While learning is a natural innate human ability, becoming a good learner is not. In whatever context of learning, whether in a graduate studies classroom, university, or Sunday school class effective teachers understand that part of their job is to help students become good learners. Researcher William Perry has identified nine stages of a student’s development. He grouped these stages into four substages.

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Some things should be obvious, but often we require someone to point out the obvious to us. A man walks into a doctor’s office. He has a cucumber up his nose, a carrot in his left ear and a banana in his right ear.

“What’s the matter with me?” He asked.

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Every once in a while I get a chance to visit congregations with large Sunday School or Sunday morning Bible classes. Some of these classes have over 100 persons in regular attendance. While that may seem like a sign of success to some, others see those large classes as something to be wary of. Large Sunday School classes were, for a previous generation, both a goal and a measure of success. But even with the more contemporary emphasis on small groups (with 20 people in a group considered already too large) there remain pockets where bigger is better despite everything we know about how large teacher-focused classes are pedagogically ineffective.

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The “new middle age” is said to now start at 65. That’s good news for those of us this side of 50. It can portend that the best is yet to be. S. M. Hutchins, in Touchstone (June 2008) writes:

I have a hard time not laughing at 25-year-olds who are under the impression that they know enough to have become disillusioned and cynical—who mope around quoting Sartisms to whomever is unfortunate enough to be in listening range. This sort of person has been the butt of a good amount of humor over the years, and rightly so.

It doesn’t take much reflection, however, to see that the 80-year-old who thinks age gives him the right to the same attitude is in exactlyi the same boat.

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Bowen Family Systems Theory (BFST), provides what any good theory does, namely, a rigorous, tested frame of reference for interpreting observable phenomenon. It offers a language for categorizing objects and naming dynamics, and it explain what was formerly unexplainable. Theories help us move from naive explanations toward more spohisticated and nuanced explications. Because theories identify patterns and establish principles and rules related to phenomenon they can also be handy resources for prediction.

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Learning to take responsibility for our own feelings can be hard work. Our culture certainly doesn’t help given its propensity for encouraging a “victim” mentality. People seem to “take offense” readily at just about anything. And too many encourage that by acquiescing to that weak stance rather than challenge it. I remember a pastoral counseling session with a young lady who would respond to my observational and interpretive comments by saying, “You hurt my feelings when you say that.” When she said it the third time I responded, “I’m not responsible for your feelings.” She stopped using that phrase (one she’d learned to use in her family) and started listening differently after that.

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I recently heard a speaker say that “…everything and everywhere is a classroom and therefore an educational setting….” While the hyperbole makes its point, the use of the term “classroom” posits a danger for misunderstanding. My concern is that, while I agree with the sentiment, there is risk in using a classroom as a metaphor for anything other than . . . well, a classroom.

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Over the past several months I’ve talked with various church staff about some money issues. One interesting aspect of these conversations is how they parallel. All of them involved a variation on: (1) a church member wanting to give money to, or fund, the staff person’s ministry area, (2) the offer of a personal gift of money to the staff member in appreciation, and (3) observations or questions about how different staff persons in the same church handle these situations.

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