From Smalling’s book on Christian Leadership
Biblical leadership is not produced primarily through classrooms and courses,
but through relationships. Discover why mentoring is God’s method
for developing Christian leaders.
Great news! Leadership training is simple.
I did not say easy. The core concept is simple. People are complex, each with his personality and sins.
In Chapter One we discovered there is only one Christian philosophy of leadership: servant leadership, willing to suffer for followers and serve them with the dignity due God’s image.
There is one biblical method for training leaders: Mentoring
Just as there is one biblical philosophy of Christian leadership, so there is one biblical perspective of leadership training: mentoring.
Mentoring is relational
Mentoring is a process that involves a relationship between a leader and someone who is being prepared for leadership.
This word incorporates abstract concepts, all revolving around relationships. Though the word “mentor” is absent from scripture, the Bible portrays it throughout.
This relational process shows up in Moses and Joshua, Elijah and Elisha, Christ and his disciples, Paul and Timothy, and between Timothy and his elder candidates.
Mentoring is holistic
Mentoring for leadership encompasses the whole man…body, soul, and mind. Academic disciplines are important, but not a priority. Relationships take precedence in a specific order, with God, then man.
For example, Christ was more concerned about his disciples’ relationship with him as Lord than their ministry performance or understanding of the Law of Moses. Without this relationship, we are lawbreakers, even if we keep the letter of the law, because we break its spirit.
This is why in our Visión R.E.A.L. training system, the devotional life course comes first. It’s about our relationship with God. The leadership course is second…our relationship with others.
We hear this approach in Paul’s exhortations to Timothy, a young pastor. Paul considered every aspect of Timothy’s life to bear leadership, and therefore he addressed each area of Timothy’s life.
Paul even expressed concern for Timothy’s health and gave counsel regarding it.
For physical training is of some value, but godliness has value for all things,… 1 Timothy 4:8
Paul’s training of Timothy reflected none of the compartmentalized thinking of current Western culture. Today, some may consider such a procedure intrusive. Paul assumed it was natural to counsel Timothy in these private areas. His love and concern for Timothy made it possible.
The intellect is important
Does mentoring replace academic preparation? In no way!
In diagram one, the circles are different sizes. This is deliberate. Mentoring is first and most important. The academic is valuable, though it is secondary.
Why? If a person has been discipled but lacks knowledge, he will be motivated to pursue knowledge, even if he must educate himself with books alone. God will use him despite gaps in his knowledge.
What if a man has a dozen diplomas but is poorly disciplined? What if his devotional life is lacking, his family is in disarray, and he disputes with his colleagues? His knowledge is no substitute.
Certain mentors in the Bible wrote extensive books they expected successive generations to study and master. Moses, Paul, and James were no anti-intellectuals. They were bright guys who put a high value on scholarship.
Avoid influences that devalue the intellect. Such notions degrade the image of God in man, regardless of how much they may emphasize other aspects of Christian living or gifts. The academic is indispensable, though not a priority.
The mentor’s toolbox
When we talk about mentoring relationships, we mean two specific areas in this order: relationships with our colleagues, as we saw in Chapter Eighteen, and then with those to whom we minister.
Precisely what does the mentor do? What methods does he employ?
Modeling
“Watch me do this. Then you do it also.”
Teaching
Here’s why I do it this way and not some other way. The reason why you tried it and it did not work well was because… etc.”
How do we translate theory into practice? Many theories propose answers. The Bible response is “a mentor.”
Christ, the supreme leadership trainer, modeled how to cast out demons and heal the sick. Then he sent his disciples out to do it, and it worked.
One day, they failed to cast out a particular demon. (Mk. 9:28, 29) Then Jesus revealed that this kind required a different approach…prayer.
This was an excellent didactic scenario. First, Jesus taught the basic procedure. Afterwards, he permitted an exception, modeling how to handle that as well.
Why modeling works
Why is modeling effective? Learning becomes easier the more sensory faculties we employ. If we hear a fact, this involves only the ears. If we hear it and see it written, this engages both the eyes and the ears. If we hear it, see it, feel it, and talk about it, retention multiplies exponentially.
An example is the tangible impression Christ made on the Apostle John.
That which was from the beginning, which we have heard, which we have seen with our eyes, which we have looked at, and our hands have touched—this we proclaim concerning the Word of life. 1 John 1:1
Elijah and Elisha were so similar in ministry style, I get confused about who did what. Is this similarity mere coincidence? I doubt it.
Elijah was the mentor, and Elisha was an attentive student. How do we know he was attentive? When Elijah was taken away to heaven, Elisha began to act just like him, with the same tone of authority.
With a good mentor, Elisha had a strong advantage and later developed his own style.
In the forum
Let’s look in on three seminary students and a professor discussing the mentoring concept. The professor is Jay, also a respected and successful pastor. Bill, a student, works part-time as an accountant and is studying for the pastorate. Jack is in his last semester and works as a youth pastor in a local church. He is a no-nonsense, athletic type. Susie is in her second year, a vivacious and quick-witted girl. The four are in a conference room, following a class with Professor Jay.
“Hey, this sounds like catching smoke,” Jack sighed, leaning forward. “I don’t like ambiguities, and the whole idea of relationships seems ambiguous to start with. Unless this mentoring thing takes form pretty soon, I’m out of here. Philosophy bores me.”
Jay started to explain, but Bill jumped in. “No, really, Jack. I think I’m beginning to see where Jay is coming from. The idea of relationships seems fuzzy until we get into them. As a relationship develops, it stops being an idea and becomes a reality.” Bill paused a moment. “In fact, it would seem the deeper and longer the relationship, the more concrete it becomes.”
“It sounds to me like there’s no quick way to prepare leaders,” Susie interjected.
Jay chuckled, “And it sounds to me like you’re getting the point, Susie.”
“O.K., Jay, I’m starting to get it,” Jack spoke up. “I have a question though. You said it was easy. But relationship building is not easy. How do you square that with what you said before about mentoring being fundamentally easy?”
“Jack, I did not say it was easy. I said it was simple. I mean “simple” in its root idea. The process itself is anything but easy, because people are not simple.”
“No shortcuts?” asked Susie.
“Oh sure, there’s a shortcut. It is the one many take for preparing leaders. It’s easier, quicker, and represents no threat to anyone’s ego. Want to hear what it is?”
Jack laughed, “I already know what you are going to say. Send them off somewhere to take a series of courses. You mentioned that before.”
“Or even better,” said Susie a bit sarcastically, “you can have them take correspondence courses.”
Jack picked up on Susie’s sarcasm and grinned. “That way they get credits and a diploma without having to interact with anybody. They have proof they have been “prepared” for leadership and can hang that proof on the wall.”
Bill whispered loud enough for everyone to hear, “Jack’s getting it.”
“Hey, man, I got it at first. I talk it out to think it through. Courses, credits, and diplomas are not really a shortcut. They’re a way for both parties, leader and trainee, to avoid the time-consuming, ego-threatening process of relationships. That kind of training may seem good, but it leaves something out.”
“Yeah,” exclaimed Susie, “the something left out is Christianity!”
At this, the whole group laughed. Jay put his hands on the table to signal he wanted their attention. “Maybe that exaggerates a bit, but it’s close. It omits the heart and soul of Christianity…relationships! And what is a body without a heart and soul?”
The group replied almost simultaneously, “DEAD!” Everyone laughed.
The western concept of leadership training
The group’s last comment exposes a fundamental defect in current leadership training today: the academic dominates.
Seminary catalogs describe leadership training as a series of ‘courses.’ Correspondence programs are also based on this same premise: “Take these courses and be prepared for Christian leadership!”
Eastern and western worldviews
How did this mindset develop? The answer involves a difference in worldview. Eastern philosophy tends to be holistic. Eastern cultures view reality as a unit, spiritual and material blended. Western is more dualistic, seeing reality as two realms, spiritual and material.
This is why pantheism permeates eastern religions like Buddhism and Hinduism. Pantheism says everything is God. They do not mean God is everywhere. Pantheists assume a tree, a dog or a man is literally a part of ‘god.’
Martial arts movies reflect Eastern holistic thinking. These films often depict a close bond between the hero and a mentor who trained him in martial arts.
In simple terms, an eastern mindset claims the universe is one thing. A Western philosophy sees the universe as consisting of two or more separate entities. Western thinking is also humanistic, focusing on the glory of man.
The influence of Greek philosophy
This dualism and humanism originated in ancient Greece. Alexander the Great conquered the ancient world, and so did Greek humanism.
Greek philosophy assumed knowledge produces wisdom and virtue.
The Stoics supposed that the study of nature would gain them insight into the meaning of the universe and the force that sustains it. They failed.
The intellect is essential but not central
The Bible contends wisdom is essentially relational…first with God and then with others. Acquiring knowledge is a part of wisdom, though not its foundation. Intellect is essential but not central.
The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding. Proverbs 9:10
By the fifth century, Christianity dominated the Western world. In the early Middle Ages, scholars became enamored with pre-Christian Greek culture. They referred to the Greek epoch, before the Roman conquests, as a “golden age.” Greek philosophies seemed so profound, so right.
What if they could merge the best of Greek culture with Christianity? Wouldn’t Christianity be better for it? A new golden age would be born. Scholars failed to consider the humanistic roots with their emphasis on man’s intellect.
Medieval scholars invented the university system. Theology, accompanied by Greek and Roman classics, was required for everyone. If a young man aspired to be a doctor or a lawyer, he took courses.
What if a student desired to become a man of God? Likewise, he took courses to become a Christian leader. Was this successful? Hardly!
Bible schools and seminaries often do a commendable job of preparing Christians academically. However, these reflect the university system in a religious form with similar philosophical assumptions. They may inadvertently duplicate historic errors by reversing priorities.
The point: The Bible is an Eastern book. Its message is holistic, without distinguishing secular from religious or spiritual from material. Biblical leadership training reflects this holistic worldview.
Biblical leadership training versus western philosophy
| BIBLICAL | WESTERN TRADITION |
| Relational | Academic |
| Personal relationship with a mentor. | Relationships with teachers are not essential. Some teachers even discourage relationships in order to remain ‘objective.’ |
| Wisdom is acquired through relationship with God and man. | Wisdom is acquired by knowledge, especially philosophy. |
| Teaching method: Modeling. (Do it like I did. Here’s why we do it that way.) | Teaching method: A series of courses with professors. (Here’s the theory, now go out on your own and try to put it into practice.) |
| Learn by doing | Learn by hearing |
| Theory and practice are learned simultaneously through ministry. | Theory precedes practice. |
| Academics are essential but secondary. | Academics are all-important. |
Key lessons about mentoring
- Biblical leadership training is a discipleship process involving a personal relationship between the mentor and the trainee. This is primarily relational via a mentoring process.
- Mentoring is holistic, comprising the whole person in all areas of his life.
- Mentoring is inseparable from the academic.
- The means of mentoring are modeling and teaching.
- The mentor shows by example how to minister.
- The mentor explains why he does things the way he does.
- The western concept of training prioritizes the academic.
- Western tradition places theory before practice, while biblical procedure makes theory and practice simultaneous via a mentor.
- Some schools claim they do leadership training when it is more accurate to describe it as academic training.
Study Questions for Chapter Nineteen
- Describe the mentoring philosophy of leadership training.
- What are the two tools of the mentoring procedure, and what do they entail?
- What are the three aspects of mentoring described in this chapter?
- What are some of the fundamental differences in assumptions between biblical leadership training and Western tradition?
This article is adapted from Chapter 19 of Christian Leadership. To read the complete three-chapter study on mentoring and leadership development, download the free PDF.
Related articles:
The Christian Philosophy of Leadership: Suffering, Parity, and Service