sermon and program

MY CITY MY MISSION
MY CITY
Copyright © 2024 General Conference of Seventh-day Adventists®
Youth Ministries Department

Published by the General Conference of Seventh-day Adventists®

Youth Ministries Department, 12501 Old Columbia Pike, Silver Spring,
Maryland 20904, USA.

Permission to photocopy this booklet granted for local use in churches, youth
groups, colleges, and other educational activities. Special permission is not
necessary. However, the contents of this booklet may not be reproduced in any
other form without written permission from the publisher. All rights reserved.

PROJECT TEAM GC YOUTH MINISTRIES TEAM

COORDINATOR BUSI KHUMALO

Pako Mokgwane - @pakoedson Director

EDITOR PAKO MOKGWANE

Maria Manderson - @mandersonmaria Associate Director, Senior Youth

GRAPHIC DESIGNER ANDRES PERALTA

Nosipho Ngqula - @nosiphongqula Associate Director, Junior Youth

TRANSLATOR/PORTUGUESE MARIA MANDERSON

Stefani Moura - @stefaniqm Editorial Assistant

TRANSLATOR/SPANISH MWENYA MPUNDU

Yuli Gonzalez - @yulig402 Media Coordinator

TRANSLATOR/FRENCH IVONE OMANA

Duverny Dardy - @dardyduverny Editorial Assistant
 MY CITY MY MISSION
MY CITY
Editorial

nity service, and digital evangelism. Through

#PCM24, public campus ministry (pcm) aims to
amplify the call for urgent mission engagement
in the cities in line with the GC Youth Ministries’
PAKO E. MOKGWANE, PhD annual theme: i will go to my city! The individual
response to “I will go” will produce the power of
ASSOCIATE YOUTH DIRECTOR collective action.
GENERAL CONFERENCE
Twenty twenty four is a unique year_ as it marks
two significant anniversaries- One hundred and
fifty (150) years of mission as a church and Ten
At the heart of every city lies a tapestry of sto- (10) years of organized ministry to public cam-
ries woven together by the dreams, struggles, pus (PCM). Therefore, the question every stu-
and triumphs of its inhabitants. Yet, amidst the dent and staff member should ask is: how can i
hustle and bustle, it’s easy to overlook the po- creatively reignite my passion for the mission by
tential for transformation within each neigh- commemorating these significant anniversaries?
borhood, each street corner, and each individ-
ual. “My city, my mission” seeks to shine a light Over the past decade, we have tirelessly worked
on this and ignite a spirit of mission and unity together, achieving milestones and positively
in purpose that transcends barriers and cata- impacting the lives of countless adventist stu-
lyzes positive and holistic change in the lives of dents and staff on public campuses. May we
city dwellers. “Every son and daughter of God is reflect on our journey with gratitude, honor the
called to be a missionary; we are called to the dedicated individuals who have contributed,
service of God and our fellow men; and to fit us and look forward to a future filled with contin-
for this service should be the object of our edu- ued growth, service, and success.
cation.” Ministry of healing, p. 395.
So, as we embark on this journey together, let us
At its core, “my city, my mission”, is a call to heed the call of “my city, my mission” with cour-
action—a rallying cry for students in urban ar- age and conviction. Let us harness the power
eas to reclaim the cities for Jesus. It recognizes of collaboration, innovation, and compassion to
that the actual world changers are those im- build cities that are not just livable but thriving
mersed in spreading the three angels’ messages in the knowledge of Jesus. Thank you for being
through personal/lifestyle influence, commu- an integral part of this incredible journey!
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 MY CITY MY MISSION
MY CITY
Editor’s note
Youth Ministries of the church, Public Campus
Ministries (PCM), in collaboration with the Ad-
ventist Ministry to College and University Stu-
dents (AMiCUS), provides vision and strategic
planning for ministry to and support for Sev-
enth-day Adventist students (ages 16-30+) who
attend college or university institutions not oper-
ated by the Seventh-day Adventist Church. Pub-
lic Campus Ministries Leader/Coordinator—The
church may appoint a Public Campus Ministries
MARIA MANDERSON leader/coordinator to develop an intentional
ministry with the purpose of caring for the spe-
cial needs of college or university students in in-
stitutions not operated by the Seventh-day Ad-
MORE THAN A GOOD THING ventist Church, in consultation with and support
Then He said to His disciples, “The harvest tru- of the Adventist Youth Ministries Committee.
ly is plentiful, but the laborers are few. Therefore
pray the Lord of the harvest to send out laborers AY leaders and Youth Pastors, if your church does
into His harvest.” (Matthew 9:37-38, NJKV) not have an elected PCM Coordinator, please
contact your pastor or church board about elect-
Therefore, be imitators of God as dear children. ing someone to the position.
And walk in love, as Christ also has loved us and
given Himself for us, an offering and a sacrifice PCM exists to walk alongside students, faculty,
to God for a sweet-smelling aroma. (Ephesians and staff in advancing their witness among those
5:1-2, New King James Version) they come in contact with. It is mentoring and
Kingdom building. It should create opportunities
Public Campus Ministry (PCM) is not only a for students to develop meaningful relationships
“good thing”, it is an essential component to the with other believers who are willing to become
welfare of students living away from home, on mentors to these younger disciples (students),
public campuses. The campus is where they live, and the students in turn will have an opportu-
where they spend the majority of their time…. nity to develop leadership qualities that will help
away from home. Coming home on breaks and them to grow spiritually as well as build up the
going to church at that time is nice and wonder- Kingdom of God. It is cross-culture learning and
ful, but those few hours cannot compete with the growing, mentoring, church growth, etc. Imag-
more than 100 waking hours they spend togeth- ine PCM as a church growth experience. Imag-
er on campus, weekly. ine what it could look like if you and your church
would partner alongside students into equipping
Do you know who is influencing the Adventist and leading them to read, study, teach, and obey
students on the public campus near you? God’s Word, and in the process, some may even
become lifetime members of your local church.
This message is for everyone reading this book-
let. Every local church should have as a member Remember, if God has called you to youth min-
of their church board, a PCM Coordinator—as- istry, whether as a pastor or PCM Coordinator,
signed to minister to the students, faculty, and He has also called you to minister to everyone
staff on public campuses. Reference below is on the public campus. The Call is one and the
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from The Church Manual, [2022] page 112: same: youth ministry = public campus ministry.
The possibilities are endless. Move out in faith
Public Campus Ministries—Strengthening the and see what God can do.
 MY CITY MY MISSION
MY CITY

ADVENTIST
YOUTH
MINISTRIES
GENERAL CONFERENCE Pako Mokgwane
ASSOCIATE DIRECTOR, SENIOR YOUTH

Busi Khumalo
DIRECTOR
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Andres Peralta
ASSOCIATE DIRECTOR, JUNIOR YOUTH
CLICK HERE TO DOWNLOAD THE 2024 PCM DEVOTIONAL
 MY CITY MY MISSION
MY CITY

Sermon by
ISRAEL RAMOS

ABOUT THE AUTHOR:

Israel Ramos is the direc-
tor of the Center for Ad-
ventist Ministry to Public Uni-
versity Students at Michigan
State University in East Lansing.
He also serves as the director and
coordinator for Public Campus Min-
istry in Michigan and the Lake Union,
respectively. He and his wife Judy, a lit-
eracy professor at Andrews University, have
dedicated their lives to ministering to students,
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faculty, and staff on public college campuses around

the globe. They are the proud parents of three young men.
 MY CITY MY MISSION
MY CITY
Sermon
MY CITY, MY MISSION
BY ISRAEL RAMOS

INTRODUCTION
Did you know that the Bible talks about pub- was mighty in words and deeds – Acts 7:22).
lic campus ministry? Although our understand- What is significant about this is that his tutors felt
ing of formal education has changed over time, compelled by the gravity of his persona to unload
ministry on secular campuses is not new. Even everything that Egypt offered in its educational
in ancient history there was some distinction repertoire—no subject was left unattended, no
between God’s educational system entrusted to footnote concealed. Equally astonishing was his
His people through communion with Him, and capacity to endure the intensity of such training.
the contrasting educational systems employed
by Babylonian, Egyptian, Persian, Greek, and Speaking (and writing) were responsibilities
Roman societies. Today, we will look at three entrusted to government scribes and priests. In
case studies in Scripture that reference the addition to the intensity of his education, Mo-
public campus and draw lessons to guide our ses was outstanding in his speaking proficiency.
experiences as we make our universities our cit- He not only double majored in government and
ies and our mission. theology but also graduated at the top of his
class. Finally, his competence in “action” indi-
THE UNIVERSITY OF HELIOPOLIS: MY CITY, cates that he had mastery not only in govern-
A DANGEROUS PLACE ment and religion but also in architecture and
At this time Moses was born; and he was beau- engineering. In Acts 7:22 we read that he “was
tiful to God. He was nurtured for three months educated in all the wisdom of the Egyptians,
in his father’s home. And after he had been and he was proficient in speaking and action.”
put outside, Pharaoh’s daughter took him away That one short sentence formulates one of hu-
and nurtured him as her own son. Moses was man history’s most outstanding academic re-
educated in all the wisdom of the Egyptians, sumes. Essentially, Moses took every major and
and he was proficient in speaking and action. minor course offered by the world’s premier
(Acts 7:20-22, NASB) university and excelled in all of them with the
highest honors.
Since Satan’s first lied to Eve that she would
have open eyes and be like God, knowing good Although most academically inclined students
and evil, civilization has had one main goal: uni- envy this kind of resume, Hebrews 11 introduces
formity in a culture that is antagonistic to the the invisible dangers that Moses had to con-
God of heaven. Egypt was no exception in that front. The nuanced sophistry that he imbibed on
quest. Education and culture were the strict his path to academic greatness was so robust
means employed to control the transmission of that God could only entrust one of the most
tradition. It was the responsibility of the priests, faithful mothers in Israel to instruct Moses so
the intellectual, and political elites in Egyptian that he could endure the educational system of
theocracy to preserve the culture of Egypt and Egypt. In preparing Moses to be pharaoh, Egypt
prevent diversity. They accomplished this by de- was training him to be a god—a temptation that
veloping two kinds of formal training for favored Eve, in perfection, could not overcome. Even
youth: one track for scribes and another for more significant than his ability to endure the
priest apprentices. The clerics taught their pu- rigors of mastering such a large body of knowl-
pils in the humanities, science, medicine, math, edge was the faith required to survive the ef-
and geometry, while the other youths received fects of that knowledge.
training in vocational subjects that included ar-
chitecture and engineering. The public university can be a complicated place
to navigate. The more successful we are in ac-
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Acts gives us some remarkable things about quiring its knowledge, the more dangerous our
Moses and his training. He was educated in all temptation to lose our soul. We find a warning
the wisdom of the Egyptians (And Moses was in the Bible’s first case study of the public uni-
learned in all the wisdom of the Egyptians, and versity.
 MY CITY MY MISSION
MY CITY
We cannot afford to enter its concrete jungles Daniel’s three-year course even came with a
without the shield of faith. To do so is to place meal plan under the direct observation of the
ourselves on the greatest path of deception, king’s office. After the course, a test would be
where apparent success is inevitable failure. administered where the top of the class would
From the perspective of Scripture, a solid bibli- receive positions in the king’s service. Because
cal foundation in the student’s life is crucial to priests dominated the intellectual and educa-
success on a public college campus. In the case tional fields (like in Egypt), education, culture,
of Moses, the success of public campus ministry literature, and religion could not be divorced.
was the survival of his faith amidst a strong cur- This is likely the reason why Daniel and his
rent of opposition followed by a train of enticing friends were given names referencing Babylo-
human glory, earthly wealth, and the honor of nian gods to replace their given names, which
ruling the most powerful nation on earth. referenced the God of heaven.

THE UNIVERSITY OF BABYLON - MY CITY Whereas the story of Moses portrays the public
CANNOT BE IGNORED university as a danger to faith in God, Daniel’s
In Daniel 1:3-5 we read, “Then the king told story takes a different approach. It similarly
Ashpenaz, the chief of his officials, to bring highlights the importance of the parents’ re-
in some of the sons of Israel, including some sponsibility to adequately train their children at
of the royal family and of the nobles, youths home so that they can survive the most severe
in whom there was no impairment, who were tests against their faith through God’s Word.
good-looking, suitable for instruction in eve- But Daniel’s story highlights an important point.
ry kind of expertise, endowed with under- When the character of the student reflects
standing and discerning knowledge, and who God’s ideal of godliness, the potential of pub-
had ability to serve in the king’s court; and he lic campus ministry to impact the world (even
ordered Ashpenazto teach them the literature in enemy territory) is beyond estimate. Kings of
and language of the Chaldeans. The king also powerful nations become converted and impact
allotted for them a daily ration from the king’s the course of history.
choice food and from the wine which he drank,
and ordered that they be educated for three THE SCHOOL OF TYRANUS: MY UNIVERSITY
years, at the end of which they were to enter IS THE KEY TO MY CITY & MISSION
the king’s personal service. Let us turn to Acts 19:9-12, “But when some were
becoming hardened and disobedient, speaking
A recent unearthing of the Alexandrian Uni- evil of the Way before the people, he withdrew
versity in ancient Egypt had royal quarters and from them and took the disciples away with
palaces connected to the school. This is one of him, and had discussions daily in the school of
many ways the Egyptian and Mesopotamian Tyrannus. This took place for two years, so that
educational systems were similar. Let’s note all who lived in Asia heard the Word of the Lord,
further what the Bible says about the superi- both Jews and Greeks. God was performing ex-
ority of the University of Babylon compared to traordinary miracles by the hands of Paul, so
surrounding nations. that handkerchiefs or aprons were even carried
from his body to the sick, and the diseases left
The Bible indicates the kind of people who were them, and the evil spirits went out.
accepted at the University of Babylon located in
the king’s court: nobility, the seed of the mon- On his trip to Ephesus, while Apollos was in
archy from other nations, youth with no impair- Corinth, Paul preached in synagogues for three
ment, good-looking young people, and those who months. His initial success was marked in such a
had minds with the ability to receive instruction in way that the Holy Spirit fell among the twelve
every kind of expertise. It also states the purpose gathered believers (or disciples), just as it fell
of their training: to serve in the king’s court. It in- on the multitude when Peter preached in Acts
dicates that it had an established formal curricu- 2. Over time, however, despite a great manifes-
lum that lasted three years and lists the course tation of the Holy Spirit, Paul’s preaching was
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requirements and prerequisite training necessary not readily received by some who not only dis-
to remain enrolled in school (a knowledge of the believed Paul’s words but also spoke evil of his
literature and language of the Chaldeans). message to the multitude.
 MY CITY MY MISSION
MY CITY
Rather than continuing to preach in the syn- unique to the local college campus paved the
agogues, Paul withdrew with the disciples to way for a global impact. Secondly, the impact
the school of Tyrannus. He continued his work of his work was felt not only among the Jews
there for two years “so that all who dwelt in but also among the Greeks. In some respects,
Asia heard the Word of the Lord Jesus, both the synagogues limited Paul’s audience to a pri-
Jews and Greeks” (Acts 19:9-10). marily Jewish demographic. Still, this constraint
was no longer felt while doing the same work
Some believe the expression “the School of of “reasoning” on the college campus. Finally,
Tyrannus” was a nod to the original owner. Oth- the quality of the miracles that followed as a
ers believe Tyrannus may have been a Jewish result of Paul’s labor was unusual: “God gave
rabbi who allowed Paul to use his home syna- Paul the power to perform unusual miracles.
gogue. A different view is that Tyrannus was When handkerchiefs or aprons that had merely
likely a philosopher, orator, poet, or rhetorician touched his skin were placed on sick people,
with a lecture hall he shared or rented to Paul. they were healed of their diseases, and evil
The third position seems the most likely for vari- spirits were expelled.” (Acts 19:11, 12).
ous reasons: (1) Luke’s reference to him seems
to indicate that he wasn’t a Jew and Paul had Think about the significance of this final case
hired this place because of his lack of success study from Scripture. Public campus ministry
among the Jews; (2) Luke indicates that the did what the local church could not do for God’s
hall was used during a specific time of the day— work: it broke down barriers of space and race
the hottest part of the day, which would allow that Paul could not escape during his work at the
for Tyrannus to use the building during the more local synagogue. It also broke down the barriers
favorable cooler part; and (3) lecture halls that limited the previously performed miracles,
were scattered throughout every city in Greece elevating their quality to new levels. These same
where philosophers expounded their views. barriers exist today. There are places and people
groups around the world that are hard to reach
Several things are notable about what took with the Gospel of Jesus Christ. Some places
place at the School of Tyrannus. First, the scope around the world pose significant dangers to
of the success was not hyperbolic. The whole the dedicated people who go on missions of love
region of Asia literally heard the word of God and peace. There are places in need of stronger
during Paul’s time at the School of Tyrannus. Al- glimpses of God’s miracle-working power. Could
though Paul was locally centralized in Ephesus, it be that the best way to reach the world is by
the impact of his work surpassed geographi- reaching the campus? Could the campus be the
cal boundaries. In other words, something key to reaching my city, my mission?

CONCLUSION
The school campus is where the students live. It is where they socialize and spend
most of their time. According to the Bible, the public university is oftentimes a
dangerous place for faith to grow, and only young people with a living experience
with Christ should enter the halls. However, despite the apparent dangers, the
concrete jungles of these colleges cannot be ignored, for the impact of its
potential is beyond human estimate. It is also the key to reaching my city.
Maybe this is why Ellen White said that this is a work that must be done and
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will be done by those who are led and taught by God. May that be you.
 MY CITY MY MISSION
MY CITY

IDEAS FOR PCM IMPLEMENTATION AT THE LOCAL CHURCH

THESE ARE IDEAS SOLICITED FROM STUDENTS THROUGH GC YOUTH MINISTRIES SOCIAL MEDIA PAGES
(FACEBOOK AND INSTAGRAM)

• Present and dedicate students and staff students through the Chapter/Association/
to God in prayer at the beginning of every ACF Leader and staff members.
semester/quarter and on World PCM Day.
• Invite students and staff for potluck and
• Families in the local church “adopt” a social gatherings. Be liberal with healthy food
student, so they have some connection to church packages (especially during finals week).
members in their community (especially if they
live away from their own family). • Provide transportation on days when there
is inclement weather.
• Provide a budget for the PCM ministry that
is available for the PCM Coordinator to • Advocate and promote freedom of worship
perform his/her duties. especially as it relates to Sabbath
observance. Call on the Conference/Union/
• Have a farewell service for graduates who Division Public Affairs and Religious Liberty
choose not to participate in their leaders for intervention when such rights
institution’s graduation ceremony on a are in jeopardy of being infringed on.
Sabbath. Please involve Adventist staff
and chaplains in the planning of this event. • Support and contribute towards student,
Thank them for their service and represen- chaplaincy, and staff mission endeavors.
tation of God on/at public campuses. Mentor the students.

• Establish connection with Chapter/ • Send PCM members notes of love and
Association/ACF Leader and staff motivation from church members.
members. Attend Chapter/Association/
ACF/staff activities and programs. • Start a book club for staff.

• Have an up-to-date database of members • Offer training for staff on how to provide
who are students, staff and chaplains emotional and spiritual support to students.
serving on/at public campuses.
• If there is some kind of association or
• Pray and fast for students to realize their Mission/Conference/Union for Adventist
academic dreams. Pray for staff to teaching staff, create a subgroup for those
discharge their duties with excellence. working on public campuses, and target
Communicate the prayer schedule to the their needs.
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 MY CITY MY MISSION
MY CITY
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FOLLOW JESUS • EMBRACE HIS MISSION • CHANGE THE WORLD

 MY CITY MY MISSION
MY CITY

Suggested program
SABBATH SCHOOL

Lesson Study

PRAYER TIME
• Break into groups of five (5)
• Offer Thanksgiving and Praise
• Pray for protection of Students, Chaplains and Staff and God to bless their
faithfulness
in Sabbath observance.
• Pray for the positive influence of Student Leaders
• Pray for robust leadership of PCM Leaders in all Local Churches
• Pray for the inspirational leadership of Youth Directors (PCM)

MAIN SERVICE
Music: Songs or Hymns about Fellowship, Worship, Discipleship
Sermon by Student(s)/Staff/Chaplain/PCM Leader.
Latter Rain Prayer and Dedication by Elder/Pastor/Chaplain

LUNCH – POTLUCK

AFTERNOON PROGRAM

Visit Students and Staff at their residences.

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 MY CITY MY MISSION
MY CITY
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 MY CITY MY MISSION
MY CITY

Officers

SEVENTH-DAY
ADVENTIST
CHURCH Paul H. Douglas
GENERAL CONFERENCE TREASURER

Ted Wilson
PRESIDENT
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Erton C. Kölher
SECRETARY