Guidelines for helping CUs assess Bible study resources for small groups

Small or cell groups play a central part in CU life. These enable the overall vision of Christian Unions to be worked out at the grass roots level as they work to be witnessing communities within halls of residence, other student residential areas, faculties and departments. Within the life of a CU small group there are great opportunities – for prayer and praise, for building good relationships, for evangelism, for Bible study and for service – and it is good to pursue all of these rather than allowing the group to become an insular ‘holy huddle’.

A frequent question arises over the use of printed materials coming from any number of sources. It is wise to avoid making sweeping generalisations and judgements about the various resources available, but our aim should always be to make good decisions by helping each other to ask good questions. In particular it is important that we assess carefully the Bible study component of any materials we consider using.

Here are some key questions to help assess any materials a CU may consider using (including those produced by UCCF). Of these questions, the first two are of particular importance.

1. Is the material consistent with the theological position articulated by the CU’s Doctrinal Basis? (see note (a) below)
2. Does the material encourage students to engage with Scripture responsibly, in a way that pays due attention to context (both historical and theological) and therefore enables understanding of the author’s intended meaning (see note (b) below).
3. Where material is passage-based, does it take account of the literary genre of the text? Where appropriate does it enable students to grasp the flow of the text? (see note (c) below)
4. If studies are topical, do they deal with the breadth of biblical material on the topic or is the selection of biblical texts unevenly weighted? (see note (d) below)
5. In dealing with issues of controversy amongst evangelicals, does the material handle legitimate differences sensitively?
6. Do the studies encourage good application of the biblical material which is pertinent to students and the student environment?
7. Are the questions sufficiently open to encourage healthy discussion of the biblical material and its meaning?
8. Is the material user-friendly for the students and small group leaders?
9. Does the material help group leaders to take the range of opportunities that exist in the small group (e.g. for prayer, praise, witness etc. - see note (e) below)

Further notes:

1. In summary, a theological position that
   i) is thoroughly Trinitarian
   ii) demonstrates a high view of Scripture and a clear respect for its authority
   iii) sees the cross (including the cross as a penal substitution) and resurrection as central to the gospel.
2. In general we wish to encourage good practice in Bible study, which includes careful observation and accurate interpretation of the text leading to pertinent application to the student environment.
3. Whilst the pattern of observation, interpretation and application provides an excellent framework for establishing good practice in Bible study, we also need to explore the way that certain texts also engage our emotions and imaginations strongly.
4. In general we would encourage small groups to adopt a predominantly passage-based approach to studying the Bible that takes them through sections of Scripture consecutively. Nonetheless, there may be occasions when a topical approach is more appropriate for a time (e.g. for covering basic discipleship in a freshers’ term). Whether topical or passage based, studies should always encourage a responsible engagement with the biblical passages given.
5. Of course wider input of this nature also needs to be consistent with the doctrinal basis and with the interdenominational character of CUs.
6. In general, we would want clearly to discourage CUs from using material that articulates a theological position that is not consistent with the doctrinal basis. If we identify shortfalls in relation to some of the other questions above, we may still conclude that, if amended or supplemented in some way, the material could be used.
7. The impact of a set of small group materials needs to be considered in the light of the wider programme and priorities of the CU. Does it contribute positively to the CU’s fulfilment of its vision and aims?