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Engaging the Teenage Culture:
A Model Approach
Engaging the Teenage Culture:
A Model Approach
Dr. William BrownPresidentDr. William BrownPresident
The little boat drifted across the pond exactly the way The little boat drifted across the pond exactly the way a bowling ball wouldn’t. a bowling ball wouldn’t.
The little boat drifted across the pond exactly the way The little boat drifted across the pond exactly the way a bowling ball wouldn’t. a bowling ball wouldn’t.
Her eyes were like two brown circles with big black dots Her eyes were like two brown circles with big black dots at the center. at the center.
Her eyes were like two brown circles with big black dots Her eyes were like two brown circles with big black dots at the center. at the center.
Her vocabulary, was as bad as, like, whatever.Her vocabulary, was as bad as, like, whatever.Her vocabulary, was as bad as, like, whatever.Her vocabulary, was as bad as, like, whatever.
He was as tall as a six-foot-three-inch tree.He was as tall as a six-foot-three-inch tree.He was as tall as a six-foot-three-inch tree.He was as tall as a six-foot-three-inch tree.
John and Mary had never met. They were like twoJohn and Mary had never met. They were like twohummingbirds who had also never met.hummingbirds who had also never met.
John and Mary had never met. They were like twoJohn and Mary had never met. They were like twohummingbirds who had also never met.hummingbirds who had also never met.
The politician was gone, but unnoticed, like the period The politician was gone, but unnoticed, like the period after the Dr. on a Dr Pepper can.after the Dr. on a Dr Pepper can.
The politician was gone, but unnoticed, like the period The politician was gone, but unnoticed, like the period after the Dr. on a Dr Pepper can.after the Dr. on a Dr Pepper can.
The thunder was ominous-sounding, much like the The thunder was ominous-sounding, much like the sound of a thin sheet of metal being shaken sound of a thin sheet of metal being shaken backstage during the storm scene in a play.backstage during the storm scene in a play.
The thunder was ominous-sounding, much like the The thunder was ominous-sounding, much like the sound of a thin sheet of metal being shaken sound of a thin sheet of metal being shaken backstage during the storm scene in a play.backstage during the storm scene in a play.
Long separated by cruel fate, the star-crossed lovers Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other like raced across the grassy field toward each other like freight trains, one having left Cleveland at 6:36 p.m. freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.at a speed of 35 mph.
Long separated by cruel fate, the star-crossed lovers Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other like raced across the grassy field toward each other like freight trains, one having left Cleveland at 6:36 p.m. freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.at a speed of 35 mph.
Q: Q: What is the greatest What is the greatest competition for the hearts competition for the hearts and minds of today’s and minds of today’s Christian youth?Christian youth?
A: A: Popular Culture & Popular Culture & Entertainment ChoicesEntertainment Choices
Q: Q: What is the greatest What is the greatest frustration in what you do frustration in what you do as a youth leader/teacher?as a youth leader/teacher?
A: A: Helping students learn Helping students learn discernment in their discernment in their entertainment choicesentertainment choices
What keeps you from What keeps you from mentoring your students in mentoring your students in
discernment?discernment?
II don’t know how to discern don’t know how to discern It’s so hard to keep up with It’s so hard to keep up with
popular culturepopular culture I don’t have the time to researchI don’t have the time to research I don’t want to be “cheesy” in I don’t want to be “cheesy” in
front of the youthfront of the youth
What would you like to see What would you like to see accomplished in the lives of accomplished in the lives of
your students?your students? To be informed about what’s To be informed about what’s
popular.popular.
To mentor the youth in making To mentor the youth in making good choices.good choices.
To engage the youth so they talk To engage the youth so they talk about what’s influencing them.about what’s influencing them.
Give the student’s the Give the student’s the knowledge and skills to discern.knowledge and skills to discern.
To present an image as being To present an image as being culturally relevant.culturally relevant.
What would you like to What would you like to see accomplished?see accomplished?
Elements of Worldview ThinkingElements of Worldview Thinking
ExplanationExplanation
InterpretationInterpretation
ApplicatiApplicationon
Focus: Biblical InstructionFocus: Biblical InstructionGoal: Think BiblicallyGoal: Think Biblically
Focus: Personal and CulturalFocus: Personal and Cultural EvaluationEvaluation
Goal:Goal: Discernment Discernment
Focus: Personal Decision-Focus: Personal Decision- makingmakingGoal: ChristlikenessGoal: Christlikeness
Examples of Worldview TeachingExamples of Worldview Teaching
1.1. Explore the distinctives of the BiblicalExplore the distinctives of the Biblical worldview. Ask, “What if . . . “worldview. Ask, “What if . . . “
2.2. Explore the distinctives of otherExplore the distinctives of otherworldviews. Ask, “How would a ____worldviews. Ask, “How would a ____explain or interpret this?” explain or interpret this?”
3.3. Ask: “Why?” about everything. Ask: “Why?” about everything.
4.4. Collect worldview current events Collect worldview current events
Examples of Worldview TeachingExamples of Worldview Teaching
5. “Enslave” yourself to everyone. Ask:5. “Enslave” yourself to everyone. Ask:““What are your favorite . . . What are your favorite . . .
songs/groups? Why?songs/groups? Why?movies/celebrities? Why?”movies/celebrities? Why?”
6. So What? Ask:6. So What? Ask:““What do these songs/movies/etc.What do these songs/movies/etc. tell us about ourselves? What istell us about ourselves? What is the underlying worldview? What the underlying worldview? What values, actions, beliefs do theyvalues, actions, beliefs do they promote? How do these line uppromote? How do these line up with a biblical view of life?” with a biblical view of life?”
Engaging the Teenage Culture:
A Model Approach
Engaging the Teenage Culture:
A Model Approach
Dr. William BrownPresidentDr. William BrownPresident
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