HOW DARE WE CALL OURSELVES A COLLEGE?

Serious Joy FALL 2015VOL. VII, NO. 1

A Semi-annual Report to Friends of Bethlehem College & Seminary

THE ENDEARING QUALITIES OF AN UNDERGRADUATE UPSTART

Higher education is failing America. It is failing to serve the country in the way that it was intended to by producing men and women who have high character, who think deeply, and who feel a moral responsibility to uphold the truths and values that will benefit the greatest number of people over the longest period of time. Instead, it is producing graduates who are morally confused, shallow thinkers, uninformed regarding the important works of Western culture, history, and thought, who are easily swayed by weak arguments, and whose faith in God is either declining or destroyed by the persistent assaults on it throughout their educational experience. And along the way, they are being saddled with mountains of student loan debt. You might think I’m talking about secular education exclusively here, but unfortunately I’m not.

It has become increasingly evident that the educa-

tional institutions of today (both secular and reli-

gious) bear little resemblance to the institutions they

were 30 years ago. Today, these institutions are about

marketing, positioning, branding, political correct-

ness, financial survival, and giving the consumers

(students) what they think they want. So much of it

is about prestige, power, and prosperity, and the illu-

sive pursuit of vain, temporary happiness.

Even among Christian colleges and seminar-

ies, the pressures to conform to the cultural norms

are great. These schools have often felt the need to

compete with each other as well with their secular

counterparts for students, for resources, and for rec-

ognition. Unfortunately, in order to compete, they

often end up compromising, in some way, their orig-

inal mission and vision—sometimes even to the

point of abandoning belief in the Bible as God’s au-

thoritative, inerrant Word.

With both our general culture and our higher ed-

ucation institutions in decline, young people need to

be stronger and clearer in their thinking and their

faith than ever before. A college education must ad-

dress this need. In fact, above any other purpose, a

sound college education ought to be viewed primar-

ily as life training—the sort that equips students

with critical thinking skills and a thorough un-

derstanding of and embracing of a comprehensive

Christian worldview. This is what we do at Bethle-

hem College & Seminary. In fact, it was the percep-

tion that this life training approach to education

and training has largely disappeared that led us to

conceive of a college in the first place. We aim to be

a college truly focused on Jesus Christ as the most

important truth in the universe. Nothing is more

important, and nothing is more central, to living a

successful, satisfying, effective life of ministry and

work than knowing, loving, and treasuring him. All

other truths take second place.

So how have we approached this vision of cre-

ating a truly Christ-centered college that has an

astonishing level of student transformation and de-

velopment? The more comprehensive answer to this

question is found in the articles throughout this

edition of Serious Joy. You will hear from the facul-

ty members who are delivering this extraordinary

education.

Even with all of the challenges facing Christian

higher education, I am so encouraged by and delight-

ed at what the Lord is accomplishing here. This is

a college that the Lord is raising up precisely for the

challenging times we are facing today. And, we are

definitely not a Christian college for everyone. Howev-

er, you should seriously consider Bethlehem College if:

› You want to be challenged to learn from the great-

est writers and thinkers in history—all under the

umbrella of a thoroughly biblical worldview.

› You want to be challenged to grow in your faith

and to pursue maturity in Christ with the help of

a seasoned mentor.

› You want to develop skills in critical and analy-

tical thinking—to be able to think deeply about

any subject.

› You want to develop deep relationships with your

classmates in a small, intentional setting where

you’ll experience both the joys and the sorrows of

growth in Christian community.

› You want to be taught and discipled by an out-

standing faculty. Our faculty are marvelous ex-

amples of the scholar/pastor model of teaching

and ministering.

› You want to know the Word of God and be able to

rightly interpret it and ably apply it to all of life.

I have been in Christian higher education for over 30

years—both as a professor and as an administrator. I

have seen a lot of programs at a lot of schools in my

time, and I don’t believe there is anything compara-

ble anywhere to what we are doing at our college. I

truly believe this is one of the finest undergraduate

programs anywhere. I would put up our graduates

against the humanities or religion graduates of any

school in the country—it’s that strong.

If you’re still not convinced, let me invite you to

visit our school and sit in on some of our classes. I

believe you’ll be as impressed as I am.

FROM THE PRESIDENT

How Dare We Call Ourselves a College?

Tim Tomlinson, President, Bethlehem College & Seminary

“…above any other purpose, a sound college education ought to be viewed primarily as life training.”

EVENT

2016 Bethlehem Conference for Pastors + Church Leadersin Partnership with Desiring God

Monday, January 25–Wednesday, January 27, 2016

Minneapolis Convention Center

To register visit: www.bcsmn.edu

Featured speakers include John Piper, D.A. Carson, Jason Meyer, Léonce Crump II, Tim Keesee, and Os Guinness. Bring the entire pastoral team. Seminars will focus on pastors, elders, worship leaders, mission programs, women’s ministries, and church planting.

ACADEMIC DISTINCTION

Four New Ph.D.s

NEWS & EVENTS

Dr. John Beckman,

Assistant Professor of Old Tes-

tament, received a second Ph.D.,

in May, this one from Harvard

University for his work in Near

Eastern Languages and Civiliza-

tions. His dissertation was titled

“Toward the Meaning of the Bibli-

cal Hebrew Piel Stem.”

Dr. Travis Myers,

Assistant Professor of Church

History and Mission Studies,

received a Ph.D., in May, from

Boston University for his work in

History and Hermeneutics. His

dissertation was titled, “‘Get As

Near As You Can’: The Congrega-

tionalist Piety and Cross-

Cultural Ministry of John Eliot

(1604-1690).”

Dr. James McGlothlin

has joined the faculty as Assis-

tant Professor of Philosophy and

Christian Worldview. He received

his Ph.D., in 2014, from The Ohio

State University. His dissertation

was titled, “The Logiphro Dilem-

ma: An Examination of the Rela-

tionship Between God and Logic.”

Dr. Justin G. Taylor,

Trustee, alumnus of The Bethle-

hem Institute, received a Ph.D., in

June, from The Southern Baptist

Theological Seminary. His disser-

tation was titled “John Piper: The

Making of a Christian Hedonist.”

BETHLEHEM COLLEGE & SEMINARY2

WOVEN TOGETHER: BY TIM TOMLINSON

BETHLEHEM’S FOUR-YEAR APPROACH TO ABBREVIATING ADOLESCENCETWO PROFESSORS UNPACK A STRANGELY UNCOMMON

UNDERGRADUATE EXPERIENCE

WHAT WE ARE WHAT WE AREN’T

LIBERAL As in eager students of the knowledge and arts essential to human flourishing.

Christians invented the university, that institution devoted to pursuing truth in the Word and world. We are after the kind of education that makes a person, as C. S. Lewis says, “immune to the great cataract of nonsense that pours from the press and the micro-phone of his own age.”

SERIOUS Life is short. Hell is hot. Make the most of the time.

Our aim is to produce men and women who are good for the world: equipped with the historical awareness and analytical skills to han-dle rapidly changing environments, the theological skills to eval-uate a rapidly changing culture, and the communication skills to engage an increasingly pluralistic society. We think education is part of your Christian obedience. Therefore, we take your education seriously. You should, too.

JOYFUL Christians that are worth their salt are more than superficially happy.

We’re Christian Hedonists down to our toes, pursuing our deepest satisfaction in Jesus. We’re on a quest for Joy, stalking it with a knife in our teeth, for it is a very dangerous quest. Like all races, the mara-thon of education must be run for the Joy set before us.

CHURCH-BASED We expect students to become members of our local church.

This means living with, learning from, and serving people quite dif-ferent from ourselves. The church is the temple of the living God, the body of Christ. So part of education is learning to be a living stone, a life-long, fruitful, and faithful member of Christ’s body.

CONFESSIONAL Our educational model consciously works from a reformed, baptistic confession of faith and focuses on both intellect and affections in personal development.

We want students to see their place in the one holy, catholic, apos-tolic church. Thus, they need to read the great thinkers of the past: Athanasius, Clement, Tertullian, Augustine, the Cappadocians, Macrina, Benedict, Anselm, Abelard, Aquinas, Luther, Melanch-thon, Calvin. You get the picture.

Joe Rigney, M.A., is Assistant Professor of Theology and Christian Worldview

Ryan Griffith, M.A., is Assistant Professor of Christian Worldview and Director of Integrated Curriculum

LIBERAL As in theologically trendy, socially progressive, and unhelpfully provocative.

As professors, we don’t aim to challenge students to be as clever, rev-olutionary, and hip as the cultural elite. Our raison d’etre is not to encourage students to buck the establishment, strike out on individu-alistic paths, or to regard themselves as the center of their own worlds.

TRIVIAL Life is the job. You only live once.

We unapologetically reject the idea that college should be an ex-tension of adolescence: fun, easy, with negligible responsibility and low accountability. It will take more than just “not flunking out” to earn a degree here, and you will gain much more than just great—if hazy—memories and some technical skills that depreciate as soon as you drive the degree off the lot.

TRITE Jesus is the answer. So what was the question?

Generic evangelical education tends to produce students who can bob merrily along in life, but have no meaningful answers for either the wonder or the terror of reality. Shallow biblical knowledge and pat answers leave students without roots or wings, easily uproot-ed and blown along by the winds of worldliness. There are enough bored and boring people in the world.

CHURCH-REPLACED Church? Who needs the church when we’ve got a chapel?

Too many Christian colleges subtly supplant the church, creating synthetic representations of reality that end up being remarkably unrepresentative. Add a dash of faddish ecumenicism and gradu-ates don’t even know what to look for when they try to find a church home after graduation, that is, if they look.

“EVANGENERIC” We resist a boilerplate statement of faith orthodox enough to be considered Christian, but broad enough to not count anyone out.

Generic evangelical Christianity suffers from a lack of rootedness. It tends to promote trendy, theological movements because it lacks the wisdom and historical knowledge to avoid making the same mis-take twice.

SERIOUS JOYFALL 2015 3

IN ONE ACCORD: CHURCH-BASED

WELL-EDUCATED PEOPLE ARE THE PEOPLE WHO HAVE THE HABITS OF MIND AND HEART TO GO ON LEARNING WHAT THEY NEED TO LEARN TO LIVE IN

A CHRIST-EXALTING WAY FOR THE REST OF THEIR LIVES.

UNDERGRADUATE PROGRAMS: ASSOCIATE OF ARTS IN CHRISTIAN WORLDVIEW • BACHELOR OF ARTS IN BIBLICAL & THEOLOGICAL STUDIES • BACHELOR OF ARTS IN HISTORY OF IDEAS

THE BETHLEHEM HABITS OF MIND AND HEART

“Since each Christian is a part of the entire body of Christ, given individual gifts for the ben-efit of the whole community, our students are taught to share with others what they come to learn of God and His world—the truth, goodness, and beauty they discover as well as their own faith, hope, and love.”

Matt Crutchmer, M.A. Instructor of Theology

Excerpted from Think: The Life of the Mind and the Love of God by John Piper, D.Theol., Chancellor and Professor of Biblical Exegesis

UNDERSTANDING

EVALUATING

FEELING

APPLYING

EXPRESSING

“We aim to think the author’s thoughts after him. Otherwise, education simply becomes a reflection of our own ignorance.”

“Understanding demands both skill and virtue; we dishonor others when we either con-demn or praise their words without having worked to understand them. Our students read difficult texts in all four undergraduate years, and we have the joy of watching them grow in both intellectual skill and intellectual virtues. Through the care with which they are ex-pected to handle texts, they are gaining wisdom.”

Josh Maloney, M.F.A. Assistant Professor of Composition and Christian Worldview

“We believe there is such a thing as truth and that with the compass of the Scriptures and the help of the Spirit, we can know it.”

“We believe that doxology is the proper aim of theology, and all of life, which is why faculty and students regularly begin rigorous classes on systematic theology, Greek and Hebrew exegesis, and classic literature with joyful singing.”

Brian Tabb, Ph.D. Associate Dean for Academic Affairs; Assistant Professor of Biblical Studies

“Since God is glorified in our emotional response to his glory and not just by seeing it and understanding it, we cannot be indifferent to

the emotional life of students, …”

“A well-educated person is growing in the wise application to life of all he learns.”

“Our aim at Bethlehem College & Seminary is to cultivate habits of heart and mind that help students express truth they have discovered so that its accuracy, clarity,

truthfulness, preciousness, and helpfulness are manifest.”

OBSERVING“Our teaching is designed to force students to see for themselves.

They must keep looking until they see things they did not see at first— in the Word and in the world.”

BETHLEHEM COLLEGE & SEMINARY4

WELL-EDUCATED PEOPLE ARE THE PEOPLE WHO HAVE THE HABITS OF MIND AND HEART TO GO ON LEARNING WHAT THEY NEED TO LEARN TO LIVE IN

A CHRIST-EXALTING WAY FOR THE REST OF THEIR LIVES.

UNDERGRADUATE PROGRAMS: ASSOCIATE OF ARTS IN CHRISTIAN WORLDVIEW • BACHELOR OF ARTS IN BIBLICAL & THEOLOGICAL STUDIES • BACHELOR OF ARTS IN HISTORY OF IDEAS

THE BETHLEHEM HABITS OF MIND AND HEART

Excerpted from Think: The Life of the Mind and the Love of God by John Piper, D.Theol., Chancellor and Professor of Biblical Exegesis

UNDERSTANDING

EVALUATING

FEELING

APPLYING

EXPRESSING

“We aim to think the author’s thoughts after him. Otherwise, education simply becomes a reflection of our own ignorance.”

“We believe there is such a thing as truth and that with the compass of the Scriptures and the help of the Spirit, we can know it.”

“Since God is glorified in our emotional response to his glory and not just by seeing it and understanding it, we cannot be indifferent to

the emotional life of students, …”

“A well-educated person is growing in the wise application to life of all he learns.”

“Our aim at Bethlehem College & Seminary is to cultivate habits of heart and mind that help students express truth they have discovered so that its accuracy, clarity,

truthfulness, preciousness, and helpfulness are manifest.”

OBSERVING“Our teaching is designed to force students to see for themselves.

They must keep looking until they see things they did not see at first— in the Word and in the world.”

“We train our students to have eyes of the intellect both wide open and keenly concentrated, to have minds that can range broadly over the entire scope of God’s magnificent Word and his complex world while also perceiving in intricate detail the significant nuances of any given text or topic before them.”

Travis Myers, Ph.D. Assistant Professor of Church History and Mission Studies

“Our students are developing the ability to evaluate what is and what isn’t true by tenacious-ly and fairly analyzing every thinker, idea, or trend, by the compass of the Scriptures and with the help of the Spirit.”

James McGlothlin, Ph.D. Assistant Professor of Philosophy and Christian Worldview

“Our men and women are learning not only to look closely at God’s Word and God’s world, but also to allow what they see to shape them as roommates, as churchgoers, as employees, as spouses and parents, and as citizens of their earthly city.”

Johnathon Bowers, M.Div. Assistant Professor of Theology and Christian Worldview

SERIOUS JOYFALL 2015 5

NIV Zondervan Study Bible

D.A. CARSON, GEN. ED. ANDREW DAVID NASELLI,

ASST. ED.

Beating the College Debt Trap: Getting a Degree Without

Going Broke

ALEX CHEDIAK

Habits of Grace: Enjoying Jesus Through the Spiritual

Disciplines

DAVID MATHIS

Designed for Joy: How the Gospel Impacts Men &

Women, Identity & Practice

JONATHAN PARNELL & OWEN STRACHAN, ED.

The Supremacy of God in Preaching

Revised & Expanded

JOHN PIPER

Eternity Changes Everything: How to Live Now

in the Light of Your Future

STEPHEN WITMER

NEW BY FACULTY & ALUMNI AUTHORS

Remember to select Bethlehem College & Seminary as your charitable organization on AmazonSmile.

A portion of your purchases on AmazonSmile, books or otherwise, will help provide students with affordable

tuition that lets them launch immediately into ministry without student loan debt.

Andy Naselli’s Helicopter, Bus, and TrowelSo 3,827 pages. That is the to-

tal tally of pages that Drs. Andy

Naselli and Jason DeRouchie

have assigned for reading in

their 26-page syllabus for the

capstone course, THEO 7510,

Biblical Theology: History of

Redemption. With the Bethlehem

College & Seminary’s website declar-

ing that its students “endeavor in all

of our intellectual inquiry to love God

with our minds by thinking deeply,”

is this page count simply a contradic-

tion in terms? How can any student go

deep when expected to go so wide in

his reading preparations for class?

But it is neither a cruel joke nor

a catastrophic expectation. In fact,

Naselli offers the seemingly massive

reading load, accompanied by care-

ful training in three levels of reading,

as a gift to his students. In addition to

teaching students to wrestle through

complex theological concepts and the

debates surrounding them, his cours-

es model for students how to practice

different kinds of reading, thereby

learning to read most economically:

to get the most from a text by giving

the greatest attention to texts that

merit the close reading while also fa-

miliarizing themselves with a wide

breadth of other supporting, conflict-

ing, or background arguments.

Naselli describes his three levels

of reading as survey, macro-reading,

and micro-reading. Survey reading

involves reading “quickly, noting

only the important points”—leaving

other, less crucial parts of the author’s

argument unread. He compares it to

a helicopter ride that offers a tourist

an aerial view of a city skyline. Macro-

reading requires reading every word

of a text but doing so at a quick pace,

just enough to understand the whole,

“like a bus tour of a city,” says Naselli.

Micro-reading is the reading level of

close, analytical scholarship. At this

level, Naselli encourages students:

“Rigorously evaluate what you read.

Engage with the text by marking it

up: specify where you strongly agree

or disagree or have questions.” In

micro-reading, Naselli explains that

students may metaphorically adopt

the pace of walking through a chap-

ter, the posture of sitting on a pas-

sage, or the labor of digging as with

a trowel in a paragraph or particular

sentence. He expects such reading to

take more time, thought, and energy

and chooses text for his students that

he believes will prove most helpful

to their knowledge of the subject at

hand and their class discussions.

Although Naselli articulates in

his syllabi which texts students are

to read at which level, including the

page counts and the amount of time

students might spend at each pace, he

hopes by modeling these levels that

students will begin to adopt such a

habit in their reading throughout the

rest of their lives, particularly in pas-

toral or scholarly vocations.

Beyond developing a nuanced

habit of reading, Naselli has seen five

distinct advantages for students in

the classroom as they use the three

levels of reading:

“It trains students how to read.”

In particular, Naselli is interested in

freeing the consciences of students

not to have to read every word of ev-

ery book he assigns.

“It exposes students to helpful tools.”

Naselli considers the levels of reading

as tools themselves and uses them to

introduce students to key arguments

and positions that they may return to

at a later date when they can look at

them in more detail.

“It improves class times.”

Because students read some passages

very closely, during class Naselli and

his students can carefully tease out im-

plications of certain texts together in

discussion instead of merely listing or

summarizing arguments in a lecture.

“It prepares students for pastoral

ministry.”

Students can use macro-reading and

survey reading to keep up to date

with current theological dialogues

without being paralyzed by the sheer

volume of new theological publica-

tions vying for their attention.

“It helps students complete

their reading assignments in a

reasonable amount of time.”

Here, the three levels of reading serve

students practically, enabling them

to get the most out of the two hours

they prepare, on average, outside

of class for every hour of class. Ac-

cording to Naselli, “Students greatly

appreciate it when I require them to

spend at least x minutes surveying a

particular resource.”

At first Naselli developed these

three levels of reading for himself,

honing them over time as he worked

on his two dissertations and edited for

Dr. Don Carson. “I simply had to do

it,” Naselli explained, “to get through

the number of books I needed to cov-

er. A single chapter of my dissertation

sometimes involved researching 300

different articles or books.”

Now as administrator of Theme-

lios, a theological journal, Naselli uses

these levels daily to process eight to

ten books that come across his desk.

“I catalog their major arguments, so

that I can access them easily when I

am teaching or writing.”

In this way, survey reading, macro-

reading, and micro-reading help

Naselli serve his students as well as

help him faithfully carry out his own

role as an editor and professor.

DATE CLASS TOPIC ASSIGNMENTS DUE (PRIOR TO CLASS UNLESS OTHERWISE NOTED)

11/2 Mission Micro-read – Weight: 45% Macro-read – Weight: 40% Survey – Weight: 15% Other

Köstenberger, Andreas J. “Mission.”

NDBT 663–68. (6 pp.)

Köstenberger, Andreas J., and Peter T.

O’Brien. “Concluding Synthesis.” Pages

251–70 in Salvation to the Ends of the

Earth: A Biblical Theology of Mission.

New Studies in Biblical Theology 11.

Downers Grove, IL: InterVarsity Press,

2001. (20 pp.) [on Populi]

Kaiser, Walter C., Jr. “Introduction”

(pp. xvii–xix) and the conclusion to

every chapter (pp. 7, 18, 26, 35–36, 48–49,

63–64, 74, 81–82) in Mission in the

Old Testament: Israel as a Light to the

Nations. 2nd ed. Grand Rapids: Baker

Academic, 2012. (15 pp.) [on Populi]10

Oberlin, Kevin Paul. “Table of Contents”

and “Conclusion.” Pages vi–ix, 234–45

in “The Ministry of Israel to the Nations:

A Biblical Theology of Missions in the

Era of the Old Testament Canon.” PhD

diss., Bob Jones University, 2006. (16 pp.)

[on Populi]

30 min. Schnabel, Eckhard J. Early

Christian Mission. 2 vols. Downers

Grove, IL: InterVarsity Press, 2004.

(1,628 pp.)

Pray; write reading response

An excerpt from Dr. Naselli’s syllabus exposing the three levels of required reading.

BETHLEHEM COLLEGE & SEMINARY6

TO STUDY, PRACTICE & TEACH: FACULTY & ALUMNI

OR SEND YOUR TAX-DEDUCTIBLE GIFT TO: Bethlehem College & Seminary, 720 13th Avenue South, Minneapolis, MN 55415

FUNDED BY THE FAITHFUL

God works in the hearts of individual men and women to provide two-thirds of the students’ full tuition such that they can:

1 Receive a high-value education at an unusually affordable cost

2 Launch immediately into ministry without student loan debt

3 Be affordable as staff to churches and ministries that need them

Bethlehem College & Seminary is operated in such a lean, back-to-basics, no-frills manner that nearly every dollar received goes to the direct benefit of the student.

COMPLETE THIS ACT OF GRACE

Pray for God to supply the need of 250 Serious Joy Scholarships, every year.

Full Annual Tuition $ 16,000

Serious Joy Scholarship [ $ 10,000 ]

Net Student Tuition $ 6,000 *

Bethlehem College & Seminary receives no funds at all from the U.S. Department of Education, Federal Pell Grants, Student Loan Programs, IRS Code 26 §529 College Savings Plans, the State of Minnesota, denominational support, or Desiring God Ministries. Bethlehem Baptist Church provides very generous services in-kind, but only a nominal amount of direct cash support.

* ON AVERAGE

Pray that God might lead you to either be among or help identify:

A FEW

who would gladly underwrite all the

scholarships in entire future years

SOME

who will supply scholarships for

multiple students

MANY

who will underwrite one

Serious Joy Scholarship

THE GROWING COMMUNITY

of friends that together funds

fractions of scholarships

EDUCATION IN SERIOUS JOY

Bethlehem College & Seminary students are equipped for joyful lives of high impact, helping other people be eternally happy, by learning and sharing that God is most glorified in us when we are most satisfied in him.

Every resident student receives a Serious Joy Scholarship

Pulpits are being supplied, ministries staffed, the nations reached, theological scholars established, and various

vocations filled with men and women who know that God is most glorified in us when we are most satisfied in him.

ONLINE CONTRIBUTIONS MAY BE MADE VIA WWW.BCSMN.EDU/DONATE

SERIOUS JOYFALL 2015 7

WE WANT YOU TO KNOW: ADVANCEMENT

BETHLEHEM COLLEGE & SEMINARY720 13TH AVENUE SOUTHMINNEAPOLIS, MN 55415

Nonprofit OrgU.S. Postage

PAIDPermit No. 3844Twin Cities, MN

We Thank God for YouLast month, I collaborated in the launch of a new multisite campus on the Central Coast

of California called Grace5Cities, as a part of the GraceCentralCoast network. California’s Cen-

tral Coast ranks #2 in the U.S. among communities with the most never-churched residents. Our

campaign towards our launch called people to “Discover Joy” at Grace5Cities; the campaign’s

kinship to Bethlehem is intentionally and joyfully obvious. After receiving an M.Div. and Th.M.

and having had the pleasure of serving as an Instructor for Christian Worldview at the under-

graduate level of Bethlehem College & Seminary, I am astounded at the privilege to so immedi-

ately extend the vision and mission of Bethlehem College & Seminary.

A huge part of what has made this move into ministry so immediate pertains to the absence

of a financial burden upon the completion of my formal “education in serious joy.” My wife and I,

our baby boy on the way (27 weeks), the ministry team at GraceCentralCoast, and all those who

will Discover Joy in Jesus through Grace5Cities are so very grateful for your role in making the

gospel go forth with such immediacy through your generosity towards the greatest cause.

Ben Collins, M.Div ‘13, Th.M. ‘15Grace5Cities Campus Pastor, Arroyo Grande, CA

From the President

How Dare We Call Ourselves a College?

In One Accord

Bethlehem’s Four-Year Approach to Abbreviating Adolescence

The Bethlehem Habits of Mind and Heart

To Study, Practice & Teach

Andy Naselli’s Helicoptor, Bus, and Trowel

IN THIS ISSUE

Serious Joy

THE ENDEARING QUALITIES OF AN UNDERGRADUATE UPSTART