Page 15 - 2021 SPCE Program Final Final Final

Irving II – Evan P. Pietsch – The Southern Baptist Theological Seminary
A Metacognitive Analysis of Conceptual Thinking in Spiritual Formation Utilizing Vygotsky’s Concept
Theory
Many works have enriched the body of Christ by advancing the need for Christians to become better theologians
so that they may disciple others unto maturity. While Bible studies are crucial for Christian growth, Christians need
to utilize systematic doctrines to learn to think theologically. This session introduces a proposed construct that can
aid a mature Christian to comprehend better how to instill conceptual interconnectedness of the Scriptures to
assist in educating others unto maturity. A viable conceptual framework for Christian scholars and educators to
teach Christians theological cognition emerges by appropriating the Vygotskian concept formation model.
Irving III – Christopher Sarver – Cru City/The Embark Network
Be the Example: Christ-Centered Followership, the Pastoral Epistles, and Emerging Adult Men
Sharon Park’s leadership model and the vast majority of leadership literature the last century focus almost
exclusively on leaders while giving scant attention to followers. The discipline of followership considers the role
followers play along with leaders in producing outcomes. While Michael Wilder and Timothy Paul Jones’s ground-
breaking work, The God Who Goes Before You, presents a biblical theology of pastoral leadership cognizant of
followership theory and research, no comparable model of Christ-centered followership as a framework for
emerging adult spiritual leadership development exists. This study, therefore, examines the Pastoral Epistles in
order to affirm and adjust Wilder and Jones’s framework and consider its implications for training Christian
emerging-adult males as spiritual leaders.
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Breakout Presentations V (Sat. 8:45-9:45 AM)

Salon A – Jaison K.D. McCall – The Southern Baptist Theological Seminary
Doing Christian Education with Lived Experience in Mind
This paper argues that the integration of faith and learning must contain lived experiences and contextual and
cultural sensitivities in Christian education, particularly the Christian education of African Americans, for Christian
education to truly be Christian and best advance the Gospel and produce long-term disciples to the Christian faith.
Lived experiences are tied to religious experience and, as a result, it is appropriate to include that context and not
be dismissive of it. The need to include lived experiences and cultural sensitivities in the approach to Christian
education is a necessity. Using inverse consistency as a tool, this research informs issues associated with Christian
education, leadership, apologetic, and discipleship approaches.

Salon B – Gracilynn J. Hanson – The Southern Baptist Theological Seminary
Establishing a Framework for Female-Gendered Embodiment in a Redemptive Context
Defining the female gender has been a central topic for contemporary evangelical scholarship—largely focusing on
function. If a woman does not comprehend her essential purpose and ontological nature, she may perform duties,
but the richness of her flourishing within her God-given design will be diminished—to the detriment of the
individual, the family, the church, and wider society. This research establishes a uniquely ontological framework
for defining female-gendered embodiment within theological anthropology. Grounded in Scripture, the original
taxonomy for gendered embodiment intends to foster cross-boundary discussions—with clear implications for
Christian education contexts across academia and ministry.

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