🏛️ Ephesus Mission School
Module 5: Paul's Discipleship: Apostolic Fatherhood
Lesson 1
Principles of Pauline Discipleship
1) Definition & Theological Focus
Disciple (μαθητής, mathētēs) means learner/apprentice, follower—one who adopts a master’s way of life, not merely his information. To make disciples (μαθητεύω, mathēteuō) is an intentional, ongoing process of training that results in obedience to Jesus’ commands (Matt 28:19–20).
Pauline discipleship is therefore life-on-life formation that shapes character, doctrine, and mission until Christ is formed in the believer. “My little children, for whom I labor in birth again until Christ is formed in you.” Galatians 4:19. A powerful reminder that the goal of all ministry, evangelism, teaching, discipleship — is Christ formed in the believer,
2) Objectives
By the end of this lesson students will be able to:
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Define biblical discipleship using NT language and the Great Commission.
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Explain Paul’s spiritual fatherhood model with Timothy, Titus, and Onesimus.
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Distinguish a true disciple from a mere adherent through the life of faith and imitation.
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Identify and apply the five hallmark traits of Pauline discipleship.
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Outline a reproducible 2 Tim 2:2 pipeline for training faithful leaders.
3) Development — Pauline Discipleship
A. Discipleship as Spiritual Fatherhood
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Timothy — a true son in the faith (1 Tim 1:2; 2 Tim 2:1–2).
Paul teaches, corrects, and entrusts; Timothy receives, imitates, and multiplies (“teach others also”). -
Titus — order and appointment (Tit 1:4–5). “To Titus, a true son in our common faith…”
Paul empowers Titus to correct what is lacking and appoint elders—discipleship includes delegation and authority. -
Onesimus — transformation and reconciliation (Philemon 1:10–16).
Under Paul, a “useless” slave becomes a useful brother; discipleship restores identity and relationships in Christ. Paul calls Onesimus his “son” in the faith. -
1 Corinthians 4:15: “For in Christ Jesus I became your father through the gospel.” It captures Paul’s model: discipleship is not mechanical — it is paternal. The true discipleship moves beyond teaching information and becomes spiritual responsibility, care, correction, and formation.
B. Discipleship as Transforming Relationship
Paul unites doctrine + life. He invests personally so that disciples reach maturity in Christ, becoming workers and leaders who embody the Gospel, not just explain it. What is Discipleship? (Paul’s Lens)
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Faith as the core: disciples live by faith (Heb 11:6; Gal 2:20).
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Imitation as the method: “Imitate me, as I also imitate Christ” (1 Cor 11:1; Phil 3:17).
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Transmission as mandate: a four-generation vision (Paul → Timothy → faithful men → others), 2 Tim 2:2.
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Correction as Protection — Loving Discipline, 2 Timothy 3:16 — “Reproof… correction… instruction in righteousness.
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Mission as Purpose-Sent to Reach Others, John 20:21, “As the Father has sent Me, I also send you.”
C. Five Characteristics of Pauline Discipleship
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Relational & Paternal — affectionate care and corrective guidance (1 Tim 1:2).
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Doctrinal & Theological — sound teaching, error correction (Gal 1:6–9).
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Ministry-Oriented — trained to serve, lead, and plant (1 Tim 1:3; Tit 1:5).
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Contextual & Culturally Wise — “all things to all people” for the Gospel (1 Cor 9:19–23).
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Gospel-Centered & Christ-Exalting — “To me, to live is Christ” (Phil 1:21).
D. Paul’s Circle of Discipleship — 14 Disciples & Co-Workers
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Timothy — son in the faith; entrusted teacher (1–2 Tim).
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Titus — troubleshooter, elder-appointing delegate (Tit 1:4–5).
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Silas — mission partner under persecution (Acts 15:40; 1 Thes 1:1).
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Barnabas — early sponsor/partner; mutuality and team (Acts 9:27; 13:1–3).
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Priscilla & Aquila — co-workers; lay ministry strength (Acts 18:1–4; Rom 16:3).
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Onesimus — new birth, reconciliation, usefulness (Phlm 10–11).
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Luke — loyal physician, historian (Col 4:14; 2 Tim 4:11).
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Demas — warning against worldliness (Col 4:14; 2 Tim 4:10).
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Epaphroditus — risked his life; faithful in service (Phil 2:25–30).
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Epaphras — intercessor, church planter (Col 1:7; 4:12–13).
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Crescens — sent to Galatia (2 Tim 4:10).
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Tychicus — trusted courier and minister (Eph 6:21; Col 4:7; 2 Tim 4:12).
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Aristarchus — shared sufferings; steadfast companion (Acts 19:29; Col 4:10).
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Philemon — partner urged to embody reconciliation (Philemon 1–7).
4) Application — Ministry Practices
Paul — The 6 Blueprint of Apostolic Fathering in the Church
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Select faithful people, 2 Tim 2:2 Pipeline: → Train sound doctrine + life → Test in ministry tasks → Entrust responsibility → Multiply trainers.
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Imitation Rhythms: life-on-life (hospitality, travel, visitation), weekly Scripture memory, shared fasting/prayer.
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Doctrinal Core: catechize the Gospel, grace, holiness, church order, mission; correct errors promptly.
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Ministry Labs: preaching rotations, visitation, evangelism teams, mercy projects.
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Contextualization: discern culture, remove stumbling blocks, keep the cross central.
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Accountability & Metrics: character checks (1 Tim 3/Tit 1), skill growth, fruit in people cared for, capacity to teach others.
5) Historical Model of Discipleship
The Pauline team model in Acts joins teaching + travel + team formation (Acts 13–20).
Paul did not work alone. His ministry was built on a mobile apostolic team, a strategic model that combined teaching, missionary travel, and intentional disciple formation across the Roman Empire.
In Acts, we see Paul forming teams everywhere he went — Barnabas, Silas, Timothy, Titus, Luke, Aquila and Priscilla, Sopater, Aristarchus, Tychicus, Epaphras, and others.
This was not accidental. Paul understood that the Gospel advanced fastest through trained, tested, mobile disciples who carried both his doctrine and his spirit (Phil 2:20–22).
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Teaching: He established believers in “the whole counsel of God” (Acts 20:27), grounding new disciples in doctrine, holiness, and Kingdom identity.
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Travel: The team moved from city to city, forming churches, strengthening leaders, confronting darkness, and opening new regions (Acts 13–20).
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Team Formation: Paul continually raised new workers, sending them into cities (Titus to Crete, Timothy to Ephesus), trusting them with doctrine, correction, and church order.
The result was a network of churches carrying one message, one mission, and one apostolic DNA.
The power of the early church did not come from buildings or institutions — it came from trained teams who moved with conviction, authority, and unity.
6) Theological & Pastoral Conclusion
For Paul, a disciple is formed by faith, shaped by imitation, grounded in doctrine, proven in ministry, contextual in mission, and centered on Christ. The Church that returns to this pattern will not only retain the Gospel but reproduce it in faithful workers generation after generation—until every city has elders, every house has witness, and every disciple becomes a reproducer.
7) Quiz — Paul’s Discipleship & His Disciples
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What does the NT word “disciple” mean?
a) Teacher b) Follower c) Learner d) Leader -
According to Paul, what chiefly distinguishes a disciple from a mere follower?
a) Deep Bible knowledge
b) Lives by faith and follows the mentor’s example
c) Automatic status
d) Authority over others -
What is “spiritual fatherhood” in Pauline discipleship?
a) Church authority
b) Caring, guiding, and teaching like a father
c) Founding a church
d) Bossing a group -
Whom does Paul call his “son in the faith”?
a) Silas b) Titus c) Onesimus d) Timothy -
What task did Paul give Titus in Crete?
a) Evangelize Gentiles
b) Write letters
c) Correct what is lacking and appoint elders
d) Raise offerings -
What do we learn from Paul and Onesimus?
a) Need for formal theology
b) Reconciliation and the Gospel’s transforming power
c) Baptismal practice
d) Missionary travel -
What is the mark of a true disciple of Christ?
a) Theological knowledge
b) Living, active faith in Christ
c) Preaching skill
d) Spiritual gifts -
“Imitate me, as I imitate Christ” (1 Cor 11:1) highlights:
a) Doctrinal teaching
b) Imitation of the discipler’s life
c) Prayer
d) Preaching necessity -
In 2 Tim 2:2 Paul expects disciples to:
a) Pastor large churches
b) Travel with him
c) Teach faithful people who will teach others
d) Write epistles -
Why must a disciple observe and follow a discipler’s example?
a) To copy a style
b) To learn to live by faith and apply Christ’s teaching
c) To get promoted
d) For recognition
(Optional Answer Key): 1c, 2b, 3b, 4d, 5c, 6b, 7b, 8b, 9c, 10b.
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🏛️ Ephesus Mission School
Module 5 — Paul's Discipleship: Spiritual Fatherhood
Lesson 2 - Paul's Missions Schools
1) Definition & Theological Focus
Paul’s “Mission Schools.” Between AD 47 and 57, during his first three missionary journeys, Paul established a series of apostolic training centers across the Roman world. His work covered four major provinces—Galatia, Macedonia, Achaia, and Asia—and within these territories he formed three strategic mission schools: Antioch, Corinth, and Ephesus. These were not academic institutions but apostolic hubs where Paul taught Scripture daily, formed workers, trained teams, and released local leaders to evangelize entire regions.
2) Objectives
By the end of this lesson, students will be able to:
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Trace Paul’s three core hubs (Antioch, Corinth, Ephesus) and their training dynamics.
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Explain how daily teaching + team formation drove regional gospel saturation.
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Describe the M5 framework as a modern adaptation of Paul’s approach.
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Identify seven impact areas where M5 bridges church and future.
3) Development — Paul’s Three Mission Schools
1) Antioch — A Year of Teaching (Formation & Identity)
Text: Acts 11:25–26
Emphasis: Paul & Barnabas taught an entire year; disciples first called “Christians.”
Function: Foundational doctrinal consolidation and leadership preparation that launched the first missionary wave. Outcome: Antioch becomes missions HQ—a prototype for teaching-before-sending.
2) Corinth — Eighteen Months (Doctrinal Depth & Team Building)
Text: Acts 18:11
Emphasis: 18 months “teaching the word of God.”
Function: Establish a robust church in a strategic city; train leaders (e.g., Priscilla & Aquila) who then strengthen other churches. Outcome: Achaia gains stable doctrine and multiplying workers.
3) Ephesus — Two Years Daily (Regional Saturation Center)
Text: Acts 19:9–10
Emphasis: Daily instruction in the school of Tyrannus for two years.
Function: A true teaching hub sending trained workers so that “all who dwelt in Asia… heard the word.” Outcome: Asia Minor experiences broad gospel penetration through a training pipeline rather than Paul’s presence alone.
4) The Ephesus Mission School & the M5 Framework
Origin & Spirit
The Ephesus Mission School is modeled on Paul’s apostolic hub in Ephesus (Acts 19:9–10), where daily teaching, team formation, and spiritual power turned a single city into a regional mission base. This school exists to equip disciples and leaders for today’s mission fields with the same clarity, simplicity, and apostolic fire that shaped Paul’s ministry.
Paul’s Missio Dei in Five Modules
M5 is a Scripture-rooted, practice-driven structure built directly from the book of Acts and the 14 Pauline letters. It translates Paul’s missionary pattern into a clear pathway for equipping workers, forming leaders, and activating local churches into mission. The M5 Framework
Module 1 — Paul’s Vision: Church Planting
Module 2 — Paul’s Strategy: Spiritual Warfare
Module 3 — Paul’s Method: City-Taking
Module 4 — Paul’s Evangelism: Signs, Wonders
Module 5 — Paul’s Discipleship: Apostolic Fatherhood
Seven Missional Impacts Released Through M5:
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Biblical Foundation — Deep immersion in Pauline theology (beyond weekly skims).
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Strategic Planning — 75-day plan + 9 warfare steps for tangible progress.
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Spiritual Warfare Readiness — Congregations trained to discern and overcome.
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Apostolic Succession (Development) — Pipeline for next-gen leaders.
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Community & Urban Focus — City-minded outreach patterns (Acts-style).
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Gifts & Charisms Revived — Ordered, biblical use of gifts for edification & mission.
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Deep Discipleship — Ongoing personal formation (life-on-life, doctrine + practice).
5) Historical Reference
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The Ephesus Mission School draws its historical inspiration from two foundational sources. First, Roland Allen’s 1912 classic, Missionary Methods: St. Paul’s or Ours?, which challenged traditional mission structures and called the Church to rediscover the apostolic simplicity and power of Paul’s ministry. Allen demonstrated that Paul’s model—local empowerment, rapid multiplication, indigenous leadership, and Spirit-led mission—is not only biblical but urgently needed today.
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Second, the school follows the original pattern found in the Book of Acts and in Paul’s missionary life. Paul’s “schools” in Antioch, Corinth, and Ephesus were not academic institutions, but dynamic apostolic hubs where he taught daily, formed teams, trained workers, and launched evangelistic missions that reached entire regions. The Ephesus Mission School intentionally copies this New Testament blueprint, adapting Paul’s missional model into a practical framework for churches and leaders today.
6) Theological & Missional Conclusion
Local churches must return to the apostolic pattern of forming mission hubs—places where believers are taught sound doctrine, shaped in character, activated in gifts, and sent to saturate their cities and regions with the gospel (Rom 15:19). A simple 12-week school is enough to ignite this process. When students dedicate themselves full-time for three months, they catch the vision, receive the Spirit’s fire, and develop the boldness and compassion needed for evangelism and ministry. This short season of intense formation produces long-term fruit: churches grow, disciples multiply, and new leaders emerge.
Most importantly, it does not require large budgets or complex structures. Any local church can create a mission school using its own space, its own workers, and the biblical blueprint of Paul. What matters is conviction, commitment, and the willingness to train people intentionally. Over time, such a school becomes the backbone of discipleship, leadership development, and future ministry training—raising men and women who will plant churches, lead teams, evangelize unreached areas, and serve with maturity and spiritual authority.
7) Quiz — Paul’s Mission Schools & M5
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What were Paul’s “mission schools” in practice?
a) Accredited institutions
b) Daily teaching hubs forming teams
c) House-church finances
d) Temple seminars -
How long did Paul teach in Antioch (Acts 11:25–26)?
a) 3 months b) 6 months c) 1 year d) 2 years -
How long did Paul remain in Corinth teaching (Acts 18:11)?
a) 6 months b) 18 months c) 24 months d) 36 months -
What distinguished Ephesus (Acts 19:9–10)?
a) Nightly crusades only
b) Finance seminars
c) Daily instruction leading to regional saturation
d) Private coaching only -
Name the four provinces Paul evangelized (AD 47–57).
a) Judea, Egypt, Syria, Arabia
b) Galatia, Macedonia, Achaia, Asia
c) Italy, Spain, Gaul, Thrace
d) Cyprus, Crete, Rhodes, Malta -
The M5 framework primarily aims to:
a) Replace local pastors
b) Bridge theology and practice to mobilize the Church
c) Standardize worship styles
d) Create a central HQ -
Which is not one of M5’s seven impacts?
a) Biblical foundation
b) Spiritual warfare readiness
c) Apostolic succession (development)
d) Denominational uniformity -
Which verse best captures regional saturation by power & proclamation?
a) Rom 15:19 — “From Jerusalem to Illyricum…”
b) Matt 5:3
c) John 6:35
d) Ps 1:1 -
What ensured sustainability after Paul moved on?
a) External subsidies
b) Trained local leadership & doctrinal foundations
c) Political alliances
d) Pilgrimage income -
The modern equivalent of Paul’s method is to:
a) Centralize all ministry in a cathedral
b) Establish local training hubs that teach, form, send, and multiply
c) Focus on online content only
d) Limit ministry to Sundays
(Answer Key): 1b, 2c, 3b, 4c, 5b, 6b, 7d, 8a, 9b, 10b.
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🏛️ Ephesus Mission School
Module 5: Paul's Discipleship: Apostolic Fatherhood
Lesson 3:
Principles of Leadership & Minister Formation
1) Definition & Theological Focus
Key Verse: Ephesians 4:11–12
“And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers, for the equipping of the saints for the work of ministry, for the edifying of the body of Christ.”
Ephesians 4:11–12 sets the unshakeable foundation for developing ministers and leaders in the Church. Christ Himself gave apostles, prophets, evangelists, pastors, and teachers not to replace the body, but to equip the body — so that every believer grows into maturity and participates in the work of ministry.
Leadership in the New Testament is therefore not positional or hierarchical; it is functional, relational, and formational. True leaders do not create spectators — they form workers. Their calling is to train, shape, and activate the saints until the entire body learns to serve, teach, disciple, evangelize, and build.
This means minister formation is not reserved for a few gifted individuals. It is the normal expectation for every church: to raise believers who handle Scripture well, walk in character, operate in spiritual gifts, and carry responsibility with faith and integrity.
2) Objectives
By the end, students will:
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Describe the purpose and function of each Ephesians-4 gift.
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Explain how these gifts work together to produce a mature, missional Church.
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Identify barriers to implementation and name solutions rooted in Scripture.
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Apply Paul’s ministerial qualifications to leadership pipelines today.
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Draft a local formation plan for training and deploying ministers.
3) Development — The Fivefold Gifts & Their Synergy
A) A Quick Overview of the Five Gifts:
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Apostles — pioneer foundations, extend frontiers, establish doctrine; today: church planters, movement builders, foundation-layers for unreached fields.
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Prophets — bring divine perspective, correction, and direction; today: call the Church to purity, discern times, strengthen and console (1 Cor 14:3).
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Evangelists — proclaim Christ, win the lost, activate the Church in witness; today: catalysts for gospel advance, modeling and training outreach.
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Pastors (Shepherds) — care, guide, protect, and form community life; today: cultivate health, healing, and spiritual safety for the flock.
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Teachers — ground the Church in sound doctrine and wisdom; today: clarify truth, refute error, form disciples in Scripture.
B) One Body, Many Functions — Working as a Fitted Frame
Texts: Eph 4:12–13; 1 Cor 12
When these gifts operate together, the Church grows in unity, maturity, stability, and mission effectiveness. Overweighting one gift creates imbalance (e.g., all shepherding with little evangelism; all proclamation with little formation). Balance produces healthy expansion.
4) Application — Activating the Gifts in Today’s Church
Activating spiritual gifts is not optional for leadership formation — it is essential. A church that only teaches but does not activate produces informed spectators, not trained ministers. Paul’s leadership model is unmistakable: equip → activate → release (Eph. 4:11–12; 1 Cor. 12–14; Rom. 12:4–8). Spiritual gifts are the engine of ministry and the proof that the Body is alive, functioning, and Spirit-led.
Below is a clear development of this topic:
1. Leaders Identify Gifts in People
Leadership begins with discernment. Paul constantly recognized and affirmed gifts in Timothy, Titus, Priscilla & Aquila, and others. A leader who never identifies gifts never multiplies leaders. Leadership task:
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Observe faithfulness
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Detect spiritual tendencies (teaching, mercy, exhortation, administration)
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Affirm and speak life into emerging gifts
2. Leaders Create Environments for Activation
Gifts do not grow in silence. They grow in practice, risk, and supervised ministry. Paul’s “school of Tyrannus” (Acts 19:9–10) was exactly such an environment. Activation requires environments such as:
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Prayer groups
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House meetings
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Mid-week training nights
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Ministry teams (evangelism, compassion, teaching, healing)
3. Leaders Provide Hands-On Training
Activation is not theory; it is apprenticeship. Paul did this with Timothy, Silas, Titus, Luke, etc.
Leadership practice:
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Pair new believers with mature workers
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Give real assignments
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Correct with love
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Celebrate growth and obedience
4. Leaders Regulate Gifts with Biblical Order
Activation without order leads to chaos. Activation with biblical guidance releases power with purity. Healthy activation always maintains reverence, clarity, and edification. Leadership must instruct on:
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The purpose of gifts (1 Cor. 12:7)
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The boundaries of prophecy (1 Cor. 14:29)
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The order of tongues (1 Cor. 14:27)
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The role of love (1 Cor. 13)
5. Leaders Release People into Ministry
The ultimate aim is deployment. A leader’s success is measured by who they send, not who they keep.
Paul released teams:
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Timothy to Ephesus
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Titus to Crete
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Epaphras to Colossae
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Silas to Macedonia
6. Leaders Maintain Accountability & Character Formation
Gifts without character destroy ministries. Character without gifts stagnates ministries. Paul warned Timothy: “Pay close attention to your life and doctrine.” (1 Tim 4:16). Leadership formation must hold both:
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Holiness
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Humility
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Servanthood
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Sexual integrity
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Stewardship
7. Leaders Build a Culture of Expectation
A church culture where gifts are expected will always be alive. A Spirit-filled culture becomes a Spirit-activated church. Leadership creates culture by:
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Preaching faith
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Encouraging testimonies
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Modeling boldness
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Celebrating risk
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Teaching on the Spirit
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Avoiding fear-based control
5) Challenges & Solutions in Implementation
Challenge 1 — Consumer Mentality in the Church
Many believers come expecting to receive, not to grow. They prefer comfort over responsibility.
This mindset blocks the development of workers, weakens commitment, and limits spiritual growth.
Solution 1 — Build a Culture of Equipping
Leaders must repeatedly teach Ephesians 4:11–12: every believer is called to ministry.
Introduce small assignments, entry-level responsibilities, prayer teams, evangelism outings, and mentorship. When people experience serving, their mindset shifts from spectator to participant.
Challenge 2 — Lack of Structure or Clear Pathway
Many churches want leaders, but they have no process. Training becomes inconsistent, spontaneous, or dependent on one strong personality. Without a defined pathway, formation collapses.
Solution 2 — Establish a Simple, Reproducible Training Path
Create a clear, step-by-step process such as:
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Teaching (sound doctrine)
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Activation (gifts, prayer, evangelism)
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Apprenticeship (serving under supervision)
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Release (assignments, ministry roles)
Keep it simple. Keep it consistent. Keep it biblical.
A clear pathway turns desire into disciples and volunteers into leaders.
6) Six Minister Qualifications (Paul’s Standards)
God approves ministers by character first, then competence.
Ability without integrity disqualifies the work.
1) Integrity & Moral Character — 1 Tim 3:1–7; Tit 1:6–9
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Above reproach; faithful in marriage; sober-minded; self-controlled; respectable; hospitable; not given to drunkenness; not violent but gentle; not quarrelsome; not a lover of money.
2) Competence in Teaching & Doctrine — 1 Tim 3:2; 2 Tim 2:15
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Able to teach sound doctrine; rightly handle the Word of truth.
3) Household Leadership — 1 Tim 3:4–5
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Leads family well; children respectful—household as first proof of capacity.
4) Spiritual Maturity — 1 Tim 3:6
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Not a recent convert; humility tested to avoid pride.
5) Public Testimony — 1 Tim 3:7
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Good reputation with outsiders; credible life before the city.
6) Example of Faith & Love — 1 Tim 4:12
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Model in speech, conduct, love, faith, purity—life that others can imitate.
7) Theological & Pastoral Conclusion
A truly apostolic church is multi-gifted, well-ordered, and relentlessly formative.
Ephesians-4 leaders equip; the saints minister; the whole body builds up until we attain unity,
maturity, and Christ-likeness (Eph 4:13).
Lesson Quiz
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What is the biblical purpose of the five gifts in Eph 4:11–12?
a) Titles of honor
b) Equipping the saints and edifying the body
c) Centralizing authority
d) Church branding -
Which statement best describes an apostle’s modern function?
a) Worship leader
b) Pioneer/foundation-layer and movement builder
c) Treasurer
d) Choir director -
What risk arises when one gift dominates a church?
a) Faster growth only
b) Imbalance and immaturity
c) Doctrinal clarity
d) Better finances -
Which text instructs orderly participation of gifts in gatherings?
a) John 3:16
b) 1 Corinthians 14:26
c) Psalm 23
d) Romans 1:16 -
According to 1 Tim 3, which is not a qualification?
a) Above reproach
b) Able to teach
c) Good reputation with outsiders
d) New convert zeal -
Why does household management matter for leaders (1 Tim 3:4–5)?
a) It improves fundraising
b) It proves practical leadership and integrity
c) It pleases board members
d) It ensures large attendance -
What does 1 Tim 4:12 require of ministers?
a) Annual conferences
b) Example in speech, conduct, love, faith, purity
c) Advanced degrees
d) Celebrity influence -
Which pairing illustrates healthy team synergy?
a) Prophet alone
b) Teacher alone
c) Evangelist + Pastor
d) Treasurer + Usher -
What is the success metric of fivefold ministry?
a) Number of titles
b) Saints doing the work of ministry
c) Social media reach
d) Building size -
What is the first filter for approving ministers?
a) Stage skill
b) Character and integrity
c) Age
d) Popularity
Answer Key: 1b, 2b, 3b, 4b, 5d, 6b, 7b, 8c, 9b, 10b.
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Module 5 — Paul's Discipleship: Apostolic Fatherhood
Lesson 4
Sending & Multiplication According to Paul
1) Introduction
The apostle Paul viewed discipleship not as an endpoint but as a launching platform. His model was never addition — it was multiplication. Paul trained disciples who could teach others (2 Tim 2:2), and churches that could plant other churches. In this divine rhythm of training → sending → multiplying, Paul ensured that the Gospel advanced beyond his own generation and geography.
Most scholars estimate 10,000–20,000 believers in Jerusalem by AD 33. By Paul’s Death (AD 67),
Christian communities existed in: Judea, Samaria, Galilee, Syria, Asia Minor, Macedonia, Greece,
Italy, North Africa, Arabia and possibly Spain, the Reasonable historical estimate of Christians worldwide was approx. 300,000 to 400,000. Not bad for a movement that started from 120 disciples, 40 years earlier.
The principle applied was: “And what you have heard from me in the presence of many witnesses, entrust to faithful men who will be able to teach others also.” (2 Timothy 2:2). Multiplication in steroids.
2) Objectives
By the end of this lesson, students will:
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Understand the biblical principle of sending and multiplication in Paul’s ministry.
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Identify the five essential dimensions of apostolic sending.
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Recognize how community involvement and feedback sustain missionary work.
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Learn to design modern systems of disciple multiplication within their ministries.
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Apply prayerful discernment to select, train, and send others effectively.
3) Development — Paul’s Model of Sending and Multiplying
1. Calling by the Holy Spirit
Sending begins with God, not man. Paul’s ministry started with a direct call of the Spirit, not personal ambition or human appointment. No one is sent until God calls. Scripture:
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“Set apart for Me Barnabas and Saul for the work” (Acts 13:2)
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“I was not appointed by men… but by Jesus Christ” (Gal 1:1)
2. Confirmation by the Local Church
The community affirms the call and releases the workers. Antioch prayed, fasted, laid hands, and sent them. Paul’s teams were always sent with covering, unity, and clarity. He never worked outside community authority. Scripture:
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Acts 13:3 — “They laid hands on them and sent them away.”
3. Formation Before Sending
Paul trained disciples before he sent them. Training included doctrine, character, and ministry practice. Paul never sent unprepared people. Formation preceded mission.
Scripture:
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Acts 14:22 — “Strengthening the disciples…”
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1 Tim 4:6 — “Trained in the words of the faith.”
Examples:
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Timothy trained under Paul for years before being stationed in Ephesus.
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Titus was prepared before being sent to Crete (Titus 1:5).
4. Team-Based Sending
Paul never sent individuals alone — he always formed teams. Teams multiply impact and sustain long-term work. Paul’s teams:
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Paul & Barnabas (Acts 13)
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Paul & Silas (Acts 16)
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Timothy, Titus, Luke
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Aquila & Priscilla
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Sopater, Aristarchus, Gaius, and others (Acts 20:4)
Scripture:
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Mark 6:7 (Jesus sent in pairs — Paul continued the pattern)
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Acts 20:4 — long list of Paul’s team
5. Strategic Deployment
Paul sent workers to key cities and regions for maximum multiplication. Sending is not random — it is strategic, Spirit-led, and intentional. He always targeted centers of influence:
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Philippi → gateway to Europe
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Corinth → commercial hub
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Ephesus → capital of Asia Minor
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Rome → empire center
Scripture:
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Acts 19:10 — all Asia heard the word from Ephesus
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Acts 16:9 — Macedonian call
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Titus 1:5 — sent Titus to organize Crete
6. Continuous Supervision & Multiplication
Sent workers stayed connected; Paul supervised, corrected, empowered. Paul sent workers who produced more workers. This is how the New Testament church grew from 120 people to hundreds of thousands. He did this through:
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Letters
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Visits
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Reports
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Delegation
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Encouragement
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Correction
Scripture:
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1 Thess 3:2 — Timothy sent to strengthen
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2 Tim 2:2 — “Entrust to faithful men who will teach others also.”
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Phil 2:22 — Timothy served as a son with a father
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Col 1:7 — Epaphras trained and released
4) Application — Multiplying Disciples Today
In today’s world, the Church must return to Paul’s strategy: train, send, multiply, and supervise.
This requires intentional systems that cultivate faithful, reproducing disciples. Ten Essential Components for Modern Multiplication:
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Clear Vision and Focus
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Everyone must share one definition of a disciple and one goal: make more.
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Vision must be continually communicated to maintain direction.
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Committed Leadership
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Leaders must model what they teach. Discipleship is not a program; it is a life transmitted.
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Training and Formation
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Teaching and practical equipping in doctrine, prayer, evangelism, and service.
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Empower disciples with hands-on experience.
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Supportive Community
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Small groups or house fellowships foster accountability, encouragement, and organic multiplication.
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Service Ministries
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Opportunities for disciples to apply learning through tangible ministry, both inside and outside the church.
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Evaluation and Feedback
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Monitor progress through testimonies, mentoring sessions, and fruit assessment. Continuous feedback refines growth.
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Resources and Materials
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Provide sound, accessible biblical materials (print and digital) aligned with the church’s vision.
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Prayer and Spiritual Dependence
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Prayer is the engine of mission. No disciple is truly sent until he’s prayed through and empowered by the Spirit.
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Inclusivity and Community Reach
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A truly apostolic model embraces all peoples, classes, and cultures, extending beyond the walls of the church.
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A Multiplication Strategy
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Develop a practical plan for reproduction: who trains whom, how long, with what content, and toward what goal.
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Review and adapt regularly for effectiveness and fruitfulness.
5) Historical Reference — Paul’s Sending & Multiplication Principles
Paul’s missionary sending and multiplication model did not end with his generation. The earliest centuries of the church clearly show that Paul’s principles were copied, continued, and multiplied across the Roman Empire.
1. The Didache (AD 80–120) — Traveling Apostles & Teachers
The Didache, one of the earliest Christian manuals, preserves Paul’s model:
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itinerant workers
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local discipleship
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community-supported mission
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doctrinal accountability
This reflects Paul’s pattern of sending trained workers to new regions (Acts 13; 2 Tim 2:2).
2. Clement of Rome (AD 96) — Apostolic Appointment & Sending
Clement writes that the apostles:
“appointed their first converts… and then gave instructions that when these died, other approved men should succeed them.”
(1 Clement 42–44)
This mirrors Paul’s strategy:
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conversion → formation → appointment → succession → multiplication.
3. Ignatius of Antioch (AD 110) — Teams & Regional Oversight
Ignatius’ letters show:
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ministry teams
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regional mission oversight
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workers sent from city to city
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emphasis on doctrinal unity
All echoing Paul’s practice of team-based mission (Acts 20:4).
4. Polycarp & Irenaeus (AD 120–200) — Multi-generation Discipleship
Polycarp was discipled by John.
Irenaeus was discipled by Polycarp.
Their writings emphasize:
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faithful transmission
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generational teaching
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guarding doctrine
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raising new leaders
This is a direct continuation of 2 Timothy 2:2 — Paul’s generational multiplication command.
5. Early Missionary Expansion (1st–3rd centuries)
Historical studies (Stark, Latourette) show that Christianity grew from:
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120 people (AD 30)
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to 300,000–400,000 (AD 70)
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to 6 million (AD 300)
This type of exponential growth is only possible through a sending and multiplying model — exactly how Paul operated.
6) Theological & Missional Conclusion
The sending and multiplication model is the crown of Paul’s discipleship cycle. Training without sending is unfinished obedience. Sending without accountability is reckless zeal. Apostolic multiplication is both strategic and spiritual — strategic in planning, spiritual in dependence on the Holy Spirit. When every believer becomes a disciple-maker, and every church becomes a sending base, the Kingdom advances exponentially.
7) Lesson Quiz
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What was Paul’s main goal in training disciples?
a) Leadership recognition
b) Personal fame
c) Multiplication through disciple-making
d) Institutional control -
How did Paul prepare his disciples before sending them?
a) Academic exams
b) Doctrine, character, and ministry training
c) Political alliances
d) Financial support -
What role did the community play in Acts 13:1–3?
a) Passive observers
b) Prayerful confirmation and sending by the Spirit
c) Financial sponsors only
d) No involvement -
What principle guided Paul’s selection of mission fields?
a) Personal comfort
b) Strategic cities and key people (Acts 16:9)
c) Cultural preference
d) Random travel -
Why was feedback essential in Paul’s ministry?
a) To maintain control
b) To strengthen and correct churches and disciples
c) To evaluate finances
d) To expand his fame -
Which element ensures unity of direction in modern disciple multiplication?
a) Personal charisma
b) A clear shared vision
c) Weekly events
d) Building campaigns -
What component guarantees long-term development of disciples?
a) Financial rewards
b) Ongoing formation and evaluation
c) Annual celebrations
d) New member classes only -
Why is prayer vital in the sending process?
a) For ritual purposes
b) Because true sending requires divine empowerment
c) To appear spiritual
d) For church publicity -
What characterizes a truly inclusive discipleship model?
a) Focus on select leaders
b) Reaching all cultures and social groups
c) Only teaching theology
d) Limiting age groups -
What is the ultimate sign of a healthy church according to Paul?
a) Institutional stability
b) Financial prosperity
c) Reproducing disciples and sending workers
d) Strong administration
Answer Key: 1c, 2b, 3b, 4b, 5b, 6b, 7b, 8b, 9b, 10c
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