God Made us as Creatures Who Learn

In my last post, I indicated that I would write three posts that address the overriding key purposes that give shape to the pedagogical framework I have outlined in my book 'Pedagogy and Education for Life'. 

 

I suggested that as teachers and school leaders, who are people of God, there are some key principles that should give shape to all we do in our schools and classrooms. For we must do more than just teach and fill heads with knowledge to do well on tests that open up opportunities to gain careers leading to worldly success. Yes, we do seek to nurture our students to do well academically, but we also seek to help them grow spiritually into Godly men and women, who bring honour to their God.

 

The principles that should shape our pedagogy are not to be based simply on the latest educational trends, great curriculum ideas, and new methods. Ultimately, Christian education must be shaped by end goals. I write in Chapter 1 of my book, that schools and their teachers require a telos (i.e. “the good” or aimed-for goal of schooling) reflecting the faith foundations of the school. If the goals that we trumpet in school documents and on websites, only stress success in life, citizenship, traditions, academic achievements, culture and sport, then we are just mimicking secular schools and worldly goals, and losing sight of our primary reason for existing as faith-based schools. Education is always to aim at much more than simply worldly. I quote Douglas Barnes in the opening of Chapter 2 “Education as Formation in Communities”:

 

Education is “embodied in the communicative life of an institution, the talk and gestures by which pupils and teachers exchange meanings even when they quarrel”.

 

My last post looked at the overarching principle ‘God made as unique creatures’. If you missed it, you can find it HERE.

 

In this post, I look at the second major purpose of education in faith-based schools.

 

God made us to be Learners

 

This second major pedagogical principle has nine sub-elements or practices to support this major principle. The pedagogical actions serving the principle are demonstrated as we encourage our students to be learners who bring honour to God in all aspects of their lives.

 

 

This overarching principle should lead us to create classrooms where students acquire much more than simply knowledge and success on assignments and exams. We want them to humbly understand who they are, what is the purpose of their learning, as well their gifts, all of which come from God. Our primary purpose of course, is to live in ways that honour God. As teachers, to maintain this focus, we need to adopt pedagogical practices that encourage our students as learners to:

 

·    Gain more than just content, knowledge and skills to achieve success in exams and life.

We also hope they will gain knowledge which helps them to seek meaning and truth transcending this life (see Principle 5).

 

·    Grapple with bigger questions. Who is God? What is our true purpose in life? How can my learning be used for ‘good’ and bring honour to God, not simply self, family and School (see Principle 6)?

 

 

 

·    Use God given imagination and creativity. These are gifts to help us learn, explore the world and honour God in diverse ways (see Principle 9).

 

What is our task as their teachers?

 

As teachers, we are to:

 

·        Foster learning communities in our classes – Such communities allow students space to question and challenge one another. In doing this we help our students demonstrate humility when confronted by the alternative ideas and views of the world. Ultimately, as teachers we are to demonstrate and model humility as we encourage and develop the same qualities in them. This begins by encouraging them students to tussle with BIG ideas.

 

·        Create open and ‘questioning’ communities – Communities like this not only allow space for creativity, risk-taking and problem solving, they encourage them (see Principle 11). This requires us to explore and use different approaches to teaching and learning to ‘grow’ students who bring unique abilities, learning styles and worldviews that might well be different from your our own as their teacher (see Principle 7).

 

·        Become “Kidwatchers”, constantly observing and monitoring our student’ – Through close attention to our students, we observe and support their learning, well-being, and journey toward faith (see Principle 11). We also strive to understand them as people as we observe the things that challenge and encourage them in their faith; and also see the things that distract them from leading a faith-centred life. As well, we need to observe our students not just in formal classes, but as they take part in the full range of school activities.

 

I would encourage all of us as teachers to regularly assess how well we are tracking as Christian teachers who seek more than simply worldly success for our students and our school.

 

In my next post, which be the third and final post in this short series, I will look at the final major purpose that shapes my pedagogy, 'God Made us for Communion’.