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State College, the setting, where this project took place, was introduced in the first chapter of this project. I examined the biblical basis for discipleship training. The writer looked at the historical background of discipleship training and followed the works of various campus ministry groups in Korea. This ministry project analyzed the discipleship-training materials that are currently in use by churches in Korea and Korean churches in the States. With this analysis, results from the pre-survey, and the help of the Curriculum Advisory Committee, the writer created new curriculum and ran it through with the congregation via post survey. In summary, it has been determined that the curriculums created by the campus ministry groups and used by Korean churches in the States cannot be used effectively. 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Through a teaching curriculum called 'Theology for Dummies,' a group of members from First Baptist Church learned simple steps for applying the Word of God to their everyday lives.  Chapter one of the report describes the ministry setting of the First Baptist Church and defines the need for and goals of the project.  Chapter two is a biblical survey of the relationship between beliefs and behaviors.  Through examining several Old and New Testament passages the author concludes that God has given mankind His Word with the intention that it change human behavior.  Chapter three is an examination of some social theories of learning. Chapter four describes the 'Theology for Dummies' curriculum.  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Chapter 2 briefly introduced two of Jesus' stories in Luke as a biblical storytelling model and surveyed the theological aspects of biblical storytelling. Chapter 3 explained that the human brain has a physiological structure and cognitive characteristics that enable the listener to maintain the essentials of the story for longer periods of time.  Story's role in human history, in both sociological and psychological aspects, was discussed here as well. Training of the Sunday School teachers, grounded on these findings, was described in Chapter 4. Chapter 5 shows how teachers themselves were instructed about the storytelling form as the biblical teaching method of faith. 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