n 1990, I enrolled in San Marcos Uni- sects, and became popular as an historic lessly criticized religion led me to exam-
versity, the great intellectual center of accident. Conveniently enough for me, ine her "peculiar" beliefs. I tolerated
Peru and the home of the forerunners no Christian was prepared to refute my many of the doctrinal positions, but
of our national independence. I chose positions convincingly. The typical stopped short when I heard about belief
to study law, hoping also to pick up Christian "defended" God with a priori in the devil as a personal being. I also
courses in history, politics, and philoso- doctrinal, dogmatic and/or sentimental considered unacceptable Adventist
phy. statements. no's-no drinking, no dancing, no
That was the time when political un- smoking, no, no, no! I could not accept
rest rocked the country and the univer- Moving to action their fanatical observance of the jewish
sities. Beginning in 1980, the national Meanwhile, I decided to move from Sabbath as day of rest. 11 Adventists are a
government had to deal with violence words to action, joining a socialist orga- sect," I told myself.
and terrorism, which spilled over into nization at the university. About the About then, the Adventist Student
university campuses as student organi- same time, we found ourselves caught Center invited me to attend one of their
zations positioned themselves for and in the crossfire between the state and seminars. My respect for differing ideol-
against leftist ideologies. In 1991 the terrorism. Christian students were not ogies led me to attend. I was very sur-
government sent troops, tanks, and he- exempt, since religion was considered prised at the carefully reasoned posi-
licopters onto our university campus. the "opium of the people" and Chris- tions establishing the relationship be-
In spite of all this, my first year at the tians were "enemies of the Revolution." tween faith and science, between revela-
university was one of intellectual dis- Seventh-day Adventists, especially, were tion in the Bible and scientific research.
covery, filled now and then with anxi- considered a foil of Yankee imperial-
II My curiosity was greatly aroused, as well
ety and spiritual confusion as I sought ism." On one occasion, after a long as my consciousness of fundamental
to reconcile being a Christian believer day's hard work, Adventist students had weaknesses in the logic and reasoning of
and being a thinker. My explorations painted a mural of an open Bible on socialist discourse in general and Marx-
into philosophy and science created a campus. Two days later they found it ism in particular, which by that time
conflict between my deeply rooted totally covered with black paint depict- had become very clear to me. The semi-
Catholic beliefs and recently acquired ing a red hammer and sickle, with the nar presenter had referred to rolls of
rational inquiry into life and its mean- words in the center, "Out of San Marcos, manuscripts discovered in 194 7 near
ing. Can faith and reason coexist? Is swine!" the Dead Sea which greatly supported
faith compatible with science? Such In 1995, as a sworn Marxist-Leninist the historicity of the Bible. That was my
queries eventually led me to abandon with a record of political activism, I was first cue. I then remembered that there
my belief in God. The vacuum was filled chosen as student representative from was a book at home regarding that very
by an increasing enchantment with ma- the law school, and represented the stu- topic.
terialistic-Marxist philosophy. As a re- dent body for the whole university. At
sult I dismissed the concept of the eter- this climactic point of political activism Truth is not a theory, but a person
nal God, but saw it as continual evolu- and ideological high pitch, I became ac- Early in 1996, I began reading that
tion of matter. I subscribed to qualita- quainted with a fellow student, Ysabel, book. It raised many serious challenges.
tive leaps in the process of evolution, an Adventist. Burdened with over- It would be sectarian and dogmatic cow-
which finally produced human life and whelming responsibility as a student ardice for a freethinker like me to deny
consciousness. It was not God who had leader, I often sought Ysabel's help for it: Those rolls of Qumran confirmed the
created the human beings, but vice ver- notes and syllabi covering classes I was antiquity and faithfulness of the text of
sa. Christianity was simply a belief sys- forced to miss. Her unprejudiced and the Book of Isaiah. That might not have
tem that spread along with other mystic helpful attitude toward one who relent- meant much, if it were not for the
prophecies it contained regarding one centuries of a victorious Inquisition, if completely changed my old socialist
who considered Himself the Son of many of the martyrs were on God's philosophy of history.
God-Jesus of Nazareth. Were these pre- side? I didn't understand it. I only knew The doctrine of the gift of prophecy
dictions fulfilled? I had to verify for my- that Isaiah 53 was there. l could see, as manifested in Ellen G. White was one
self, and there was only one way to do in a dream, a serene and smiling face, that I found particularly difficult, espe-
it. somewhat youthful but mature. That cially because many of my Adventist
That night I did something I would was a momentous night! Saul again fell friends did not know much about it.
never have done otherwise. I reached and rolled in the dust. At last l knew Some maintained that some statements
out and took from a comer shelf in my that truth is not a theory but a person- were inspired, others not. Some said the
personal library that forgotten book, the the Person of Jesus. Testimonies applied only to the time
Bible. Using the index, l went to chapter when they were written. But I couldn't
53 of Isaiah and read it several times. "Do you know the Lord Jesus?" be baptized unless I accepted this doc-
The harmony between the details de- I kept to myself the grave doubts that trine for the simple reason that it was
scribed in that prophetic book, written assaulted me. I asked questions here and part of the baptismal vows. I confessed
several centuries before the Gospel, there, opened the Bible, searching. I was Christ as my Saviour and kept the com-
matched the facts in the latter. The very astounded that many freethinkers mandments, but would I be a real Sev-
foundation of my materialistic philoso- around me wanted to skip over some enth-day Adventist? Providence led
phy of history began to crumble. If fundamental facts out of fear of the someone to place in my hands a copy of
something called "prophecy" existed at truth or out of simple prejudice. the excellent book E. G. White, Prophet
all, it meant that my whole house of Once I was invited to a small group ofDestiny. After reading it and reflecting
cards had to come tumbling down. that was studying the topic of righteous- on it, my most difficult questions were
What mental capacity could foresee the ness by faith in the Bible. I was im- resolved.
future if Being (visible reality) was deter- pressed with the fact that being a Chris- My church attendance brought out
mined by Conscience (God), and not tian was not just being a consistently the expected hostile reaction from my
Conscience by Being as postulated by moral person. I realized that the ''opi- former comrades. But "if Christ be for
Marx and other materialists? um" of Marxist doctrine could not be us, who can be against us?" One of
What if this was true? Had I been de- identified with the Bible's teaching. God them, witnessing my conversion, also
nying the very Son of God during all was very understanding and realistic in rediscovered his original faith, and al-
this time? Wasn't I the public leader of not expecting of us perfection as a result though he is now sick in bed with a
the university's best-recognized socialist of our own effort-that is impossible! painful illness, he shares our hope in
organization, and after many years the About that time there was a week of the promise of the resurrection. I was
leader of the wave of the futme in the prayer held by Pastor Alejandro Bull6n. baptized August 30, 1997. At present I
student movement? Unbelievable! My responsibilities made it impossible serve as Sabbath school teacher and di-
What would they say about me? From for me to attend regularly, but I perse- rector of religious liberty in my local
militant atheist to a little lamb in a reli- vered and was present one evening. The church. I'm also a lay preacher and the
gious "sect"? But truth was truth, re- topic was the conversion of Paul. This president of the Adventist Student Cen-
gardless of my personal preferences and was too much! Had the Holy Spirit led ter at the University of San Marcos. I re-
convenience. The truth of something me there to challenge me? I took a taxi joice in my friendship with jesus. And
did not depend on the number of peo- home, and, surprisingly, the driver together with my colleagues at the uni-
ple recognizing it as such. Also, I would asked me, "Do you know the Lord versity, I fight the good battle of faith
be the one injured living a life based on Jesus?" I looked at him, and said, "Yes, I looking for the glorious return of our
self-deception. think I do, now." Lord.
It would be best to remain calm and In spite of the difficult moments I
reach a decision, I told myself. ''You faced in 1996 because of my political Marco Antonio Huaco Palomino, having
must re-open this question about the activities, my knowledge deepened, and completed his degree in Law, is preparing
existence of God. Research it, go back to I began to keep the Sabbath, attending his thesis on religious liberty rights. He cur-
square one." No end of questions boiled church so regularly that I was consid- rently serves as legal advisor for ADRA
in my mind. How to account for so ered a member. I investigated the doc- Peru. E-mail: mhuaco@hobnail.com
much injustice and exploitation, if God trines for myself, grabbing every Adven-
exists? How can there be a merciful tist book I could lay hold of. One of
God, if He is indifferent to pain? Why these was The Great Controversy, which
FIRST PERSON
God and Geology
in Graduate School
M. Elaine Kennedy
professors didn't seem to care I signed up for Tectonics only to my beliefs made sense. He
about my personal convictions. I learn that the course required a couldn't understand how my views
completed my undergraduate de- weekend trip. When I approached could explain the mass mortalities,
gree in geology, and the Lord al- my tectonics professor, he ap- however, so I told him about the
lowed me to begin graduate preciated my taking the time to Noachian flood and God's efforts
studies. explain my religious reasons to save Ffis creation even in the
I was fortunate to study in Loma regarding field work on Saturday. midst of worldwide destruction.
Linda University's master's pro- He said he'd keep me in mind in We spoke again about these is-
gram in geology on the La Sierra developing the itinerary for the sues, but his doctoral degree and
campus. It was a joy to discuss is- trip, and he did. Two hours before future employment hinged on his
sues of creation and evolution sunset, we finished our last site for faith in the interpretations of
openly with fellow Christians. I the day. The professor told me the radiometric dating.
longed to continue my studies in group would be in Death Valley My most frightening experience
that atmosphere, but since no doc- for the rest of the weekend, and in school occurred during a con-
toral program was offered, I en- that they would meet me at the ference toward the end of my doc-
rolled in a private university. visitor's center on Sunday morn- toral program. A professor from
University policy stated that ing, 8:00 a.m. sharp. He amazed another university asked about my
personal religious beliefs would me by adding that it would take plans after graduation. I told him
not affect the degree program. me about an hour to get back into about the Geoscience Research
But graduate degrees are rather town, giving me just enough time Institute. In the course of the con-
political, and it is relatively easy to to prepare for vespers. He was versation, he learned about my
eliminate "problematic" students. right. faith and beliefs. He became very
So I prayed about it. I told God I As I came out of the lab one agitated. The next day, my major
was not ashamed of Him or of the afternoon, I met a fellow student professor asked me point blank,
truths I had come to know; I We struck up a conversation, and "Elaine, when you teach, do you
placed my degree in His bands, he soon learned I was a Seventh- teach evolution?" "Sure," I said.
promising to openly share my day Adventist. He told me his My professor didn't want to know
faith. People would know I was a mother had been raised an Ad- what I believed, I realized; he only
conservative Seventh-day Adven- ventist, but that he hadn't. Then wanted to assure himself that I
tist and if anyone asked me direct- he asked me point blank what I was at least giving evolution equal
ly, I would explain my personal believed about origins. True to my time in the classroom.
beliefs with regard to origins. promise, I told him. He was Being an Adventist in a non-
One morning at schoo~ another surprised, but as I explained that Adventist school places a student
student told me she bad been it was the theology and not the in a very sensitive position. Most
taking her children to Sunday geology that caused my "problem," of the individuals in academia are
schooL "What do you tell your I found he understood my view not a reliable source of spiritual
kids about Adam and Eve?" she better than anyone else rve en- guidance, I found. While generally
asked. "What do you mean?" I countered. As an isotope geolo- tolerant of divergent views, the
replied. "I thought they were real." gist, he dated rocks himself using people I dealt with dwing my doc-
The conversation ended there. I radiometric dating and was more toral studies seldom understood
thought she might speak to one of aware than I of the many factors my motives and seemed baffled by
the professors about our conver- that come into play in interpreting my commitment to certain prin-
sation, but apparently she never data from the rock record. When I ciples. S9metimes, I felt my great-
did. explained the cause of death and est witness was just being a friend.
For a Sabbath keeping geology God's loving nature, he saw that Other times, as I struggled with
student, field trips can pose a real my own beliefs, I felt I had no wit-
problem. Most professors like to ness to offer. But the knowledge
schedule them over the weekend. that my Creator God cares for me
One of my professors opted for kept me going.
Sunday only, out of his love for
M. Elaine Kmnedy (PkD., Univ. of
collegiate football. Most classes Southem California) is a staff member
offered the option of either Satur- Ill Geoscience Research Institule,
day or Sunday trips, but I could Loma LindD, Clllifomia, specializing
never take Depositional Systems in trtz&e elemenl distributions in
because the class was in the field paleolacustrine deposits and tuffs. Her
most weekends, and there was no husbantl. Dee, is a focilities enginur a1
way of completing the coursework Loral Aeronautics. Their daughlen
independently. SheOey, 18, mul Ami, 14 Dtten4 lA
Sierra Academy.
DIALOGUE 3- 1991 33
209
FIRST PERSON
Sabbath or Medical School?
Kathleen H. Liwidjaja-Kuntaraf
they said that you have to keep pen to the rest of the Adventist Sabbaths I had missed. After I
Sunday holy." medical students in the lower finished one department, I had to
I didn't know how to answer him levels? They do not have the wait for the next batch of students
because there were so many doc- money to go abroad. Let's bring before continuing to another
tors surrounding me- Moslems, this matter to God in prayer!" The department, which made my
Catholics, Protestants! I remem- whole· church prayed for me that schooling much longer than nor-
bered Matthew 10:18-19, "'You night. mal. Yet I was happy to be able to
will be brought into the presence Then I went to see the observe the Sabbath all through
of governors and~ because of pediatrics professor. He was really my years of schooling in a non Ad-
me•••• But ..• never worry about upset and said, 'There is no way to ventist medical school
how you are to speak or what you change the regulation of the At graduation time, I had one
are to say. You will be told at the university because of only one stu- last problem. All the services are
time what you are to say'" (Phil- dent" conducted on Saturdays. Again I
lips). So I quickly prayed for the His wife, a lawyer, sat with us in went to see the student association
right answer. I heard a small voice the living room and defended me, president He said, "Please give in
whispering into my ear, "Answer saying, "This is a pancasilais just this once! It is impossible to
with this, 'Oh, I am just following country. Everyone has the right to have all the professors march for
what the Bible says!"' religious h"berty." A debate ensued you, the only graduate, on week-
At once, that pharmacology between them, while I prayed si- days." But he asked me to come
professor put the folder he was lently that the Lord would bless back the following week after he
holding under his arm and pointed this debate to the glory of lfJS talked with the academic dean.
at the . doctors surrounding me, name. Fmally, the pediatrics When I returned, I received word
saying, "You all have sinned professor said, "We will res- that I had to wait for another two
against God. The Bible asks you to chedule the exam for you." So on weeks because the academic dean
keep Sabbath holy and not Sun- Friday after the surgery exam I and the dean of the school of
day. Be converted!" took the pediatrics exam, and then medicine had found it difficult to
I felt grateful that he had done was isolated in one of the staff solve my problem. F'mally, after
my preaching for me. Then I went houses until the students sat for two months, and several more dis-
to see the academic dean,. who the exam on the following day, cussions, they agreed to hold a
talked with me for about half an Saturday, at eight o'clock. Then I special graduation on a weekday,
hour. He said, "Be logical with was released to go to church. with all the doctors marching and
your religion." When results came out, praise the me as the only graduate. As a
I answered, "' realize that Lord, I had passed th~ exam. result, the Adventist medical stu- ·
religion may not seem logical at· Later, while working in each dents in the lower levels also
times. For instance, when a certain department, I was allowed to leave received a special graduation.
group of people pray to God, they the hospital from Friday sunset As I look back on my ex-
feel they have to face a certain until Saturday sunset However, I perience, I feel that God was by
direction. Is that logical? God is had to work longer in each depart- my side-encouraging and sus-
omnipresent, so you can call to ment to make up for the many taining me through all my strug-
Him anywhere and at any time. So gles. I praise Him for His good-
why do people keep on with these ness and greatness. The medical
practices? Because they are mean- degree has allowed me to sezve as
ingful in terms of their convic- a channel of God's grace to others,
tions." ministering to their physical and
Fmally he said, "' am sony. I spiritual needs. My prayer is that
want to help you but I just do not God will help us all- students and
know how. My suggestion is go professionals- to have such a
straight to the pediatrics profes- close relationship with Him that
sor." I told myself this would be my we will truly be His ambassadors.
last effort. H I didn't succeed, I .As Jesus said, "H you love Me,
would go abroad to an Adventist keep My commandments" (John
medical school I might have prob- 14:15, NKJV).
lems, but at least I could become a
physician someday. Kathleen H. Uwidjaja-Kuntaraj;
I brought this matter to our bom in Indonesia and a graduate of
prayer meeting. The church elders North SunJ/Jira Stille University School
said, "You are a pioneer. You have of Medicine, CU17'e1ltly serves the For
to be patient and fight for your &stem Division tJS Health . and
convictions. What's going to hap- Temperance director.
34 DIALOGUE 2 • 1990
211
FIRST PERSON
To Hungary, With Love
Laurina Rinsma
.. r~ 4
r-~
t
[:
--.-{ ·~ ......:. :,....., -:~;_
11 '"tc! {
he news was absolutely shocking. style, as I prepared myself for the future. seventh-day Sabbath. It was not easy for
or years, my friend was a con- Given this context, it was very hard me to take that step, and I am sure that
:vJ.nced atheist. Agnosticism held its for me to accept that there is only one some day I will find out about the 11 an-
sway over his entire approach to life. Christ, one way to be saved, one inspire<;~ gelic battle,, that took place over my
Then one day in late 1991, he broke the book, one holy day, and one true church. soul during those days. I left the New
news to me: He had decided to join the Nevertheless, I began to read the Bible. Age and found myself on a journey to-
Seventh-day Adventist Church. I didn't My friend advised me to start with the ward the New Earth.
know much about Adventists; only Gospels. For seven months, I spent two For me, the Bible soon became the
some rumors and criticism spread by hours each evening reading my New most fascinating book ever written, and
communist propaganda in partnership Testament, even as I continued my New jesus Christ became my only true teach-
with the Greek Orthodox Church in my Age adventure. The more I read the New er and a most precious friend. I made
homeland of Romania. Testament, the more uncomfortable I my decision to be baptized at the end of
Unable to hide my astonishment and felt about my New Age meditation and one of Elder Brad Thorp's evangelistic
disapproval of my friend's choice, I ar- about certain doctrines of the Greek Or- crusades in Bucharest in the fall of 1992.
gued with him, trying to "rescue" him. thodox Church. Then God began to pour His many
However, at the end of a long debate, I Summer came, and I was back home, blessings and gifts into my life-includ-
found out that things were not so sim- still struggling with many unanswered ing working for the church as the editor
ple and crystal-clear as they appeared to questions. I told my friend that I needed of the Romanian Signs of the Times, mar-
me, and that there were certain issues in more time to study. I asked him for rying Cecilia, a wonderful wife, two
Christianity that deserved careful study more books to read. He gave me a book lovely children, and last but not least,
and reflection. dealing with Bible prophecy and a bro- getting a full scholarship that allowed
Is the Bible relevant for all matters of chure about the controversial issue of me to complete a degree in Theology at
life? How safe is it to follow tradition? the Sabbath. Interestingly enough, al- Southern Adventist University in Col-
What does God require for my salvation? most the same day I found the book The legedale, Tennessee, U.S.A. I also accept-
How effective is it to pray to the Virgin Great Controversy in my mother's shelf. ed God's call to teach and share the sav-
Mary? Which day of the week is the Lord's Mother had never had time to read it, ing truths of the gospel.
Day? What does the future hold for us? Do but I decided to make up for her negli- Shall I say that I am thankful to God
all religions lead to heaven? gence. for all these blessings? That would not
With these questions in mind, I went So, I spent an entire month reading be enough! Words cannot express my
back to Bucharest to start the spring se- my new discovery, in addition to study- gratitude-and eternity will be too short
mester in my last year of studies at the ing the Bible and other books. I was to utter it.
university. But that also happened to be reading almost eight hours a day. Soon I
my first year in the school of Christ. found myself at a crossroad in my life. I Cezar Luchian is a graduate student at
At that time, like many other young was at a decisive point where I had to the Seventh-day Adventist Theological Sem-
Romanians, I was involved in all sorts of make a choice. I could accept the new inary at Andrews University, planning to
New Age practices that had invaded our found truth and let it change my life, return to his homeland, Romania.
country after the fall of communism. my religious philosophy, and my plans E-mail: luchian@andrews.edu
Believing in a sort of syncretistic philos- for the future. Or I could reject it and
ophy, which for me reconciled all differ- continue in my old ways. At the end of
ences between religions, I was studying that month, I decided to give up my
Zen and practicing Yoga meditation, be- New Age beliefs and practices, accept
ing attracted by the monks' solitary life- 1esus as my Saviour, ~nd observe the
34 Dialogue 13:1 2001
215
FIRST PERSON
LEARNING TO TRUST IN GOD
Maria Neira Rodriguez
The first time I attended a attending classes in the evenings, I situation became more difficult
I retreat for Seventh-day knew that several of the key cour- when I enrolled in the fourth year,
Adventist university students in ses were offered only on Satur- because from then on all courses
Colombia, several years ago, I had days. I had not yet learned to trust were taught in the evenings or on
just started my studies towards a completely in God! Saturdays.
degree in civil engineering. The I finished the third semester of The basic course on Roads and
meetings were stimulating and I studies and enrolled in the fourth. Highways was always offered on
very much enjoyed the friendly But the course I had dropped Saturdays. What was I to do? I
atmosphere. Duriug the retreat I during the second semester still decided to take the other fourth-
was impressed with the haunted me. I had to take it in year courses, hoping that in time
experiences told by some of the order to proceed with my cour- the schedule would change.
students and, although I bad not . sework. I prayed earnestly asking. However, my hopes did not
yet joined the Adventist Church, I for God's help in solving this materialize.
decided to obey God in everything problem. After speaking repeat- A colleague who knew my
and not take any more classes or edly with the teacher, I was able to predicament suggested that I
exams on the Sabbath. make special arrangements for make a formal request to the dean
When I returned home and that course and passed the exam. of students. But fearing that it
started the second semester, I had Eventually I completed the two might be turned down and I would
to drop a course that met on semesters of my third year of be asked to drop out from schoo~
Saturdays. I bad fulfilled my studies while keeping up with my I chose not to do it and instead to
promise to keep the Sabbath holy, job. Several times I had to receive go on as far as I could with my
but began to fear that I might not permission both from the academ- coursework. Now I acknowledge
be able to complete the program ic dean and from my boss to take my lack of faith and my naivete.
and receive my degree. Since I some courses on weekday morn- At that time, however, I thought
was working during the day and ings instead of on the Sabbath. My that if I continued taking as many
courses as I could, at least by the
time I was let go by the university I
would have learned many. things
that I could put to good use. (It
didn't occur to me that technical
knowledge without a recognized
degree has little value in civil en-
. .
gmeenng.')
Somehow I was able to proceed
with my studies and complete the
11th semester. But when I was
registering for the only two cour-
ses I could take in the 12th- the
last one in the program- I was
found out! The registrar told me I
was in violation of the policies and
therefore could not go on with my
coursework. I was sent to the
academic dean who, in tum,
presented the matter to the
academic council, which decided
that it was too complicated for
DIALOGUE 2- 1989 33
216
I
n 1993 I was a young teacher of per- leagues and students in the School of parents and sister to accept jesus as their
cussion at the National School of Mu- Music. personal Saviour. I continue to teach
sic in Havana, Cuba. The world of Soon seven students from the school percussion in the School of Music.
popular music beckoned, with opportu- embraced the Adventist faith. With "Creaci6n" is well known for the quality
nities for money, prestige, and interna- them we organized an instrumental of its performances, the strong Christian
tional tours. That year my older brother, group that we named "Creaci6n," with convictions of its members, and our
a merchant marine engineer, shared the purpose of glorifying God and wit- passion to attract others to the love of
with me and my fiancee ManyU his nessing for His majesty, mercy, and Christ.*
new-found faith in Christ and his Ad- beauty through music. Because of our
ventist convictions. limited resources, we use borrowed and * Readers willing to donate musical in-
In early 1996, after a series of in- refurbished instruments to perform in struments to "Creaci6n" or contribute
depth studies and difficult choices, I regional and national meetings orga- funds to acquire instruments for the group
joined the Seventh-day Adventist nized by the Cuban Adventist Church should contact Elder Pedro Torres (E-mail:
Church in Marianao through baptism. and in other venues. uciasd@ip.etecsa.cu) or the editors of Dia-
Together with Many6, now my wife, we From the beginning we encountered logue.
accepted the challenge of presenting obstacles in our mission. Although all
Christ's love and teachings to our col- the students that belong to "Creaci6n"
have been carefully selected for their su-
perior musical talent, they come from
modest homes and reside in the dormi-
tories of the school, with conflicting
schedules and menus that are not in
harmony with our health principles.
Our group does not have a suitable
place to practice. We do not own a vehi-
cle to transport our instruments to per-
formances. So we carry them in buses,
on bicycles, or on foot. In addition, we
all experience the pressure of our col-
leagues, some of whom do not yet un-
derstand the depth of our Christian
commitment.
Yet God has continued to prosper our
witnessing initiatives in the midst of
difficulties. First, eight students and last
year twelve young artists, including one
concert pianist, joined the Adventist
Church and our musical group. We are
now 27 musicians and singers, brought
together by God's mercy and grace. His
love keeps us united and shines through
us to others. My wife has brought her
D
uring the 2000-2001 school year, to do and many to help in t his country. th ings whi le I was in a strange place far
I had the o ppo rtuni ty to work For the next few mo nths, I worked in away from home. He taught me to look
as a student missionary in Kenya. va rio us locatio ns within Kenya doing around . My comfortable home, my won-
As my plane touched down at the Na iro- constru cti o n projects and helping out derful family and friends are a minority.
bi International Airport I knew that my with missio n gro ups. In th e process, I Many people of the world out there are
life was about to change. I didn't know learned many things: cooking, building suffering, living in ca rdboard boxes, and
what my job description was, who was trusses, mixing cement, and d riving an yet some people live as though time will
going to be there to meet me, or when o ld army truck with enti rely too many last forever. Not me. Not anymore.
my work started-but I did know tha t I gea rs and a very touchy clutch. Most Millions of people haven't heard the
was in fo r an adventure. im portantly I ca me to know the African Good News yet. But the message is
As I came out of Customs, with my people arou nd me. spreadi ng quickly. I am thankful I had
baggage o n a ca rt, I looked here, th ere, I mostly worked with the Masa i. One the opportunity to go to Africa as a stu-
eve rywhere, fo r sig ns of anyone who of my jobs was to teach gardening. Thi s dent missionary. However, to be a mis-
called out my name o r held u p a paper was difficult because their rival t ribe of sionary for Christ, o ne does not need to
with my name on it. A very ta nned more than 2,000 years, the Kakuyus, are go very far. I know people in my neigh-
woman with curly black hair finall y known for their farm ing skills. Now I borhood who still need God desperately.
called to me. Debbie Aho, the accoun- was teaching the Masai skills similar to Look around. I'm sure that there are
tant for Outpost Centers Inc. (OCl) and those of the Kakuyus. some in your neighborhood, too. Christ
the wife o f my boss for the next 10 Since there was a drough t and th e is still looking fo r those that He ca n take
months, rode with me for 13 miles o r so Masai livestock were dying, it became with Him. There is little time left. Why
until we arrived at the small town of mo re and mo re necessa ry for them to not use it?
Utung Ronga i. Dirty shacks and hun- learn how to work the soil. So, slowly,
d reds of little plastic bags wavi ng in the painfully, I taugh t the vi llage kids to Heidi Ryan is a second-year student at
wind were the first sights to greet me. It garden whil e th ey tried to teach me Columbia Union College, Takoma Park,
remin ded me of the poverty I had seen Swahili. It was a long process both ways. Maryland.
growing up in so me parts of Asia. I Through it all, I learned that this li fe on OCI e-mail: kbusl@outpostcenters.org
could a lread y see that there was much Earth is temporary. God taught me a few
rl
~i
Dialogue 74:7 2002 35
221
'J ->
W
ith my graduate seminar over, very condition of human existence. Ar- mocracy. The city had 10 socio-political
continued the discussion with istotle wrote, "to exist outside of a polis districts drawn up to establish and bal-
my professor. As we traversed is to be either greater or less than hu- ance local power that affected all aspects
the main university plaza, there was man." of its culture. In the fifth century B.C.
"Preacher joe." "Repent! Repent!" he The agora or marketplace was the Athenians had established their assem-
shouted. "jesus can save you from your nexus of all economic and social activi- bly and supreme court, both of which
sins!" just then my professor, obviously ty in the polis. In the marketplace, po- met in the marketplace as the main leg-
irritated, stopped his train of thought lites--citizens who were adult males islative and decision-making bodies of
and said to me, "That guy is an idiot." born in the polis-daily engaged in of- the city. They transferred from the Ar-
Without skipping a beat, he continued ten intense public debates on pressing eopagus, where the aristocracy had once
his previous thought. political issues brewing in the polis, or ruled often tyrannically, all but the reli-
After that I didn't follow anything conducted sophisticated public trials. gious matters of Athens. Now, a tribunal
my professor said. Inside me a war had Religious festivals, which not only met to choose who, for example, would
erupted. I wanted to jump in and redi- paid homage to the pantheon of Greek be the Athenian patron for the annual
rect our conversation back to Preacher deities but also questioned the very na- festival of Dionysia-a five-day event of
joe, repentance, and salvation, but em- ture of the polis, were also celebrated drama, sacrifice, and feasting-or to try
barrassment, shame, and pride held me with pomp and ritual in the market- an accused for desecration of an altar or
hostage. I never brought up jesus in our place. From the late sixth and early fifth a sacred statue. Paul stood in the center
conversation that day, even though I centuries B.C., Athens became the hub of the Areopagus. There, before a tribu-
had the perfect opportunity. of the Hellenistic world, and its market- nal of the wealthy land-owning elite,
What is our response and responsibil- place the forum of the world's ideas. around A.D. 51, the apostle boldly
ity as Christians vis-a-vis the market- Paul was whisked away to Athens after spoke of the gospel.
place of ideas-be it the university or yet another riot had broken out as a result
the workplace? of his preaching in the marketplace. He had Paul's address at Athens
been severely beaten and jailed for preach- "Men of Athens," Paul began, "I per-
Paul-ready anywhere, anytime ing in Philippi (Acts 16:12). The Thessalo- ceive in every way ... that you are most
The Apostle Paul had no problems in nians also persecuted him and indted a riot religious .... For as I passed along and
witnessing to the gospel in the market- in the dty (Acts 17:1-9). carefully observed your objects of wor-
place of Athens. The apostle "reasoned Paul was not deterred. While waiting ship, I came also upon an altar with this
and argued in the synagogue with the for Silas and Timothy, Paul began "rea- inscription, 'To the unknown god.' Now
jews and those who worshipped there, soning" with the Athenians in their what you are already worshipping as
and in the marketplace (where assem- marketplace. Some Epicurean and Stoic unknown, this I set forth to you" (Acts
blies are held) with any who chanced to philosophers wandered into the market- 17:22,23, Amplified Bible).
be there" (Acts 17:17, Amplified Bible). place and wanted to know about what Reasoning with the tribunal, Paul re-
Athens was an intellectual center. It this "babbler" was jabbering. Some per- vealed God's love and justice. "[In the
was there that Socrates had carried on sons told them that Paul was speaking past ages of ignorance], God, it is true,
his famous debates and Plato and Aris- about some foreign religion, about jesus ignored and allowed [idolatry] to pass
totle opened schools of rhetoric and and His resurrection. The philosophers unnoticed; but now He charges all peo-
philosophy and science. grabbed Paul and dragged him before ple everywhere to repent. .. Because He
Athens was the birthplace of the idea the religious tribunal at the Areopagus has fixed a day when He will judge the
of democracy. For the Hellenes (later (Acts 17:18, 19). world righteously (justly) by a Man
called the "Greeks" by their Roman con- Athens was no ordinary city. Large in Whom He has destined and appointed
querors), the polis or "city-state" was the population, it practiced a radical de- for that task, and He has made this cred-
ible and given conviction and assurance dem. Many people from around the suddenly mob us.
and evidence to everyone by raising world converge and mingle at Cal and Many of us are too comfortable in our
Him from the dead" (Acts 17:30, 31, barter in a humanistic environment. cloistered sanctum sanctorums or our
Amplified Bible). Secondly, I fear relating to people philosophical think-tanks. We would
with whom I am not acquainted, that is, rather sit in jerusalem and wait and may-
What did Paul possess that we do I fear people. Cal's students, among the be pray for the people in Athens, instead
not? brightest and most gifted and talented of taking the gospel to them.
Paul's response to Athens is instruc- in the world, are creative and love to The truth is, we are afraid. We are
tive and compelling. The apostle was a explore new ideas and situations. They afraid of the marketplace of ideas and
student of people and human activity. are not only passionate about what they the people who buy and sell there. We
He was a cosmopolitan. His travels believe, but they also act. It is not un- are afraid that we will be rejected or that
around the Mediterranean and the Ae- common to see or hear non-traditional our reputations will be marred. We are
gean afforded him a great education. He dress, music, or political speeches on afraid for our well-being. Not one of our
met people where they were: jews in the the fringes of Cal. fears, whatever it might be, has any-
synagogue and Greeks in the market- Not a few Americans, based on hear- thing to do with the intellectual curren-
place. Paul moved about under the say, propaganda, and myth, label Cal cy of the gospel in the marketplace.
guidance of the Holy Spirit with bold- students and faculty as "radical,"
ness and without personal regard, and "weird," "hedonistic," "heathen." Un- No need to fear
focused on his commission. fortunately, I too exhibit that same Paul assures us: "If God is for us, who
Having studied under the prominent scorn by not mixing and exchanging can be against us? ... Who shall separate
jewish law professor, Gamaliel, Paul was with the shoppers and purveyors at Cal. us from the love of Christ? Shall tribula-
a well-read, adroit orator and rhetori- Lastly and most importantly, I, like tion, or distress, or persecution, or fam-
cian. Paul used his lawyering skills to so many Christians, am a non-believer. I ine, or nakedness, or peril, or sword? ...
assess his audience's mind-set as well as say "non-believer" because I have not Yet in all these things we are more than
its cultural and social background. Tak- yet taken God at His word to completely conquerors through Him who loved us.
ing that which was familiar to his audi- rely upon Him. One of the many conse- For I am persuaded that neither death
ence, he pointe~ it towards the God of quences of my unbelief is that I am nor life, nor angels nor principalities
the universe, and propounded the gos- afraid to proclaim the abounding love nor powers, nor things present nor
pel in the marketplace of ideas. Why are and imminent return of jesus Christ in things to come, nor height nor depth,
we so afraid to proclaim jesus to our the marketplace of ideas. nor any other created thing, shall be
friends and colleagues in the market- Paul exclaimed, "but I am not able to separate us from the love of God
place? ashamed; for I know whom I have be- which is in Christ jesus our Lord" (Ro-
lieved and I am convinced that He is mans 8:31, 35, 37-39, NKjV).
Marketplace at Cal able to guard what I have entrusted to What prompted Paul to hazard his
Let me share my experience at the Him until that day" (2 Timothy 1:12, life for the gospel?
University of California, Berkeley (also NASB). Paul was once afraid of non-jews of
known as "Cal"). My fear has been Here I am profoundly saddened. Far the world's marketplace. He was on his
threefold. First, I have a type of agora- too many of us are either ashamed of way to Damascus to kill Christians
phobia-fear of the marketplace. Cal is our knowledge of the gospel, ashamed when he met jesus. Paul took his com-
one of the top research universities in to be known as followers of jesus by our mission from jesus as his life. He used
the world. Its current faculty include six classmates and colleagues, or we are his education and skills to reach peo-
Nobel laureates and more fellows of the ashamed to share the great news with ple-people who might not have been
National Academies of Science, Arts and those who desperately need to hear it- otherwise reached with the gospel. He
Humanities than any other university the thinkers in the marketplace. allowed himself to be filled and led by
in the United States. The strength of its Many of us do the fashionable, "po- the Holy Spirit.
academic departments and curricula litically correct" thing and not approach The Holy Spirit, who emboldened
can be seen in examples from its faculty our peers with the gospel. We take a the Apostle Paul, will also speak through
and students discovering several chemi- "they-will-come-to-us-if-they-want-to- us today in the marketplace of ideas if
cal elements on the periodic table to the know" posture, as if our lives are as
creation and design of the UNIX com- Christ-like as they ought to be, as if
puter networking system and the mo- scores and scores of seekers of truth will Continued on page 27.
225
FIRST PERSON ••• ••••
a student at the University of that the church could have a lasting
Cordoba, Argentina, my aim was impact through professional dental care.
to finish my education, .become a No sooner had I landed on the island
dentist, and get settled in life. Sl:ll'e, I was than I began working on establishing a
aware of my Adventist roots and . · qualicy dental clinic that would show in
responsibilities: My parents had brought practical ways that Adventists really
me up to love God and serve humanity. care.
Doing His will wherever He needed me
was part of my ·early commitment. Difficult beginnings
Although I thought about offering my But the beginnings were not easy.
Bureaucracy has its way of turning
policies into roadblocks. The local dental
association did not see the need to have
Madagascar
a modem facility with up-to-date
equipment.
The situation was not promising.
Should I stay and keep trying? Or should
I return to the certainty of a comfortable
practice in my homeland, near family
and friends? Fortunately, the balance
was tipped by the force of faith-
services as a missionary, I felt that in my instilled early in my childhood by godly
own homeland there were enough parents. And did not the Lord Himself
challenges. say that faith of the size of a mustard
But God has a way of mysteriously seed has the power to move mountains?
intervening in one's life. I was not on a We prayed, prayed some more, and let
by Damascus road or in a fishing boat. I was God work His way.
not even attending a church convention. Soon doors began to open. Seven
Marcelo Just an ordinary meeting with Siegfried months after the initial petition, the
Toledo Mayr, then president of Indian Ocean Madagascar Health Ministry and the
Union Mission, turned into an extraordi- Dental Association granted our request
nary event in which profession, vision, to begin the clinic. Donations from the
and commitment merged, and packed me General Conference and ADRA Sweden,
off on a plane to the distant island of and a loan from the union mission gave
Madagascar. us a financial headstart. Two local
Madagascar? I had to look up an dentists and a dental associate joined me
atlas to find out where it was. Two to form the initial working team. But we
continents away, on the western edges of needed help in installing laboratories that
the Indian Ocean. Culture, language, would make prostheses locally. Help
eating habits, lifestyle, and whatever else came from Reijo Heirovonen, a Swedish
that spells strangeness confronted me prosthesis maker retired due to an
when I landed on the island. But there accident. He heard of our need and flew
was one thing that was the same between in to make our dream come true. Two
Argentina and Madagascar. There were other volunteers from Sweden and one
people in need of God's loving care. from France followed, and finally we
Soon I realized that God's love for had a full-fledged, modem dental clinic
the people of Madagascar could be in an attractive building we had de-
expressed by my working on their teeth. signed.
That's a strange way of showing God's Patients from far and near flooded
love, you say. Not at all. Didn't God the clinic. Today our patient list includes
make our teeth to last a lifetime? Well, the former prime minister of Madagas-
here was a place where such focus was car, other national ministers, embassy
needed. Elder Mayr convinced me earlier staff of Britain, France, Germany, Egypt,
:28
•
Dialogue 7:3-1995
•
226
Dr. Toledo in action in one of the dental suites. The dentist and a young friend.
the United States, and Switzerland, people. We lived among the villagers, in Marcelo Toledo (D.D.S.. University of
leading businesspersons and profession- their huts, ate with them, and showed Cordoba, Argentina) is rhe direcror of rhe
als. At one time they were flying to them what God's love means. Our two- Advenrisr Denral Clinic in Antananarivo,
South Africa for dental care. No more. week stay ended with treating 800 Madagascar. His address: Boice Postale 700;
Two years after we started the main people. But it was not just treatment and Anrananarivo /OJ ; Madagascar.
clinic, we opened a branch near down- healing that made our mission fulfilling. Readers who have complered rheir dental
town Antananarivo. It is small but well- It was seeing children smile, young boys srudies and wish to serve as missionaries may
equipped, serving low-income people. and girls sing with us, older people write to the Director of Denral Affairs; Healrh and
Our patients throughout the island have Temperance Department; 12501 Old Columbia
looking up again and somehow sensing
come to know for the first time who Pike; Silver Spring, MD 20904; U.S.A.
that there was joy and hope in life.
Adventists are and what they stand for.
Why missions?
The caring outreach Five years after I landed in Mada-
But soon I discovered other areas of gascar, the question for me is a far larger
need. On a visit to a small island 30 one. What does God expect of me in this
miles from Madagascar, I found people world? That question comes again and
living without any primary medical again as I look into a decayed tooth, treat
facility or care. The island had a small a scabies-ridden child, or work with
population, but 70 percent of the young prisoners in the Madagascar jaiL I have
people had sexually transmitted diseases, found the answer. God expects me to be
and 95 percent of the children suffered His hands, His eyes, His ears, His legs, The dental clinic building.
from intestinal parasites, scabies, and His heart to love and serve His people.
mouth infections. That's mission.
We decided to do something for this Life as a missionary is not counting
remote island. We returned as a team of victories, nor sobbing over failures.
four-a female doctor, two nurses, and Satan wants us to fall into either trap. To
me-with needed medications and be a missionary is to be where God
instruments. From village to village we wants us to be. It may be near home. It
moved. There were no paved roads, no may be away from home. But whenever
modem communications, but just aching He calls; you can be His person and do
feet, loving hearts, and responding His work where He wants. iml