Level 5 Diploma in Education and Training Evidence

Level 5 Diploma in Education and Training
Mbuyu Ilunga Wa Mulobe Guy
EVIDENCE INDEX
1
Teaching Log (100 hours)
2
Syllabus/Specifications
3
Schemes of work (Minimum 100 hours)
4
Lesson plans (Minimum 100 hours)
5
Lesson observations – Teacher feedback (x8)
6
Lesson observations – Self evaluations (x8)
7
Initial assessments/ diagnostic testing
8
Individual Learning Plans/one on one reviews
9
Teaching resources
10
Communication with colleagues – email, minutes, etc.
11
Learner feedback
Total Duration: 100 hours
Date
Course /Lesson/Subject

Tasks
Time
05/05/2020
ICT: computer devices
15
20/05/2020
ELA: Introduction to reading and writing
20
06/05/2020
Social studies: Geography
15
22/06/2020
ELA: Story telling
15
08/07/2020
Math: Algebra
10
22/07/2020
Social studies: History
15
01/08/2020
ELA: Figurative language
10
Total
100 Hours
Teacher’s signature

_____________________Date______09/09/2020_____
Supervisor’s signature
_____________________Date___09.09/2020_________
Tasks
Period
Time in ours
Teaching
25.5
Preparation/ research
7.5
Team working /club
3.2
Marking
6.3
Student supervision/discipline
2.7
Management
2.3
Administration
4.0
Talking to parents/tutors/caregivers
1.6
Extracurricular activities
1.7
Other

3.4
Total non-teaching tasks
37.7
Ration teaching: non-teaching
0.63
AVERAGE TASKS PER WEEK -NOTE TIME ON TEACHING
SYLLABUS/SPECIFICATIONS
(Syllabus: English Language, ICT, and Social Studies)
(Assessment Methods: Continuous Assessment Tests, Quizzes,
and Assignments)
The reference from which the lesson/subject will be taken from;
it can include unit information, modules and also assessment
methods about the course. Provide the guided learning hours
(GLH).
The lessons will focus on teaching English and History. The
main English lessons that will be provided include reading and
writing, storytelling, and figurative language. By completing
these contents, the program hopes to improve students’
grammatical and communication skills. Additionally, the
students will improve their ability to not only read passages but
also analyze and interpret them. In particular, the English
lessons will seek to increase learners’ ability to read and decode
symbols in order to effectively construct or derive meaning.
Indeed, reading will serve as a means of language acquisition,
communication, and sharing information and ideas (Avis et al.,
2014). The purpose of reading and writing will also influence
the appropriate approach to gaining knowledge about
comprehension. Knowledge on reading comprehension will also
be important in learning other English topics, such as parts of
speech, literature, storytelling, and figurative language. An
individual reading poetry, for example, will be able to
efficaciously recognize the words that the poets utilize, coupled

with the ways that they put them together. This will go a long
way in improving the learners’ knowledge of stylistic devices
such as similes, metaphors, alliteration, as well as plot.
Apart from the English language, the syllabus will provide
social studies subjects such as Geography and History. The
primary goal of introducing learners to these subjects will be to
expand their understanding of the world around them. In
particular, the pupils will gain more insights into their
immediate environments, origin, and ethnic groups that are
found within their communities. More importantly, the pupils
will gain the opportunities to develop the right attitudes, skills
and knowledge that will allow them to become more involved,
active, informed, and responsible citizens. This will increase
their level of awareness of their capacity to promote and effect
change in their communities and the world at large. The objects
will also connect learners’ thinking with real world contexts at
both community and international levels. This will be
instrumental in promoting students’ ability to interact with
people from different backgrounds in a collaborative and
harmonious way.
SCHEMES OF WORK:
Duration: 100 Hours
They’re used to put your teaching into weeks/months in order to
see how your teaching qualification is going to be delivered. It
is used to keep track of the assessment methods and records.
IMPORTANT: You need to include that you have worked (use
at least two for two different courses: ICT and Language
course)
Teacher: Joseph Denning Date:
20/06/2020
Aim of session or course: To improve learners’ ICT, reading,
and writing skills and how to be friendly envorinment
Date
Session title and learning outcome
Required resources and activities

Assessment
Remarks/notes
Duration
05/05/2020
Title: Introduction to computers
Outcome: to enable students understand the basics of a
computer
Learning parts of a computer and their uses
Short-quizzes will be administered to monitor their progress
Students who pass the assessment will gain more insights into
the history, uses, and parts of the computer
20
15/05/2020
Purpose: Reading and writing
Outcome: To improve learners’ ability to read and communicate
through writing
Reading comprehension, dictation, spelling, and essay writing.
composition
Individual assignments, continuous assessment tests, group
work, public speaking and reciting
In completing this program, students should be able to read
books, understand basic English vocabularies, and articulate
ideas in writing.
20
21/06/2020
To improve learners’ history knowledge
Students will be taught their basic local history
Quizzes
Increased understanding of government and history
20
22/07/2020
To encourage students’ understanding of environmental
conservation

Topics such as pollution and hygiene will be taught
Continuous assessment tests
Students should understand basic ways of conserving the
environment
20
23/08/2020
To boost students’ critical thinking skills
Students will learn how to construct argumentative statements
Homework assignments
Students’ will learn to support their arguments with facts and
realism.
20
TOTAL
100 hours
LESSON PLANS
Duration: 100 hours
. Document how long you have been teaching in the class. This
table is not a limit, it can be expanded…
Teacher: Joseph Reed date:
22/06/2020
Aim: To enlighten students about the parts of a computer and
their functions/ focusing on students’ memory, reading,
comprehension, and writing skills.
Learning outcome
Timing
Teaching activities
Learner activities
Resources
Inclusions
Assessment Methods

Functional
Hours
06/05/20
Presentation using video and PowerPoint
Identifying and naming computer devices
Computer laboratory,
Books, and notepads
Introduction to computer, history of computer, and definiti on
Asking questions at the end of the sessions and
Providing feedback
Delivering contents to meet user needs
20
19/06/20
Reading and pronunciation
Standing in front of the class and reading to the people,
pronouncing words
Books and word charts
Short stories, poems, and story books
Asking students to answer questions at the end of the
comprehension
Students should learn to read and remember the storylines.
20
20/06/20
Brainstorming
Performing interactive brainstorming
notebooks
Discussing social studies and computer
Interactive asking of questions
Noting down new ideas
20
21/06/20
Group sessions
Participants come together in session groups
notebooks

Encouraging discussion and collaboration
Assessment is performed using group competitions
Student learn to work in teams
20
22/06/20
Debates
Students learn critical thinking and linking facts
Audio devices such as microphone
Social studies and sciences.
Assessment done by examining flow of ideas
Students learn argumentative skills
20
100hrs
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with
level 5 teaching qualification manager or any colleague with the
PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement,
4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1

Duration:
2
Subject/Topic:
8
Observer feedback and comments
The teacher was interactive and collaborative with the students.
Learners were given the opportunity to ask questions where they
did not understand.
Criteria met
The lessons met the required criteria in terms of content and
instructions. For instance, the teacher covered all the areas that
are recommended by the curriculum.
Planning and preparing the session
The teacher prepared for each lesson a week ahead of delivering
them. This gave him the ample time needed to research and
cover all the recommended concepts in the curriculum.
Moreover, the lesson planning process took into consideration
each of the needs of students.
Teaching and learning plan (session plan) prepared with an
appropriate aim, objectives and timings?
The lesson plan fully complied with the recommended session,
goals, objectives, and timing. Each of the session was given
sufficient time for their completion. For instance, the total
hours that were allocated for ICT training were 20 out of the
100 hours. Each of the sessions also met their goals, which
included improving the learners’ ICT literacy skills,
communication competence, and language proficiency. All the
topics that were provided under each subject were relevant to
the lesson’s overall goals. Additionally, the time and schedule
of the course plan effectively established what the students
anticipated during the program. This enabled them to prepare in
advance for the learning environment and balance their study

activities with other subjects that they are taking concurrently.
The lesson objectives were also effectively specified and were
important in addressing the achievable, measurable skills,
knowledge, and attitudes that the learners will need to acquire.
4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8
The teacher was supportive in class. He identified the learners
and their capability and tailored his lessons towards help9ong
those with slow learning competence.
Criteria met
The lessons met the required criteria in terms of content and
instructions. For instance, the teacher covered all the areas that
are recommended by the curriculum.
The process of preparing for a lesson was undertaken by

defining the learning objectives Thereafter, the educator wrote
down the most important skills and concepts that the students
should gain and the required evaluation criteria.
The lesson plan was designed by putting the theory into
practice. In particular, the educator took time to facilitate
students’ transition from one topic to another. Additionally, he
developed a clear roadmap of what the learners need to
understand and how it will be effectively administered to them
during classroom sessions. Appropriate learning activities were
also designed in order to optimize student engagement.
4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8

The teacher promoted self-directed learning. In particular, he
empowered students to acquire knowledge on their own after the
teaching sessions.
Criteria met
The educator guided the students to gain insights into reading
and writing skills. This goes a long way in promoting self-
driven knowledge acquisition process.
The teacher engaged in many activities with students to inspire
their capacity to learn. For instance, he wrote an agreement with
the students that detailed out what is to be learned and the
researchers that should be conducted. Additionally, he provided
examples that captured the essence of meeting learning goals.
The teacher provides a clear focus for the areas that needed to
be covered in the lesson plans. For instance, he assessed their
self-interests and responses in order to determine the areas that
needed to be covered comprehensively. Moreover, students were
encouraged to be open to new sources of information and
perspectives to expand their critical thinking skills.
The teaching and learning plan was designed with the utilization
of appropriate aims, objectives, and timings. The aim, for
instance, was to improve learners’ critical thinking skills. To
this end, the teacher required students’ to address challenging
questions that would broaden their thinking. Additionally, the
objectives included mastering theoretical knowledge within the
stated timeline, which were met after formative and summative
assessment exercises.

level 5 teaching qualification manager or any colleague w ith the
4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8
The teacher encouraged students to form learning groups from
which he provided materials and contents for discussions. He
also guided them with the process of acquiring social and
emotional skills.
Criteria met
The purpose was to meet the broader needs of students’ to
improve their communication, social, and emotional
competencies.
The teacher focused on improving students’ cognitive and
emotional development, which are integral in promoting
knowledge acquisition. These areas are important in ensuring
that they collaborate with their peers to share knowledge and
problems that they encounter while learning.

The teacher used group learning techniques as tools to attain the
goal of developing students’’ cognitive and emotional skills. In
particular, collaborative learning practices were embraced to
promote student-teacher engagement and interactions. Students
who were transitioning from one topic to another were also
expected to wrestle with complex questions and discuss them
with their educator and peers.
4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8
The teacher promoted self-directed learning. In particular, he
empowered students to acquire knowledge on their own after the

teaching sessions.
Criteria met
The educator guided the students to gain insights into reading
and writing skills. This goes a long way in promoting self-
driven knowledge acquisition process.
The teacher engaged in many activities with students to inspire
their capacity to learn. For instance, he wrote an agreement with
the students that detailed out what is to be learned and the
researchers that should be conducted. Additionally, he provided
examples that captured the essence of meeting learning goals.
The teacher provides a clear focus for the areas that needed to
be covered in the lesson plans. For instance, he assessed their
self-interests and responses in order to determine the areas that
needed to be covered comprehensively. Moreover, students were
encouraged to be open to new sources of information and
perspectives to expand their critical thinking skills.
The teaching and learning plan was designed with the utilization
of appropriate aims, objectives, and timings. The aim, for
instance, was to improve learners’ critical thinking skills. To
this end, the teacher required students’ to address challenging
questions that would broaden their thinking. Additionally, the
objectives included mastering theoretical knowledge within the
stated timeline, which were met after formative and summative
assessment exercises.

4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8
Criteria met
The teacher focused on promoting spirit of cooperation and
sharing of ideas among class attendants. This process was
implemented by encouraging learners to engage in debates and
The teacher met the GLH criteria of cooperative learning.
All the learning objectives set by the educator in the lesson plan
were met within their stipulated time frames. Additionally, he
provided feedback that is needed for students to effectively
monitor their progress. Feedback is one of the most important
efforts that promote learning. Through it, the teacher and
learner are able to monitor students’ progress and develop
viable interventions to them.

4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8
Criteria met
The teacher promoted student engagement by asking questions,
providing feedback, and using different instructional strategies.
The teacher met the GLH criteria of cooperative learning.
The teacher successfully met the set objectives by asking open-
ended questions and requiring learners to think quietly about
them for a few minutes. The educator also required learners to
pair up with their partners and discuss the questions for two to
five minutes. This practice went a long way in engaging
students in discussions that improved their critical thinking and
debate skills.

4=unsatisfactory)
Learner:
(trainee teacher)
2
Observer:
1
Group size:
1
Duration:
2
Subject/Topic:
8
Criteria met
The focus of this lesson was to revise and evaluate students’
performance in previous topics. This focused on assessing their
performance after the examination and revising the topics to
improve their understanding and capacity to remember the
topics that they were taught.
Formative and summative assessment standards
The teacher not only assessed students but he also provided
them with feedback to revise the areas that they performed
poorly. He also provided both positive and negative feedback to

offer a balanced and non-biased views about their performance.
This was especially important in preventing students from being
discouraged with the learning processes.
LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
- DO NOT FORGET TO SIGN AND DATE ALL YOUR
EVALUATIONS
Learner: Mike Hill
Observation date: 22/09/2020 Time: 8:30 AM
Location: New York
Strengths:
Reference
The teacher introduced the topics before teaching them. This
prepared learners for what they were going to be taught
(Durovolomo et al., 2010). The teacher also explained each
complex terms and concept and asked questions at the end to
assess students’ progress.
Dorovolomo, J., Phan, H. P., & Maebuta, J.
(2010). Quality lesson planning and quality delivery: Do they
relate?. International Journal of Learning, 17(3).
Area for development:
The plan should elaborately describe different types of teaching
methods that will be employed to enhance student learning
(Fuji, 2019). Moreover, there is a need for the teacher to
determine the appropriate venues for delivering the learning
concepts, such as open lab sessions, classroom teaching, and
group methods.
Fujii, T. (2019). Designing and adapting tasks in lesson

planning: A critical process of lesson study. In Theory and
Practice of Lesson Study in Mathematics (pp. 681-704).
Springer, Cham.
Actions required:
The teacher should use differentiated methods to appeal to al l
student groups. This is because the American learning
environment is increasingly becoming culturally and ethnically
diverse (Koutsopoulos et al., 2016). Furthermore, a mixture of
both student-centered and teacher-oriented instructional
strategies should be included in the lesson plan.
Koutsopoulos, K. C., & Kotsanis, Y. (2016, June). Efficiency
and Effectiveness in Teaching and Learning: Need For New
Paradigm. In Conference Proceedings. The Future of Education
(p. 162).
Number of Copies: 8
EVALUATIONS
Learner: Mike Hill
Location: New York
Strengths:
Reference
Students were actively learning and were given the opportunit y
to participate actively in the learning process. This model is
referred to as self-directed instructional framework because it
allows learners to provide their inputs (Wang, 2017)
Wang, S. (2017). " Teacher Centered Coaching": An

Instructional Coaching Model. Mid-Western educational
researcher, 29(1).
One area that requires development is overuse of few learning
resources. For 8instance, the educator overemphasized on books
as opposed to other learning materials. Therefore, providing
multiple learning resources can improve outcomes and level of
engagement.
Actions required:
Students have different learning preferences. Some, for
instance, use books while others prefer video and PowerPoint
presentations. Providing differentiated learning materials helps
to accommodate the learning needs of all students (Graesser et
al., 2018).
Graesser, A. C., Hu, X., Nye, B. D., VanLehn, K., Kumar, R.,
Heffernan, C., & Andrasik, F. (2018). ElectronixTutor: an
intelligent tutoring system with multiple learning resources for
electronics. International journal of STEM education, 5(1), 15.
Number of Copies: 8
EVALUATIONS
Learner: Mike Hill
Location: New York
Strengths:
Reference
The lesson involved the utilization of think-pair-share model,

which attracted students’ interests in the class sessions. This
process was effective in encouraging student classroom and
interaction between them and their facilitators (Usman, 2015).
Usman, A. H. (2015). Using the think-pair-share strategy to
improve students' speaking ability at Stain Ternate. Journal of
Education and Practice, 6(10), 37-45.
One area that should be addressed is the need to provide
culturally competent instruction. While the think-pair share
method brings together students and teachers, the distinct
learning needs of minority cultures may be overlooked (Raba,
2017). Thus, there is a need to ensure that the instructions are
tailored to be understood by all learners.
Raba, A. A. A. (2017). The influence of think-pair-share (TPS)
on improving students’ oral communication skills in EFL
classrooms. Creative Education, 8(1), 12-23.
Actions required:
.The educator should evaluate all the students and their learning
speed. This can be an 8important step towards providing
instructional strategies that appeal to both slow and fast
learners (Mills et al., 2014).
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P.,
Geelan, D., & Gowlett, C. (2014). Differentiated learning: From
policy to classroom. Oxford Review of Education, 40(3), 331-
348.
Number of Copies: 8
EVALUATIONS
Learner: Mike Hill

Location: New York
Strengths:
Reference
The teacher introduced the topics before teaching them. This
prepared learners for what they were going to be taught
(Durovolomo et al., 2010). The teacher also explained each
complex terms and concept and asked questions at the end to
assess students’ progress.
Dorovolomo, J., Phan, H. P., & Maebuta, J.
(2010). Quality lesson planning and quality delivery: Do they
relate?. International Journal of Learning, 17(3).
The plan should elaborately describe different types of teaching
methods that will be employed to enhance student learning
(Fuji, 2019). Moreover, there is a need for the teacher to
determine the appropriate venues for delivering the learning
concepts, such as open lab sessions, classroom teaching, and
group methods.
Fujii, T. (2019). Designing and adapting tasks in lesson
planning: A critical process of lesson study. In Theory and
Practice of Lesson Study in Mathematics (pp. 681-704).
Springer, Cham.
Actions required:
The teacher should use differentiated methods to appeal to all
student groups. This is because the American learning
environment is increasingly becoming culturally and ethnically
diverse (Koutsopoulos et al., 2016). Furthermore, a mixture of
both student-centered and teacher-oriented instructional
strategies should be included in the lesson plan.
Koutsopoulos, K. C., & Kotsanis, Y. (2016, June). Efficiency

and Effectiveness in Teaching and Learning: Need For New
Paradigm. In Conference Proceedings. The Future of Education
(p. 162).
Number of Copies: 8
EVALUATIONS
Learner: Mike Hill
Location: New York
Strengths:
Reference
Students were actively learning and were given the opportunity
to participate actively in the learning process. This model is
referred to as self-directed instructional framework because it
allows learners to provide their inputs (Wang, 2017)
Wang, S. (2017). " Teacher Centered Coaching": An
Instructional Coaching Model. Mid-Western educational
researcher, 29(1).
One area that requires development is overuse of few learning
resources. For 8instance, the educator …
1
LIBERTY UNIVERSITY
JOHN W. RAWLINGS SCHOOL OF DIVINITY

Book Critique: Paul’s Spirituality in Galatians
By Adam McClendon
Submitted to XX
In fulfillment of the requirements for the completion of
the Doctor of Ministry Degree
Department of Christian Leadership and Church Ministries
by
XX
ii
ii
February 12, 2021
ii

Contents
Introduction 1
Summary 2
Critique 3
Conclusion 10
Bibliography 12
ii
Introduction
Paul's Spirituality in Galatians: A Critique of Contemporary
Christian Spiritualities was written by Dr. Adam McClendon.
“He currently serves as the Director of the Doctor of Ministry
Program” at Liberty University in Lynchburg, VA. He is also an
author and the “founder and director of New Line
Ministries.”[footnoteRef:1] He is well credentialed and
qualified to write on this subject matter. The purpose of this
critique is to summarize the content of the introduction and of
each of the four chapters and present a response to each as well
with a clear statement of agreement or disagreement with
appropriate biblical support. [1: 1 All Scripture quotations are
from the Holy Bible: King James Version.

Liberty University School of Divinity. Dr. Adam McClendon.
2019. https://www.liberty.edu/divinity/faculty/adam-mcclendon/
(accessed August 2, 2019).]
Summary
In the introduction of Paul's Spirituality in Galatians,
McClendon set the focus for the topic of Christian Spirituality
to its foundation in the New Testament. He used the Greek
forms of pneuma or spirit to illustrate the life that flows as a
result of the Holy Spirit living in the believer. From there he
pointed out the difference between people who are spiritual and
those who are carnal. He showed that through Paul’s teachings,
it is understood that spirituality is based upon “a core set of
beliefs.”[footnoteRef:2] He gave a brief summation on the
origin of the use of the word “spirituality” and evidence of its
use in early Christian literature. He also discussed the mi suses
of the word and its use by non-Christians as well, necessitating
the word Christian being added to it for clarity. He presented a
diagram of society’s perception of what spirituality looks like,
including the concepts of belief, experience, and practice. He
explained the need to clarify what is biblical spirituality by
bringing “greater clarity concerning the authority of the Bible in
determining what is and is not of the Spirit of God” into view.
In this section, he also made a brief purpose statement for the
book, that it was intended “to model this approach in applying a
particular passage of Scripture as a corrective guide governing
aspects of Christian spirituality.”[footnoteRef:3] He explained
that this book would present a breakdown of Galatians 2:20 into
four points that would make up the four chapters. [2: Adam
McClendon, Paul's Spirituality in Galatians: A Critique of
Contemporary Christian Spiritualities, (Eugene. OR.: Wipf and
Stock Publishers, 2015), 2.] [3: Ibid., 5.]
In the first chapter, “The Centrality of the
Cross,”[footnoteRef:4] McClendon delved into the subject of
being crucified with Christ. He pointed out that the cross was

the center focus of the gospel, not just a mere part of it. He
reiterated the necessity of submission to the Holy Spirit in
Christian spirituality and its anchor being the Bible. He
explained how that being crucified with Christ when understood
in the context of the passage emphasizes the necessity of the
cross in the believer’s life. He said that “union w ith Christ is
nothing if it is not union with Christ in His
death.”[footnoteRef:5] He moved on to discuss the first-person
pronoun “I” that Paul used in Galatians 2:20, rebutted Scot
McKnight’s position of “I” being exclusively Jewish, to
explaining hos it was dealing more with the “universal spiritual
community which has sought justification by faith in Christ: for
both the Jew and the Greek.”[footnoteRef:6] He also addressed
the necessity of the cross, and how it becomes a major part of
every facet of the spiritual life of the believer. The previous life
of the believer ends at the cross where the new life in Christ
begins. He rebutted Christian writers who focus on the life of
Christ but negate the importance of His death, and with
feminists theologians [4: Ibid., 8.] [5: Ibid., 16.] [6: Ibid.,
19.]
who oppose the victimization of the cross. From there he went
on to deal with the “permanence of the cross,”[footnoteRef:7] in
which, being crucified with Christ not only takes place in
salvation but also has a permanent ongoing effect. This
understanding is due to Paul’s use of the perfect tense. He
moved from there to the “Significance of the cross” and how it
liberates the believer from the law, yet not allowing
lawlessness, but rather “the law of love, Spirit, or
Christ.”[footnoteRef:8] He addressed how the believer’s
identity changes at the cross as well, as their new identity is
formed the Scripture. [7: Ibid., 27.] [8: Ibid., 31.]
In the second Chapter, McClendon addressed “the
centrality of Christ,”[footnoteRef:9] through the second phrase
in Galatians 2;20, in which Paul was saying that it was no

longer him that was living, but Christ living in him. Christ
living in the believer is what it takes for the believer to be able
to live godly. He critiques the Pentecostal movement’s
misunderstanding of this principle and requiring a second work
of grace, it was all finished the instant the believer was saved.
He went on to say that when the believer receives Christ’s
Spirit, that just as the crucifixion of Christ is a permanent act,
the results will also be permanent because they are connected to
the cross. He called that understanding the “permanence of the
Spirit,”[footnoteRef:10] which fully enables us to live for
Christ. He also explained the value and benefits of being in
union with Christ but addressed the erred belief of deification
held by the Eastern Orthodox church and some in American
Pentecostalism. [9: Ibid., 37.] [10: Ibid., 65.]
In the third chapter, McClendon focused on the third part
of Galatians 2:20: “and the life I now live in the flesh,” in
which, he explained that3 “the spiritual life is one of tension,”
[footnoteRef:11] because of the constant strife between the
flesh and the spirit. He explained that it is not so much that the
body is evil, but rather has an inclination toward sin. The
struggle between the two will be ongoing until the day of
redemption. He also addressed the ‘significance of the
tension,”[footnoteRef:12] has to do with the fact that the
believer does not have to submit to the flesh, but rather has
what it takes not to. He addressed the errors in different views,
like “Christian perfection.”[footnoteRef:13] McClendon shows
that the problem is both a misunderstanding of “the
‘anthropological eschatological’ now/not yet tension presented
in Scripture regarding the spiritual life,” and the “various
passages that demonstrate the believer’s lifelong need to resist
fleshly desires.” [footnoteRef:14] [11: Ibid., 75.] [12: Ibid.,
84.] [13: Ibid., 85.] [14: Ibid., 94-7.]
In the fourth, and final, chapter, McClendon concluded
Galatians 2:20 with his last point, “authenticating evidence of

faith.”[footnoteRef:15] Where he addressed issues of a life that
is permeated with faith that does more than just save the soul
but guides them from there throughout life. He explained that it
is necessary for each person to have their own personal faith in
Christ. He refuted different popular free grace views that
discount the need for faith to continue after salvation. He then
discussed “the activity of faith,”[footnoteRef:16] or living out
the life of faith that produces good works. He expressed how
Paul said that it is the love of Christ, who gave Himself for him
that fuels his faith.[footnoteRef:17] [15: Ibid., 105.] [16:
Ibid., 116.] [17: Ibid., 122.]
Critique
In the introduction, I appreciated the way McClendon took
the time to discuss and define “the origins of Christian
spirituality.”[footnoteRef:18] The way he broke down Galatians
2:20 into four chapters was well organized, and helped maintain
the reader’s focus. He used a tremendous amount of Scripture
references to support each point. I agree with his belief that
“Christian spirituality should be rooted in God’s
Word.”[footnoteRef:19] Paul dealt with similar issues in the
Scripture, for example, he told the church at Corinth, “And I,
brethren, could not speak unto you as unto spiritual, but as unto
carnal, even as unto babes in Christ” (1 Cor. 3:1). This church
thought that they were spiritual, but their spirituality was not
based upon God’s Word. There was so much division in the
body that Paul told them that they were far from spiritual. In the
same epistle, he said: “it is reported commonly that there is
fornication among you, and such fornication as is not so much
as named among the Gentiles, that one should have his father's
wife. and ye are puffed up, and have not rather mourned, that he
that hath done this deed might be taken away from among you”
(1 Cor. 5:1-2). They thought that they were spiritual, but Paul
let them know quickly that they were not, based upon their
unbiblical sexual immorality. Finally, he told them that “if any
man think himself to be a prophet, or spiritual, let him

acknowledge that the things that I write unto you are the
commandments of the Lord” (1 Cor. 14:37). Paul directly
related spirituality to obeying the commandments of God, and
carnality to yielding to the flesh. Thus, Paul would agree that
Christian spirituality should be rooted in the Word of God.
Similar to McClendon’s intent, Paul was known for correcting
errors that existed in Christian spirituality in his day. [18:
Ibid., 1.] [19: Ibid., 7.]
In the first chapter, McClendon addressed the permanence
of the cross, in which he said, “The believer has been crucified
in union with Christ in such a way as to die to their former self
in surrender through faith. This dying, according to the apostle,
is not merely an initial event that takes place at the moment of
justification when one expresses faith in Christ, but has a
permanent ongoing effect.”[footnoteRef:20] This idea of dying
to one's former self is almost unheard of in the churches today.
It seems that the objective today is just to get as many
professions of faith as we can. If a person claims to be saved
but has never genuinely changed, never died to self, never
repented, who are we to question their salvation? However, Paul
said, “And they that are Christ's have crucified the flesh with
the affections and lusts” (Gal. 5:24). That verse does not say
that they will or that they should, it says that they already have
crucified the flesh. That is why Paul could also proclaim:
“therefore if any man be in Christ, he is a new creature: old
things are passed away; behold, all things are become new” (2
Cor. 5:17). The new creature is the result of the old creature
being crucified with Christ. Paul went on to say that it was more
than just a one-time event: “For ye are dead, and your life is hid
with Christ in God” (Col. 3:3). When one is crucified with
Christ, their old man is dead and no longer has power over
them. They, therefore, should not submit themselves to that
dead man’s will. Once again, in the first chapter, I could find
nothing that I did not agree with. [20: Ibid., 27.]

In the second chapter, McClendon addressed “the
centrality of Christ,”[footnoteRef:21] via the second part of
Galatians 2:20. In this chapter, I agree with almost everything
that McClendon wrote. Where I would have a minor
disagreement is when he said that “nowhere, perhaps, in Pauline
literature is the connection between the continual work of Christ
through the work of the Spirit more evident than in Ephesians
3:14–19.”[footnoteRef:22] Whereas this passage does indeed
connect the continual work of Christ through the work of the
Spirit, I disagree with his assessment that it is the most evident
passage for that truth. 1 Corinthians 12 deals with spiritual gifts
and how they are to be used to perform the continual works of
Christ. For example, Paul said, “Now there are diversities of
gifts, but the same Spirit. And there are differences of
administrations, but the same Lord. And there are diversities of
operations, but it is the same God which worketh all in all. But
the manifestation of the Spirit is given to every man to profit
withal” (1 Cor 12:4-7). Here Paul is describing how every man
is equipped by the Spirit with gifts that help them profit withal,
or perform the works of Christ. In the verses that follow, he
listed different gifts that the Spirit give the believer: “the word
of wisdom; the word of knowledge; faith; gifts of healing; the
working of miracles; prophecy; discerning of spirits; divers
kinds of tongues; the interpretation of tongues.” (1 Cor. 8-10)
Here the Spirit gifts believers with these abilities, and then He
works through them. He then likens the believers and their
different gifts to a physical body with different members,
saying that “For as the body is one, and hath many members,
and all the members of that one body, being many, are one
body: so also is Christ. For by one Spirit are we all baptized
into one body, whether we be Jews or Gentiles, whether we be
bond or free; and have been all made to drink into one Spirit” (1
Cor. 12:12-13). He then summarizes the Chapter by saying,
“Now ye are the body of Christ, and members in particular. And
God hath set some in the church, first apostles, secondarily
prophets, thirdly teachers, after that miracles, then gifts of

healings, helps, governments, diversities of tongues. Are all
apostles? are all prophets? are all teachers? are all workers of
miracles? Have all the gifts of healing? do all speak with
tongues? do all interpret? But covet earnestly the best gifts: and
yet shew I unto you a more excellent way (1 Cor. 12:27-31).
Thus Paul was saying that the Spirit gives the gifts to the body
so that it can function as the body of Christ, continuing the
work of Christ. I believe that was a more evident passage
concerning the continual work of Christ through the work of the
Spirit. [21: Ibid., 37.] [22: Ibid., 45.]
In the third chapter, McClendon developed his third point
“continued tension of the flesh” from the statement “And the
life I now live in the flesh.”[footnoteRef:23] I must agree with
him in this area as well. The flesh and the spirit are constantly
at odds with each other. I agree with his alignment with Dunn,
in which he said that “Christian experience is one of conflict
between flesh and Spirit, a conflict, that is, between the
believer’s desires as a man of this age (particularly his self-
indulgence and self-sufficiency) and the compulsion of the
Spirit—a real conflict . . . so that the believer has constantly to
be exhorted to follow the direction of the
Spirit.”[footnoteRef:24] Paul said, “This I say then, Walk in the
Spirit, and ye shall not fulfil the lust of the flesh. For the flesh
lusteth against the Spirit, and the Spirit against the flesh: and
these are contrary the one to the other: so that ye cannot do the
things that ye would” (Gal. 5:16-17). Here Paul stated that the
only way to avoid following the flesh and doing the things that
your flesh wants to do is by walking in the spirit. He told the
church at Rome: “Let not sin therefore reign in your mortal
body, that ye should obey it in the lusts thereof. Neither yield
ye your members as instruments of unrighteous ness unto sin:
but yield yourselves unto God, as those that are alive from the
dead, and your members as instruments of righteousness unto
God” (Rom. 6:1-13). Who you yield to is a conscious decision
that every believer must make regularly. Paul was saying that

believers should strive to be unresponsive to the flesh, and yield
themselves to God. This was not a one time deal, in fact, he told
the church at Corinth, “I die daily,” (1 Cor. 15:31) and that “I
keep under my body, and bring it into subjection” (1 Cor.
9:27).Paul certainly understood the need for regularly dying to
the flesh. Paul also wrote, “I speak after the manner of men
because of the infirmity of your flesh: for as ye have yielded
your members servants to uncleanness and to iniquity unto
iniquity; even so now yield your members servants to
righteousness unto holiness” (Rom. 6:19). If there was not a
constant battle between the flesh and the spirit, Paul would have
had no need to address the infirmity of the flesh while writing
to the redeemed. There is no biblical example of a believer that
did not struggle with their flesh. [23: Ibid., 75.] [24: Ibid.,
96.]
In the fourth chapter, McClendon discussed the
“authenticating evidence of faith,”[footnoteRef:25] in the final
statement of Galatians 2:20. I agree with McClendon when he
said, “the personal expression of faith in Jesus the Son is not
merely a one-time act in the life of the believer. Faith is to be a
continued element in the life of the believer that brings them,
keeps them, and guides their actions in the spiritual
life.[footnoteRef:26] Paul told the church at Rome: “for therein
is the righteousness of God revealed from faith to faith: as it is
written, The just shall live by faith” (Rom. 1:17). Faith is a way
of life according to the Bible. Habakkuk said: “Behold, his soul
which is lifted up is not upright in him: but the just shall live by
his faith” (Hab. 2:4). Faith is the avenue whereby the just
continue to walk. The writer of Hebrews said: “Now the just
shall live by faith: but if any man draw back, my soul shall have
no pleasure in him” (Heb. 10:38). Here he was emphasizing the
necessity of the just to live by a faith that does not draw back.
That faith must, therefore, be more than just a one time faith.
[25: Ibid., 105.] [26: Ibid., 107.]

Conclusion
Paul's Spirituality in Galatians: A Critique of Contemporary
Christian Spiritualities is a phenomenal book that was written
by Dr. Adam McClendon. McClendon strategically broke down
Galatians 2:20 into four divisions, each represented by one
chapter of the book. He refuted various erroneous positions held
by several religious groups. His work was thorough, well
thought out, and well resourced. I summarized the content of
the introduction and of each of the four chapters, and present a
response to each as well with a clear statement of agreement or
disagreement with appropriate biblical support. Aside from one
insignificant discrepancy, there was really nothing in this book
that I could find to refute. I highly recommend this book to any
believer who wants to know more about Christian spirituality
and will personally be reading it again.
Bibliography
Liberty University School of Divinity. Dr. Adam McClendon.
2019
McClendon, Adam. Paul’s Spirituality in Galatians: A Critique
of Contemporary Christian Spiritualities. Eugene. OR.: Wipf
and Stock Publishers, 2015.

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