Instead of using the common methodology of asking a question in a classroom setting with adults, what if we asked the question but did not permit anyone to answer until after he/she had written out a thorough response to the question, and then we asked participants to share their thoughts about the question. I’m convinced that class discussion would be quite different from the quality of discussion we often experience!
We’ve heard the statement, “talk is cheap.†Congregations are good at talk. There’s more gossip at church than there is at a family reunion! We’re experts when it comes to chit-chat and fellowship, especially when food is involved. We’re pretty good about getting in that quick word just before class begins in the hallway. We’re not bad at chatting a bit too loudly in the pew just before the worship service begins—to everyone, except guests that is! Church is a good place to pick up an occasional good joke. Once in a while someone says something that actually challenges us, but that’s the exception, not the rule!
One of the things I’ve learned is that the discipline of writing leads to clarity of thought. Writing is a thinking discipline. Writing, as a methodology for adult Christian education, is rarely practiced in most churches. When it comes to educational practice in many churches, we are lulled to sleep, trapped in the rut of practicing the same routine, week after week, with very little need or expectation to think. There’s little wonder why our learning experiences are boring and often perceived as non-relevant!
I believe one of the most important challenges facing Christian educators today has to do with helping congregations engage learners in meaningful thinking and dialogue. Dialogical learning is an essential methodology for understanding that provides time for thinking. We may need to change our organizational structures to provide more time for dialogical learning, because effective “talk†takes time. Telling stories; sharing how one’s experiences have been meaningful; asking tough questions; providing a safe place for diverse thinking, and using writing as a tool for learning and growth, are just a few ways that educators can help teachers provide learning environments that are effective and meaningful.
When we write something out, we discover how much we know and don’t know. The discipline of writing helps us realize when we know a little about a subject but really do not understand it. Through the writing process we begin to get clear about what we believe and why. We learn to think. We learn to talk. Talk at church can be relevant and meaningful if we are willing to work on things that really matter!
A good challenge, Marty. Your observation about how rarely we give opportunity for adults to write is on target. We do this despite the fact that we talk so much about the importance of journaling, writing as a modality of (differentiated) learning, and of developing a critical faith. Perhaps it’s evidence of the fact that so much of religion involves oral traditions—-even in the age of print.
When I was in parish ministry I began a journaling retreat. I solicited the leadership of two lay persons I knew practiced journaling. They continued that retreat (with little help from me) for several years. What we did was to give people the time, place, and space to journal (and we supplied some journaling materials also). We provided minimal “instruction” and orientation about journaling, provided examples, but most of the time (From Friday evening to Sunday afternoon) was given over to people journaling and reflecting.
One way some congregatons encourage people to write is by way of Advent and Lenten devotionals—either a devotional book(let) or, for some churches, on their website. With the facility of blog sites I can see a quick and easy way to create and encourage people to write Advent and Lenten devotions. Worth a try!
Your focus is on using writing in the classroom setting as a way to get people to think deeper. I that that is an effective and workable technique. I recently attended a colloquy for faculty where in several sessions we had to write down our reflections on a question (the questions were related to a concept and our experience and/or practice of the concept). Some we shared in small groups or dyads and some not. But this facilitated another dimension you allude to: given that most faculty are naturally introverted individuals it allowed for substantive participation by ALL in the room—not just those quick to speak (even if they really had little to say, or, as often happens, they were talking because they were “thinking out loud.” Which is very annoying to introverts—it’s like watching someone read while moving their lips. But, I rant….).
You also mention the importance of dialogical questions. I think that providing solid dialogical questions for a written response is critical for avoiding the technique from degenerating to the “workbook answer” level. Dialogical questions are not about getting and writing down “the right answer.”
Marty,
I think you offer a great suggestion. Israel deals with it from a learners point of view, and I would like to deal with it from the teachers point of view. If a teacher walks into a classroom knowing that he/she is going to ask the learners specific questions of which they will all answer, one would think that this would help to focus the teacher as well.
While I realize that I might be the only one who has ever lost focus while leading a dialog (us extroverts are known for this), I have attended enough classes of those who have gotten just as far off track to conclude that there are others. If, however, your suggestion is instituted, it might help to keep me on track b/c the lesson would have to focus on the question at hand and the teacher should strive to lead the students to interact with this.
I am teaching a large group of senior adults this Sunday. I might give this a try.
Great! One word of caution may be helpful. I think we sometimes try to implement change too quickly or drastically when our folks are not quite ready for it. It may be helpful to ease your class into this kind of experience with a brief experience of it. In others words, be careful not to over-intimidate the students with a overly-complicated writing assignment. It needs to be challenging but not over-bearing. Afterall, this will be their first experience with this approach and you want it to be a successful experience so that you can build on it. Also, from your point of view, don’t attempt to evaluate the experience too quickly. This takes time because it is relational.
That being said, however, I believe students are quicker to “get it,” are ready for and receptive to change, and understand things more than we give them credit for. I’m amazing at how cautious we are to implement changes in methodology because we don’t believe in our students, or because we are afraid of losing control. I would be up front with them and state that effective education requires dialogical approaches that encourage their thinking and sharing, and that as their teacher, you feel the responsibility to use a methodology that may be new to them, but that will be very meaningful–something like that. I would also make sure that I did some kind of dialogical approach each week–maybe not a writing assignment every week, but some form of dialogical learning that brings members together. Repetition and consistency is an important. Make sure you provide time for your class members to share their thoughts with others. After several weeks of trying this it would be helpful to ask class members how they are finding this methodology helpful. It helps fr class members to hear how others are valuing the new experience.
Good teaching methodology, I believe, is the key to effective classroom experiences and learning. But more so, your relationship with your students is even more important. If you know them well and they trust you, the door is open for this kind of teaching approach. There’s no question in my mind that dialogical learning is one of the best forms for educating in faith. It is my opinion that we need to provide time and ways for students to think–to question, explore, form opinions, and share with others. Learning occurs in the process, which is more important than the content.
And you know what happens when this kind of experience occurs? Class members begin getting to class on time. Members begin reading their lessons. Members begin building relationships with one another. All members of the class are engaged each session. Propsects are effectively integrated into the classroom experience, and those relationships are built. Members become excited about their class and are not ashamed to invite their friends. The teacher is free from carrying the guilt of being an expert on all subjects and a great lecturer, and begins focusing on being a facilitator of an effective learning environment. Simply stated, Sunday School (Bible study) becomes more meaningful and relevant.
OK, I’m beginning to rant! Let us know how it goes!