Dynamics of Biblical Change

Dynamics of Biblical Change
SBC Online

School of Biblical Counseling Online-Course Syllabus
Lecturing Professor:
David Powlison, Ph.D., CCEF Faculty
Recitation Instructor:
You will be assigned a Recitation Instructor (RI) who will grade all assignments
and field all questions, concerns, confusions, and the like. He or she will help
guide you through the material presented by Dr. Powlison.
Administration:
To receive the most immediate response to any questions regarding class

administration, please contact CCEF Student Services,
student.services@ccef.org.
Office Hours/availability:
Your recitation instructor will email you the days during the week where he or
she will be available to respond to your email inquiries. Please note: You are
not permitted to contact the lecturing professor.
Class Procedure:
You are expected to watch the assigned video each week (approximately 2 to 3
hours), submit a community board posting, and complete and submit your
assignments as listed in this course syllabus.
SBC Online
SBC Online will be used to post course videos, audio files, course documents,
submit assignments, host community boards and to send class
announcements. Assignments will be submitted electronically through the SBC
Online learning path. If you experience an error uploading your file to SBC
Online, then please send an e-mail to your Recitation Instructor (RI), and copy
student.services@ccef.org, with your assignment attached by the deadline
given.
Course Materials Sharing

and Copyright Permissions
As a reminder, all materials provided to you for this course through SBC Online
are copyrighted by CCEF or other publishers, to whom CCEF pays a fee for their
use. This includes the course syllabus, assignments, articles, and video and
audio lectures. You may not reproduce or share any of these materials
without the prior permission of CCEF.
Course Objectives
At the successful completion of this course, you should be able to:
Demonstrate an understanding of the biblical view of progressive sanctification.

Describe and apply the Biblical Counseling model of change to your own life as well as to
other situations presented in case study format.
Analyze the ways that the Biblical Counseling model of change might affect a churchs
worship, preaching, evangelism, missions, offices, youth ministry, fellowship, childrens
programs, and equipping.
2011 Christian Counseling & Educational Foundation
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SBC Online
Course Introduction
God is in the process of making right everything that goes wrong. So the working vocabulary of
Scripture is all about changing things: redemption, grace, repentance, turning, mercy, wrath,
deliverance, justice, reconciliation, peacemaking, salvation, regeneration, making disciples,
sanctification, the coming of a kingdom, and the like. Of course, such good words often get layered over
by distorted religiosity (another wrong that needs righting). But at heart these things are not religious
words. They operate in the domain of life lived, of everyday human experience.
Psalm 23, for example, deals directly with your deepest, grittiest, most pressing problems. Consider the
comparison between the psalm and the anti-psalm.
Psalm 23
The LORD is my shepherd, I shall not be in want.
He makes me lie down in green pastures.
He leads me beside quiet waters.
He restores my soul.
He leads me in paths of righteousness for his
name's sake.
Even though I walk through the valley of the
shadow of death,
I will fear no evil, for you are with me.
Your rod and your staff, they comfort me.
You prepare a table before me in the presence of
my enemies.
You anoint my head with oil.
My cup overflows.
Surely goodness and mercy will follow me all the
days of my life,
and I will dwell in the house of the LORD forever.
Antipsalm 23
Im on my own.
No one looks out for me or protects me.
I'm always restless. Im easily frustrated and often
disappointed.
Its a jungle I feel overwhelmed. Its a desert Im thirsty.
My soul feels broken, twisted, and stuck. I can't fix myself.
I stumble down some dark paths.
Still, I insist: I want to do what I want, when I want, how I want.
But life's confusing. Why dont things ever really work out?
I'm haunted by emptiness and futility shadows of death.
I fear the big hurt and final loss.
Death is waiting for me at the end of every road,
but I'd rather not think about that.
I spend my life protecting myself. Bad things can happen.
I find no lasting comfort.
I'm alone facing everything that could hurt me.
Are my friends really friends?
Other people use me for their own ends.
I cant really trust anyone. No one has my back.
No one is really for me except me.
And I'm so much all about ME, sometimes it's sickening.
I belong to no one except myself.
My cup is never quite full enough. Im left empty.
Disappointment follows me all the days of my life.
Will I just be obliterated into nothingness?
Will I be alone forever, homeless, free-falling into void?
Sartre said, "Hell is other people."
I have to add, "Hell is also myself."
Its a living death, and then I die.
Our Redeemer rights all wrong.

All true and lasting change in individuals works with the answers to a series of questions. These are
simple questions. But they are endlessly adaptable.
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What are you facing? What influences affect you? What is the meaning of your hardships (and
your felicities), your troubles (and your opportunities)?
What should you be like? Whats going wrong, becoming bent and darkened both inside and
out?
Why do you act, think, feel, react, remember, talk, fantasize, choose the way you do?
What makes wrongs right? Who will intervene and help you?
How do you change? What is the process of change like?
How should you now live? How can you help others?
The Dynamics of Biblical Change seeks answers to such questions. This is a course about people. It is
about how people change into the image-in-action of Jesus Christ. (The words image, likeness, and
character tend to sound static like a snapshot or icon rather than live stage production or streaming
video. The image of Jesus moves, feels, thinks, decides, talks, acts and reacts.) I intend our course to be
practical theology. Not abstraction. Well get onto the street and into the heart (where people live,
where the Bible lives, where Jesus lived and continues to live, where you live).
Week by week we will to address practical questions as they arise in our own lives, in people we love, in
case studies, and in Scripture. The goal of our instruction is love from a pure heart and a good
conscience and a sincere faith (1 Tim. 1:5).
Required Readings & Course Materials

Books
Why Does it Have to Hurt? by Dan McCartney (P&R, 1998)
The Christian Life by Sinclair Ferguson (Banner of Truth)
Articles
All articles listed will be available on SBC Online in the week in which they are due to be read.
Suffering & Psalm 119 (Journal of Biblical Counseling (JBC), 22:4, pp. 2-16). Also in Speaking
Truth in Love (STiL) (USA: New Growth Press, 2005, pp. 11-31).
Reading the Bible for Personal Application (ESV Study Bible, Wheaton: Crossway, 2008, pp.
2572-2574).
Think Globally, Act Locally (JBC, 22:1, pp. 2-10). Also in STiL, pp. 61-72.
Counsel Ephesians (JBC, 17:2, pp. 2-11). Also in Seeing with New Eyes (SwNE) (Phillipsburg:
P&R, 2003, pp. 17-34).
Frames Ethics: Working the Implications for Pastoral Care (Earlier version of this article
appeared in Speaking the Truth in Love: The Theology of John M. Frame). (Phillipsburg:
P&R, 2009, pp. 759-777).
Gods Grace and Your Sufferings (from John Piper and Justin Taylor, eds., Suffering and the
Sovereignty of God, Crossway, 2006, pp. 145-173). The link to this chapter is on SBC
Online, and you can print from the pdf.
Peace, Be Still: Psalm 131 (JBC 18:3, 2000, pp. 2-10). Also in SwNE, pp. 75-89; also retitled
Stress: Peace amid Pressure (Phillipsburg: P&R, 2004).
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Why Me?: Comfort from Psalm 10 (JBC 16:3, 1998, pp. 27-37). Also in SwNE, pp. 91-108; also
retitled Why Me? Comfort for the Victimized (Phillipsburg: P&R, 2003).
Dont Worry (JBC, 21:2, 2003, pp. 54-65). Also in SwNE, pp. 109-124; also retitled Worry:
Pursuing a Better Path to Peace (Phillipsburg: P&R, 2004).
Ill never get over it (unpublished draft on SBC Online). For class use only; do not circulate.
A Slice of Life (JBC, 24:4, 2006, pp. 2-35).
Anger in Action (JBC, 24:4, 2006, pp. 2-35).
The Constructive Displeasure of Mercy, (JBC, 24:4, 2006, pp. 2-35).
The Madness of Anger (JBC, 24:4, 2006, pp. 2-35).
Making All Things New (from John Piper and Justin Taylor, eds., Sex and the Supremacy of
Christ, Crossway, 2005, pp. 65-106).
Idols of the Heart and Vanity Fair (JBC, 13:2, 1995, pp. 35-50).
X-Ray Questions (JBC, 18:1, 1999, pp. 2-9) Also in SwNE, pp. 129-143.
Unconditional Love? (JBC, 12:3, 1994, pp. 45-48) Also in SwNE, pp. 163-170.
Innocent Pleasures (JBC, 23:4, 2005, pp. 21-34) Also retitled Pleasure (USA: New Growth Press,
2005).
A Personal Liturgy of Confession (unpublished draft on SBC Online).
Who is God? (JBC, 17:2, 1999, pp. 12-23). Also in SwNE, pp. 35-58).
Familial Counseling (JBC, 25:1, pp. 2-16).
Assignments and Grading:

Grading
The chief purpose of a grade is accountability. Taking a course for credit challenges you to put in the
time and concentrated effort needed to do your very best quality thinking and work. Your life and
ministry depend upon your growing wisdom. We want to handle truth well; we want to walk well. Put
off the competitiveness or fear of failure that lurks within and competes with our Fathers goals for our
education. Jesus disciples are learners by definition, unashamed of our continual need to grow in
knowledge, wisdom, and love (James 1:5; Matt. 5:3). The grading is only a tool to help hold you
accountable to those goals and desires that led you to register in the first place.
Assignment
Community Boards? (5%, 20 points)
Clyde response paper, (5%, 20 points)
Significant Scripture discussion, (5%, 20 points)
Philippians Bible study, (15%, 60 points)
Suffering and refuge self-counseling project, (20%,
80 points)
6. Sin and grace self-counseling project, (25%, 100
points)
7. Final exam case study, (25%, 100 points)
1.
2.
3.
4.
5.
Grading Scale
A
95 and above
A92-94.9
B+
88-91.9
B
85-87.9
B82-84.9
C+
78-81.9
C
75-77.9
C72-74.9
D+
70-71.9
D
68-69.9
D66-67.9
F
< 66
Expectations for Assignments

1. Community Board Discussion Groups (5%, 20 points)
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The purpose of the Community Board discussion groups is to give you an opportunity to
interpersonally interact with the conceptual, personal, relational/ministerial implications of the
lecture/reading material for that week. It is the venue for you to discuss the class material with your
fellow classmates. Therefore, your participation is required, and appreciated by your fellow
students.
a. Each week, the Community Board interaction question(s) will be posted in the section
following that weeks lecture. (Scroll down to the bottom of the page, below the video area,
to see the question and area for response.) You will pick one question to answer, if there is
more than one listed. You are required to post by midnight EST on the due date.
b. Please try to keep your initial posting to that weeks question(s) to 250 words maximum.
This will encourage discussion, and ensure that all class members postings are read.
c. Every member of the class is required to read at least 2 of the postings of the other students
in your class offering. Though not required, you are encouraged to respond to other
students comments, thoughts, and postings.
d. If you would like to post a question, comment, or lengthy reflection other than what is
covered through the weekly interaction questions, feel free to start a new thread!
e. All posts will be confidential and can only be accessed by the other students in your class
offering (including auditors), your recitation instructor, and the CCEF Student Services
department. Please do not share any of the information in the community groups with
anyone else.
f. Community Boards are graded based on your participation. The Community Boards are designed for
you to learn in community as you walk through this class, learning from the gifts and experiences of
your fellow students. Brief, thoughtful responses to the questions and responses to the comments of
other students will stimulate your thinking about the various topics in the lectures and readings, and
help you to benefit from the thinking of other students as you all interact with the material
presented.
2. Clyde Response Paper, (5%, 20 points)
Put your initial response to Clyde into a concise paper. See the pump-priming questions in the
Course Introduction. There is no one right answer to this assignment. This assignment will give
your recitation instructor a feel for how class members instinctively tend to approach people, to
guide feedback on Community Board discussions and other assignments.
1 to 1.5 pages
3. Significant Scripture Discussion, (5%, 20 points)
Give thought to the passage of Scripture that has most influenced your life. Here are pump-priming
questions:
What passage of Scripture has proved most significant for you, either lifelong or recently?
What makes these words relevant?
What do these words address in you and in your circumstances?
What does it say about God that you needed to hear?
How exactly does this passage make a difference? How have you been changed?
Write out the passage, and then discuss. Again, Im looking for your honest reflections, not some
supposedly right sort of answer. This paper also helps me to get a feel for the class.
1 page
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4. Philippians Bible Study, (15%, 60 points)

Complete instructions for this project will be posted separately on SBC Online in the week it is due.
Hand in the fruit of your study in two parts:
1. Your answers to the Eight Questions may be left in rough form: as an outline or list; or your
study notes; or bullet point summaries of each question. Your RI is evaluating the quality and
thoroughness of your work with Scripture. Dig! Notice! Ask questions! Think!
No word limit
2. Write out more fully your answer to the ninth question. Your RI is looking for honest wrestling
with the implications of Philippians for transforming lives.
1 page
5. Suffering and Refuge Project, (20%, 80 points)
This project is the first of two self-counseling projects that you will complete for this course. For
this assignment, you will choose an experience of significant suffering or trouble, and work through
the experience using the Eight Questions and/or the Three Trees diagram presented in the
lectures to reinterpret and learn from this experience. Be sure to begin working on this assignment
during the week that you see the instructions posted on SBC Online (three weeks before the actual
due date) to allow ample time for thoughtful reflection.
4 to 5 pages
6. Sin and Grace Project, (25%, 100 points)
This is the second of two self-counseling projects. Youll be identifying a particular area of sin and
struggle in your life, and working through how the light and grace of the gospel works in your heart
to bring about change. Begin working on this assignment when you see the instructions posted on
SBC Online.
4 to 5 pages
7. Case Study Final Exam, (25%, 100 points)
Print out and read the case study (SBC Online). You will have one week to process and write your
response. You are allowed to use notes, articles, and your Bible. Your RI is looking for clarity of
analysis. Have you understood the model presented in class? Can you tease a part the situation,
consequences, reactions, motives, good things to build on, etc.? Can you connect details to themes,
and themes to details? Your RI is looking for concreteness in ministry.
For example, in 1 Thessalonians 5:14 terms (Familial Counseling), what kind of person is this? How
will you love well and wisely? What kind of person are you? What are your ministry tendencies?
How will you connect truth to life, creating the sort of triangulation captured, for example, in the
Think Globally, Act Locally case study and other case studies? Can you connect particular struggles
to relevant promises and revelations of God and his will and ways? Why might you work from that
passage? Can you connect life struggles to a metaphor, story or testimony? Any implications for how
you will relate as a friend or pastor? What exactly will faith and love look like right now for this
person?
4 to 5 pages: 1 page three tree diagram or summary of details; then discussion
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Grading Rubrics:
The chief purpose of a grade is accountability. Taking a course for credit challenges you to put in the
time and concentrated effort needed to do your very best quality thinking and work. Your life and
ministry depend upon your growing wisdom. We want to handle truth well; we want to walk well. Put
off the competitiveness or fear of failure that lurks within and competes with our Fathers goals for our
education. Jesus disciples are learners by definition, unashamed of our continual need to grow in
knowledge, wisdom, and love (James 1:5; Matt. 5:3). The grading is only a tool to help hold you
accountable to those goals and desires that led you to register in the first place.
With regards to grading your self-counseling projects, how does one quantify your life?! We will take
into consideration such things as your honesty and specificity in wrestling with questions of how to
change, the seriousness of your effort, personal meaningfulness, ability to apply classroom and readings
to your life, direction of movement, and the like. We dont expect perfection in the next 12 weeks!
When we see him, we will be like him, for we shall see him as he is (1 John 3:2).
The following table will provide a general guideline for use in considering what is expected in the various
assignments; not every element will apply to every assignment.
Grade and
Overall
Meaning
C-F
You added dimensions to your work that

went above the required assignment,
reflecting a high level of personal
engagement and commitment to growth
and change.
You successfully fulfilled the

requirements of the assignment,
demonstrating a satisfactory level of
personal engagement and commitment
to growth and change.
You missed some important

aspects of the assignment or did
not fulfill the important aspect of
the assignment. Paper lacked
personal engagement and
commitment to growth and
change.
Discussion
Discussion is insightful, thorough, and

interesting, demonstrating careful,
thoughtful reflection and self-analysis;
written with a high level of personal
engagement. Students reflection,
proposed actions, and application of
biblical and theological themes are
edifying to the reader.
Discussion is interesting, reflecting a

satisfactory level of reflection and selfanalysis, but may lack depth or personal
engagement. Students reflection and
plan are encouraging to the reader.
Discussion is interesting but lacks

depth in reflection and selfanalysis. Personal engagement is
weak or non-existent with little or
no evidence of commitment to
change and growth.
Self-Analysis
Demonstrates a clear understanding and

identification of personal strengths and
areas for growth and a strong
commitment to personal growth and
change in these areas.
Demonstrates understanding of
personal strengths and areas for
growth, but may not evidence a strong
commitment to growth and change.
Does not clearly evidence

understanding of personal
strengths and areas for growth.
Lacks commitment to growth and
change.
Understanding
Personal reflection demonstrates

thorough understanding of and ability to
apply the concepts presented in class and
assigned readings.
Demonstrates adequate understanding

of the material and ability to apply
concepts.
Demonstrates partial or no
understanding of the material;
student is unable to apply
concepts.
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Grade and
Overall
Meaning
SBC Online
C-F
You added dimensions to your work that

went above the required assignment,
reflecting a high level of personal
engagement and commitment to growth
and change.
You successfully fulfilled the

requirements of the assignment,
demonstrating a satisfactory level of
personal engagement and commitment
to growth and change.
You missed some important

aspects of the assignment or did
not fulfill the important aspect of
the assignment. Paper lacked
personal engagement and
commitment to growth and
change.
Biblical/
Theological
Application
Discussion evidences a developed

theology in midst of strengths and areas
of growth. Insights are connected with a
Biblical perspective that evidences
understanding of heart motives, struggles,
desires and strongholds.
Discussion may not evidence a

developed theology; or insights may
not be connected with a Biblical
perspective; may not evidence the
ability to connect heart motives,
struggles, desires and strongholds.
Discussion shows little evidence of

understanding of
Biblical/theological themes in
relation to personal change and
growth; inability to connect heart
motives, struggles, desires and
strongholds.
Grammar,
Mechanics,
Spelling, and
Sentence
Structure
Paper demonstrates clear understanding

of class instructions. Paper is wellorganized and flows well. Clear writing
with no grammar or spelling errors.
Student did not follow some of the

instructions for the paper. Paper is
organized but could flow more
smoothly. Clear writing with minimal
grammar or spelling errors.
Student did not follow

instructions. Paper is unorganized
or does not flow well. Multiple
grammar or spelling errors.
Mechanics get in the way of
clarity.
Assignment Format:
1. All submitted papers/projects should be typed, 12-point font, Times New Roman, and double-spaced
unless indicated otherwise in the specific assignment directions.
2. Assignments will be uploaded in the SBC Online Classroom, at the assigned due date.
3. Papers should be submitted with one of the following file extensions: doc or docx. This ensures that
your Recitation Instructor will be able to open it.
4. Pay careful attention to page requirements!
5. Please type your name at the top of the first page of any assignments that you submit.
6. When submitting your paper you are to use the title provided on SBC Online.
7. Please note that you may be downgraded for not adhering to these guidelines.
Class Administration
Administrative tasks (such as keeping track of completed assignments, missing assignments, late work,
and requests for extensions) can be complex. The CCEF Student Handbook details policies, procedures, and
administration of our SBC Online program. Information that is relevant to all classes, including grading standards,
academic policies, and general Community Board instructions are provided in that document. Please read it
carefully (along with this course syllabus) before the class begins, and refer to it throughout the semester.
You may obtain a copy of the Student Handbook at http://www.ccef.org/student-services or by e-mailing
student.services@ccef.org.
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Lecture and Assignment Schedule
Please refer to the Expectations for Assignments for a description of each assignment (also posted
on SBC Online) and to the Required Readings/ Course Materials for the complete reading list.
Community board discussion questions are found below each video lecture; scroll down to the
bottom section of the page.
Due dates for assignments and community board posts are listed on SBC Online and are due by
midnight on the due date. The due date is always the same day of the week on which your class
started: i.e., if your class starts on a Monday, the first assignments will be due by midnight the
following Monday. (Note: Due dates for classes that start on a Sunday will also be on Monday).
Course
Schedule
Lecture 1:
Course
Introduction
Reading & Assignments

Readings: Suffering & Psalm 119 This article introduces many of the themes of the course: our struggle
within the interplay of dual evil, the significance of the God who speaks, the relational core of change, etc.
(Read, re-read, and read slowly)
Assignments:
1. Complete the Introduce Yourself Assignment listed at the start of the class.
2. After watching the lecture, answer the Community Board question. Feel free to review other students
responses and engage in conversation with them as you answer these questions each week.
3. Read the Clyde case study carefully (SBC ONLINE). Read it again. Mark it up. Put your initial response to
Clyde into a concise paper.
Lecture 2:
Understanding
the Person
Readings: Reading the Bible for Personal Application, Think Globally, Act Locally, Counsel Ephesians,
and Frames Ethics: Working the Implications for Pastoral Care. Each of these deals with how the
relationship between the change process and the personal application of Scripture.
Assignments:
1. Community Board post
2. Give thought to the passage of Significant Scripture that has most influenced your life. Write out the
passage, and then discuss in a concise paper.
Lecture 3:
Understanding
the Heat
Readings and Assignments:
Lecture 4: The
Wisdom found
in Christ
Readings: Gods Grace and Your Sufferings, Peace, Be Still: Psalm 131, Why Me?: Comfort from Psalm
10, Dont Worry, and Ill never get over it. Each of these articles bears on our responses to suffering in
some manner.
1.
2.
Community Board post and interaction with fellow students

Work through the Paul and the Philippians Bible study (SBC ONLINE). Hand in the fruit of your study in
two parts. [1] Your answers to the Eight Questions [2] Write out more fully your answer to the ninth
question
Assignments:
1. Community Board post and interaction with fellow students
2. Start work your Suffering and Refuge project. Take the questions about significant suffering in the first
article above, and personalize it.
Lecture 5:
Understanding
the Situation
(part 1)
Readings: Why Does it Have to Hurt? by Dan McCartney, Pay particular attention to how God meets you and
how he works within your suffering.
Assignments:
Page 9
Course
Schedule
Lecture 6:
Understanding
the Situation
(part 2)
Lecture 7:
Practical
Application:
James
SBC Online
Reading & Assignments

Assignments:
1. Community Board post; take time to interact with fellow students
2. Return your completed Suffering and Refuge Project to your RI.
Readings: A Slice of Life, Anger in Action, The Constructive Displeasure of Mercy, The Madness of
Anger, and Making All Things New. The entertainment industry, like Genesis and Judges in the Bible, is big
on sex and violence. The intentions are different, of course. These articles walk out the nature of sin and
redemption in these two significant areas of human experience.
Assignments:
2. Return the Sin and Grace Project Proposal (SBC ONLINE) to your RI
Lecture 8:
Influences on
the Heart
Readings: Idols of the Heart and Vanity Fair, X-Ray Questions, Unconditional Love?, Innocent
Pleasures, and A Personal Liturgy of Confession. The first article traces the interplay between our hearts
and the situation that surrounds us. Sins of behavior and emotion dont pop up in a vacuum and for no
reason. The second article describes how the fallen heart operates in exactly the same ways as the redeemed
heart, but in opposite directions. The third discusses how our God of grace engages us. The fourth walks out a
case study in positive obedience. The final item is a worksheet to help you find words with God.
Assignment:
Lecture 9: Sin
and the Heart
Assignments:
2. Be doing outside reading for the sin and grace project
Lecture 10:
Sin and
Transformation
Readings: Who is God? and The Christian Life by Sinclair Ferguson. In the article, notice the immediacy of
our dealings with God and with each other. In Ferguson, pay particular attention to how different aspects of
Gods instantaneous acts and ongoing works apply to your struggles with sin.
Assignment:
Lecture 11:
Living with
Personal
Integrity
Reading: Familial Counseling. Dynamics of Biblical Change has focused on growing in first-hand
understanding of the change process. This is foundational to other counseling courses that focus on how we
become helpful to other people. This article builds the bridge from first-hand understanding to helpfulness.
Week 12
Assignments:
1. Final Community Board post and interaction with fellow students
2. Submit your Sin and Grace Project, with your initial proposal attached to help us see where youve come.
Week 13
Assignment: Prepare and submit your case study final exam.
Assignments:
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