This course comparatively studies a number of Christian leaders. These leaders, both men and women, were effective leaders who led focused lives. Out of these studies has emerged the concept of a focused life comprised of 4 components: (1) life purpose; (2) major role; (3) effective methodologies; (4) ultimate contribution set. Students will study a number of historical case studies and Biblical case studies which illustrate focused lives concepts. Each student will then produce a case study of their own life from a focused life standpoint. As part of their personal case study, students will learn how to construct their own Personal Life Mandate - a major decision making tool for ministry and life. Students will find that they will be using these concepts in their ministries the rest of their lives.

Ÿ Define and illustrate the four focal elements of a focused life.
Ÿ Develop a destiny log describing their own sense of destiny experience and the relationship of these destiny experience to the 4 focal elements.
Ÿ Develop a ministry insights log describing their own ministry insights breakthrough experiences.
Ÿ Construct a Venn diagram of their giftedness set and relate this set to possible major roles.
Ÿ Construct a personal life mandate (a 1-3 page document) consisting of paragraphs describing life purpose, major role, effective methodology, and ultimate contribution.
Ÿ Construct a case study for themselves or for other leaders which contains the basic data describing focused life analyses.

This is a two-week intensive. Students should seek to read as much of the required reading as they can before the class sessions begin.

Ÿ Reading of all materials listed above. About three-fourths of the materials should be read before the intensive, and the remaining one-fourth during the intensive week. Students who have taken ML530 will have read the Reader already.
Ÿ Case Study Project (about 3750 to 5000 words. About one-half of the rough draft basic work for this is done during the intensive week. Final draft due at the end of Summer quarter.
Ÿ About 10 exercises given out in class for small group activities and individual reflection.
Ÿ Th.M. Students: Appropriate additional reading will be negotiated individually with each Th.M. student. These readings will involve case studies from the student's own ethnic background.

However, students who have taken ML530, Life Long Development, and ML521, Developing Giftedness, will have a jump-start on this course. Students not familiar with leadership emergence theory are advised to do the required readings before class. This is an intensive course requiring a high degree of focus during the two weeks. AUDITORS NEED WRITTEN PERMISSION OF INSTRUCTOR PRIOR TO REGISTRATION. Auditors will be refused at the first class meeting if they do not have prior approval.