The interpretation of "spiritual truths" can largely influence how a disseminator selects a particular message, and can also be a particular lesson taught to disciples -- to aid them in their own ability to interpret spiritual understanding. This intrinsic sense of what is necessary to be communicated to an audience (Mitchell, 2010) should also be taught to an audience itself, so that it can understand and become closer to the spirit of God -- which is one of the main goals of virtually any disciple-maker's message.
By utilizing the aforementioned sources to impart this particular message -- to help further the understanding of the voice and spirit of God for disciples, so that they may heed and live a life in accordance to it -- it then becomes necessary to utilize the proper form to communicate this message. Of the four most widely used forms of communicating a message (the lesson's subject matter, class environment, student life experiences and those of the teacher as a model), the final two referenced would be of the utmost value in a particularly message such as the one described within this discourse. Student interaction and participation is an integral component of addressing a topic as vital and as personal as this one. As author George Barna has stated, "People are influence in many different ways and by different types of people" (Barna 2001, p.177). Still, it will be up to the educator to provide an experience from his own life to model the sort of inner understanding and heeding required for disciples to advance their spiritual study in this regard. By providing (ideally more than one) such experience in a form that is as ascertainable, or tangible, as possible, the disseminator will not only be forced to examine him or herself to see if he or she is a proper model for which the students should base their own spiritual understanding upon, but also provide an accurate representation of the lesson that is being imparted to the audience (Mitchell, 2010). By doing so, the disseminator will provide room for students to facilitate discussion and reflection upon a correlation between the disseminator's experiences and that of their own lives, which will ideally aid them in their ability to be able to become acquainted with and to practice this lesson.
In conclusion, it has been demonstrated that by utilizing the sources of tradition and inspiration as outlined in Leading, Teaching, And Making Disciples, it would be most prudent for a disseminator to utilize the aforementioned biblical texts and his or her own sense of insight to impart a particular message about fortifying spiritual knowledge by educating students to heed and live within the spirit of God. Student life experiences in the form of participation will play a major role in the forms of communication utilized to both stimulate and demonstrate this concept. Of equal importance will be the disseminator's modeling of his or her own experiences of communing with and heeding the spiritual voice of god. An additional valuable method for delivering this method would be the context within the room in which the student participation is facilitated within. It would be most advantageous to provide a congenial environment in which the audience is perhaps paired within one another to discuss the experiences (related to this lesson) of respective members. Finally, in terms of the subject matter of the lesson, a disseminator would want to have a (fairly) subjective means of evaluating how disciples are able to internalize this idea within their own lives, and fortify their faith.
Barna, George. Growing True Disciples: New Strategies for Producing Genuine Followers of Chris.t Colorado Springs: WaterBrook Press. 2001.