c1:2. a manual of theoogical curriculum development pt 2 web v

8/14/2019 C1:2. A Manual of Theoogical Curriculum Development Pt 2 WEB V

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Part 2: WEIGHING OUR LUGGAGE - Models to evaluate.

What is really needed(rather than is thought necessary)?

In the English language there is a subtle difference of emphasis between necessary and

needed. While necessary has the idea of some thing being indispensable or unavoidable,needed refers to a lackthat is felt or experienced by someperson(s). Thus Jesus had need of adonkey, but it was necessary for the Scriptures to be fulfilled. We should keep this distinction inmind as we ask ourselves: What do our students really need to prepare them for their futureministries?

CONTRASTING CURRICULUM MODELS

As we turn now to weighing our luggage - to evaluate all the subjects our curriculum has

been carrying to date - it will help to look first at two very different models of theological educationthat demonstrate a divergent range of concerns and priorities. The first presents a minimalapproachthat seeks only to introduce basic information to a generalclientele within a short time. The second, a

specialistapproach, is geared to fulfilling the aspirations of a particularstudent. As we shall see, bothmodels have their strengths, but, equally, each has its own particular limitations.

1. The Minimal Model: A three-day Briefing.

A small missionary society, operating on a slender budget, wanted to prepare its missionaries for evangelism in Muslim countries. Itcarefully vetted its candidates. Those selected attended a short training conference, conducted by a former missionary who provided

lectures on various subjects deemed appropriate. This briefing lasted three days.* When the time eventually came for the missionary

lecturer to retire, it was decided to ask him to record all his talks on video so that the preparation he offered at each briefing could be

carried on after he had gone.

One is left wondering whether such training left any opportunity for asking questions or for

the discussion of issues raised by the lecturers talks.

* By way of contrast, the four terms of missionary training given to the present writer amounted to over 46 weeks.

Both training experiences were offered in the same city in Britain to people going to work in the same institutionin the same foreign country in the same period! Approach varies, it seems, not according to the job to be done,

but rather according to the ethos of the sending agency.

DISCUSSION

What are the advantages of the minimal approach to training?

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----------------------------------------------------------------------------------------------------------------------------------------What are some of the disadvantages?

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Observation: Theological Curriculum is not about CONTENT only.

It is about ENQUIRY and INTER-ACTION also.


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2. The Specialist Consumer Model: Studying for a Doctorate.

The following advertisement appeared in an American theological journal:

DOCTOR OF MINISTRY:

World Christianity Track for Missionaries at -------------- SEMINARY

Provides Flexibility in Scheduling.

We also offer a separate track for pastors. M. Div. or equivalent required.

What does this suggest about the model of theological curriculum on offer here?

First, it suggests that we have entered the world of the racecourse. There is a stiff course

(called a track) to be followed by those taking part; Perhaps there is also an element of competition

hinted at - which participants will complete their track first? Certainly there are entrance hurdles to

be passed before the course can even be attempted (e.g. that essential M. Div.!). And no doubt some

form of academic training for the big event is probably advisable before attempting to write the

doctorate.

But are there not also some serious limitations?

Consider first the implied priorities of the advertisement. It appears to be concerned foremost

with the needs of those expected to take part. What this model provides is Flexibility in Scheduling.Might we not have first expected some indication of the fieldof studies to be covered by the course?

Instead we can only deduce the course subject from the labels attached: MinistryWorldChristianity. And which is the aspect most important to the prospective candidate? Undoubtedly it is

the doctorate! (DOCTOROFMINISTRY - printed as the heading in bold capitals!)

We note also that the composers of the advertisement also seem interested in certain internalcaste distinctions (missionaries versus pastors, and the hierarchy of Doctor of Ministry overMaster of Divinity). No indication is given, however, of the relevance of the track to the

contribution that their graduates might be expected to make to the world outside!

Lets reflect again on the implications of this approach:

DISCUSSION

Degrees are offered as evidence of a person having undertaken satisfactorily a particular

course of study. What are the advantages of such a system?

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What are the disadvantages? (There are other ways of learning!)

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So do the advantages outweigh the disadvantages?

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Observation: Theological Curriculum is not only about COURSES of STUDY.

It is also about PURPOSE and RELEVANCE.


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CATEGORIES of RELEVANCE

One way of looking at the relevancy of a course is to view it in terms of its Theological,

Spiritual, Practical, Evangelistic and Educational relevance.

Theologically we ask how a course informs the mind, not just to thinkaboutGod, but also toencourage such an understanding of Gods nature, actions, character, person and ways generally that

the student experiences and so truly knows God for him or herself.This leads to the second category, thespiritualdimension of what is being learned through the

course. Here the heartmust be warmed to increase a personal love for God, a devotion that can onlybe nurtured through the ministry of the Holy Spirit simply because this involves a spiritual dimension.

The third category involves the willand concerns practical obedience to Jesus as Lord. Thispracticallevel of curriculum relevancy is about training students as disciples of Jesus and is not to be

confused with meeting the expectations congregations may have concerning their ministers abilities

to perform this or that function in the life of the congregation the skills ofperformance.

A course may also be evaluated according to how relevant it is to the evangelistic mission of

the church. Does it equip people to witness to the gospel and ultimately makedisciples of the nations?This evangelistic dimension asks: will you be able as a result of this course to share the Gospelwithothers more effectively (as distinct fromserving the Church better)?

Finally there is an educationalrelevance that needs to be considered. Will this course equip

students to teach their congregations? Will they be able to expound Gods Word, bringing their hearersso in contact with God that they are compelled to respond to His call and will for their daily living -

rather than preach moral homilies, offer pious platitudes, deliver philosophical lectures, or simply

provide word and background studies of a text?

It is interesting to find a similar range of categories of relevancy in the Great Commission

given by Jesus to his disciples:

All authority in heaven and on earth has been given to me.Thereforego and make disciples of all nations [evangelistic],

baptising them[spiritual? practical?] in the name of the Father and of the Sonand of the Holy Spirit,

andteaching them [educational] to obey[practical] everything I have commanded you.And surely I am with you always[spiritual], to the every end of the age.

(Matthew 28:18-20 NIV)

EXERCISE

Construct a short curriculum for a group of your own choice that involves all five

categories of relevancy. For each category list two or three subjects from the

CLASSIFICATIONtable.

Theological: --------------------------------------------------------------------------------------------------------------------

Spiritual: ------------------------------------------------------------------------------------------------------------------------

Practical: -----------------------------------------------------------------------------------------------------------------------

Evangelistic: -------------------------------------------------------------------------------------------------------------------

Educational: -------------------------------------------------------------------------------------------------------------------


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Self-development ..

. . .CHRISTIAN ETHICS

Moral Theology.

. . .

Environmental Theology .

.

. .Social Theology

. . .EDUCATION

Study Methods .

. . .

Christian Education

. . .PASTORAL THEOLOGY

Shepherding the sheep (as individuals) .

. . .

Leading the church (as a body)

.

. .


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DEFINING CURRICULUM

Some may argue that our luggage contains things that are not strictly curriculum subjects

but are rather the more general concerns of a training programme: as such they may rightly appear

on oureducationalagenda, but not as part of any curriculum list.

During the conference that originated this paper, our family discussed this very point at home.

My 17-year-old son informed us that by the word curriculum was meant everything that went into a

particular subject taught at school. His mother responded: Thats not right; the school curriculum isthe list ofall subjects taught at your school. I then argued that Curriculum means all the activitiesthat go on in a school, including the various courses taught in the classroom. To resolve our family

argument we turned to Collins English Dictionary and read under curriculum the following

definitions:

1. A course of study in one subjectat school or college.2. A list ofall the courses of study offered by school or college.3. Any programme orplan of activities.

Apparently we were allcorrect in our family! Now perhapsyou should join in the discussion:

DISCUSSION

What difference does it make to our training programme if we think of curriculum in

terms of:Definition 1? ----------------------------------------------------------------------------------------------------------------

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Definition 2? -----------------------------------------------------------------------------------------------------------------

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Definition 3? ----------------------------------------------------------------------------------------------------------------

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Observation: Theological Curriculum is not only about THEOLOGY.

It is about TRAINING EXPERIENCES also.

Knowing or Doing?

The fundamental emphasis of many Western models of theological education is on knowing.

The over-riding question asked of its curricula is:

What is really necessary for the students to knowin order to complete this course and fulfilthe expectations that such an academic programme creates?

But what is the purpose of Theological Education? Once those who have been trained reach

graduation and all the trophies have been handed out, what will be the needs that these graduates haveto meet in their congregation in particular and in the community in general? How well will our three or

four year programme have prepared them for their work outside in the real world? The question nowbecomes:

What do the students need to be able to do in order to be able to fulfil their calling as ministers?


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TYPES OF LEARNING - Learning about LEARNING DOMAINS

This introduces us to the idea of different realms of learning. Since there are several kinds of

learning, it is useful to think of each kind as existing in a separate department or domain. The first two

we may call the cognitive (knowing) and functional (performing) domains.

Educational and training institutions will

vary in their emphasis regarding knowledge and

skills. Diagram 1 illustrates this difference. The

diagonal (arrowed) line indicates the proportion of

an institutions agenda or track given over to

INSTRUCTION (what to know) and theproportion dedicated to SKILLS (how to do).

In this diagram the (fictitious) Academic

College of Education (ACE) spends 85% of its

time providing instruction in various fields of

knowledge and 15% developing studentsskills.

On the other hand, the Basic Institute of

Technology (BIT) has two-thirds of its

programme taken up with training the students in

how to do the work that one day they will have tocarry out in the outside world. Only one third is

spent giving instruction in head knowledge.

At this point we again ask: What is our

business as theological educators? Are we simply

providing knowledge - packing information intothe heads of our students so that they may know

what truths, ideas and facts with which to fill

otherpeoples heads once they leave us?

Or should we be developingskills, so that our

graduates will be able to handle that knowledge,

apply it to the various situations they will meet,

and even research further information for themselves when necessary - knowledge that will be relevant

to theirparticular ministry?

DISCUSSION

List two major skills that future church leaders need to develop and suggest how these

might be developed in training.

1.-----------------------------------------------------------------------------------------------------------------------------------

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2.-----------------------------------------------------------------------------------------------------------------------------------

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< Functional Domain

SKILLS

what how

BIT proportion of

to to programmes

agenda(track)

KNOW DOACE

INSTRUCTION

Cognitive Domain >

ACE Institution: 85% Instruction in Knowledge15% Training in Skills

BIT Institution: 33% Instruction in Knowledge

67% Training in Skills

Diagram 1.


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Curriculum Manual

MINISTERIAL FORMATION

Increasingly today those who are

responsible for theological education are

becoming concerned with what has been

termed ministerial formation, that is,the spiritualdevelopment of those being

trained. Indeed often this is the area

where the students themselves experience

most disappointment after they arrive at

Seminary or Bible College. They come in

great anticipation of somehow finding a

spiritual oasis for their thirsty souls,

but find instead all the marks of the

world that they thought would be left

outside!

This has been the experience of the monkand hermit down the ages. Yet that does

not absolve us from being concerned with

the spiritual formation of our students

what is usually called the affectivedomain. This is the part of the training

that aims to affect the behaviour of thestudent as his / hercharacter is moulded

by close discipleship of Jesus and as

attitudes become more Christ-like.

We must seek to be agents of

change as we show our students how to minister to their people in such a way that the lives as well as

the faith of their congregations are radically altered to express Gods Kingdom values andcommitments.

It is here that good modelling demonstrated by teachers has the greatest influence. (See Prof.

Neil Fosters article in Appendix L.) But such modelling should be reinforced by activities found in the

curriculum.

So we now have three domains (See diagram 2): the cognitive domain of instruction, thefunctional domain ofskillacquisition. and the affective domain concerned with the spiritual formationof the student. Thus, as well as coming to know many things and learning how to do the work to which(s)he is called, the student reflects on how to be a man or woman of God.

Example of a learning objective in the affective domain:

I came to Seminary to become a pastor who cares about his peoples economic, social,political and religious problems.

(- Students response to the question: Why did you come to Seminary?)

These three educational domains each have their own appropriate mode of learning: formal

study (course materials, books and lectures) in the cognitive domain; informal modelling in theaffective domain; and non-formal practice and reflection (fieldwork)in thefunctionaldomain.

DISCUSSION

Which of these three domains is most neglected and why? ------------------------------------------------

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< Functional Domain Affective Domain >

SKILLS FORMATION

what how how

to to to

KNOW DO BE

INSTRUCTION

Cognitive Domain >

Diagram 2.

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Curriculum Manual

Note carefully: Doing here refersnot to obedience doing what wehave been told to do but rather to

practising certainskills, until we areable to do them. Obedience, on

the other hand, is learnt throughbeing, or becoming, more like

Christ, as attitudes are changed and

characteris (trans)formed.

The way Diagram 2 was

drawn might suggest an imbalance

needing to be corrected. This is

indeed the case. For further

reflection leads us to recognise that

a truly balanced theological

curriculum (in the widest sense of

the word) requires a fourth element

the dimension of understanding.

There is little point in knowingabout things whose purpose we do

not truly understand, and many

practical tasks, if they are to bedone effectively and with lasting

results, require an approach that is

also purposeful and wise.

So we may call this fourth

area of educational development the

sapiential (or prudential*) domain,a label coined to highlight the

discerning characteristic of this aspect of personal growth.

* Prudential and sapiential both come from Latin words meaning wise. Prudential is defined as: exercising goodjudgement; practical and careful in providing for the future, and derives from a Latin word meaning farsighted, acting

with foresight, surely such qualities that are much needed in the ministry of Gods people.

The Case of Apollos

Acts 18:24-28 shows Apollos as a preacher well instructed in Knowledge, developed in Skillsand well advanced in spiritual Formation, but lacking seriously in Wisdom. He was well informed(knowing), taught accurately and spoke eloquently (doing), but he needed the help of Priscilla and

Aquila to explain the Way of God more adequately ( understanding). Since eloquently in the Greek

can be translated also as full of Spiritual fervour, there is a strong case for also finding a referencehere to his spiritual character (his being).

All four domains are important in learning, whether in order to write a school essay or to

service a bicycle in the workshop, as has been pointed out by Roger Lewis, Professor of LearningDevelopmentat Humberside University. For in order to service a bicycle, he notes, I need to:

knowwhere to apply oil and which components to check;

have manualskills [doing], e.g. in adjusting brakes;

wantto do it, or at least accept the importance of maintaining the bicycle [which is to dowith attitude and so the formation of ones being];

understandwhy I am carrying out the various tasks [to do with purpose, design, and howthe various parts of the whole fit together].*

*in How to Write Essays,by R.Lewis, p. 7, Collins Educational, 1995

So what is really neededin theological education? Should not all four learning domains be catered for,especially where students train and live together in a college community.

LEARNING DOMAINS

of

THEOLOGICAL EDUCATION

< Functional Domain Affective Domain >

SKILLS FORMATION

what how how to

UNDER

to to to

- STAND

KNOW DO BE why

INSTRUCTION WISDOM

Cognitive Domain > < Sapiential Domain

Diagram 3

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Curriculum Manual

A PYRAMID MODEL of LEARNING

In a three-dimensional model, these four learning

domains would be best portrayed as the four sides of a

pyramid, with equal emphasis being placed on each

domain. All four are important for the support of the peak.

This pyramid model emphasises the essential nature of

each domain for the over-all development of anindividuals learning. Thus passing on knowledge by itself

produces only afaade of learning. Knowing needs to be backed by doing, being and understanding in equal

proportions for substantial learning to take place. If this

mutual support of each domain for the other three is

missing, sooner or later what is supposedly learnt is found

notto have been truly learnt, and the whole edifice of suchlearning crumbles.

Educational Objectives involved in the four Learning Domains

Within each learning domain many different educational objectives can be identified, each

particular to that domain. The verbs that might be used in stating these objectives when

constructing a course have been usefully charted as follows:

(-Roy B. Zuck, quoted in Expository Preaching: Principles & Practice, Haddon W. Robinson, p.111, IVP, 1986)

To confirm your understanding of the differences between the four domains try the following exercise:

DISCUSSION

Write four educational objectives using a verb from each of the domain boxes above:

K.----------------------------------------------------------------------------------------------------------------------------------

I. ----------------------------------------------------------------------------------------------------------------------------------

S. ----------------------------------------------------------------------------------------------------------------------------------

A. ----------------------------------------------------------------------------------------------------------------------------------

If the goal is:

then theverb

(or verbalphrase)

usedtodescribeanobjective

can be one ofthe following:

Insight

Select

Choose

Discern

Classify

Contrast

Separate

Evaluate

Compare

Discover

Examine

Reflect on

Think throughUnderstand

Comprehend

Discriminatebetween

Attitude

Plan

View

Desire toAppreciate

Be sensitive toSympathise

withBe convinced

ofCommit

yourself toHave

Skill

Use

Solve

Study

Apply

Assist inExplain

Produce

Practice

Interpret

Pray aboutInternalise

Experience

Communicate

Knowledge

List

State

Trace

Write

Know

Recite

Recall

Define

Identify

Describe

Delineate

Memorise

Recognise

Enumerate

Become awareof

Become

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Curriculum Manual

MODES of LEARNING

As educationally we have identified several fields (domains) of learning, equally we must beaware of several modes (or ways) of learning termedformal, non-formaland informal.

Formal learning takes place in an environment where grades, classes, examinations, writtenworkand otheracademic requirements are emphasised.

Non-formal learning is equally well organised, but the purposeful study combines fieldworkwith dialogue, evaluation and reflection, and emphasises the practical purposes of a course. Students

placed under local leaders as theirapprentices (e.g. curates in Anglican type churches) are learningnon-formally from their elders as they get the reactions of their more experienced colleagues to their

own stumbling efforts.

Informal learning occurs as a consequence of the ethos of the training institution, the qualityofcommunity life where students and staff can inter-act, the latter having the role ofmodels as well asmentors. Students learn from such mentors by absorbing their insights and whole approach toministry.

Different modes of learning can be used in any domain. The challenge for the teacher (andhis / her educational institution) is to use the appropriate mode(s) for each subject and to plan a

curriculum that not only covers themostrelevantsubjectsineachdomain, but also makes use ofa

variety ofmodes in each domain.

Try the next exercise with a colleague or group of colleagues. Brainstorming might be helpful as a preliminary

activity before selecting the examples that might prove mostsignificant for your programme of training.

DISCUSSION

Can you think of an informal way, and a non-formal way of teaching one subject (of

your own choice) in each domain?

Informal-------------------------------------------------------------------------------------------------------------------------

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Non-formal----------------------------------------------------------------------------------------------------------------------

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If learning does not end at graduation, or at the end of a course, in what ways (if any!)

does our curriculum encourage people to learn forthemselves (not necessarily the same

as learning by themselves)?

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The next section deals with levels of learning and advocates a policy ofSpiralLearning. It is

presented in diagrammatic form and concludes with two Discussion questionsl

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Degree

F.L. Ch.L. S.

Diploma

Certificate

Curriculum Manual

SPIRAL LEARNING

AN EDUCATIONAL PHILOSOPHY OF CURRICULUM DEVELOPMENT

How we might view the structure of our total programme of Theological Education.

AN EXAMPLE

Thirty Courses


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Curriculum Manual

PROFILE of desirable COMPETENCIES

Aims can be expressed in terms of what the student will be competent to do

or what attitudes he or she will be expected to have acquired once

the programme has been completed. Examples are listed below:

DISCUSSION

Take one group at a time and decide what levelof learning (Certificate, Diploma, Degree)

ought to be expected of each of the four competencies listed. Then write an example of one

appropriate educational/trainingobjective for each competency.Note: The dominant learning domain (s) are indicated in the L/H margin.

Group AK/U/D Expound clearly 20 major biblical doctrines as they relate to Gods plan of salvation.

U/D Know how to interpret the different genres of Scripture.

B Lead a life marked by personal holiness and devotion to God.U Know how to distinguish spiritual gifts from natural talents.

Group BU/D Know how to use their natural leadership styles in church life.

B A developing maturity in their walk with God and dealings with others.

B/U Show practical compassion for people in need.

K/U/D Apply significant lessons of church history to todays church life, service and witness.

Group CU/K Understand the problems and opportunities of local church life.

B Demonstrate the fruit of the Spirit in significant areas of their life.

U/B/D Appreciate their own strengths and weaknesses in ministry to others.

B Demonstrate integrity and consistent honesty in their personal dealings.Group D

B Demonstrate a servants heart in relationship to others.

U/D Know how to minister across-culture.

D/U Demonstrate conflict resolution skills in church and community life.

D/U/B/K Enable a congregation to worship God in spirit and in truth.

Group EB/U/K Act courageously in ways consistent with biblical values.

U Understand the cultural, social and moral issues in their contemporary situation.

B/D Exercise spiritual disciplines in daily life.

D/U Demonstrate developing skills of evangelism in the local churchs outreach.Group F

D/U Demonstrate management skills in a significant Christian ministry.

B Take effective initiative in enabling others to minister and grow.

D/U/B Demonstrate sound vision in the leadership of a Christian community or organization.

D/U/K Demonstrate equipping, recruiting and mentoring skills.

Group GD/U/K Exercise effective preaching and teaching skills.

B/U/D Demonstrate shepherding skills in a complex pastoral situation.

B Have a teachable spirit and an ongoing desire to grow in the things of the Spirit.

D/U Exercise communication and listening skills in congregational life.

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Curriculum Manual

CONSTRAINTS

Below are listed some constraints commonly experienced in Christian Institutions. Evaluate the

most pressing in your situation and add any further constraints that come to mind.

STUDENTS

Level of Education at entry (relevance of study methods and habits,knowledge)

Level of Commitment to study (motivation, distractions)

Commitment to Christ (personal relationship, dedication)

Powers of concentration (hence the relevance of: how many consecutiveclasses?)

Range of general abilities (learning, initiative, understanding)

Family situation / travelling in daily / other commitments (assignments)

Health: physical, mental and spiritual

Experience of community living and individual study

Reliability with books (care and return)

..

..

FACULTY

Availability (enough to cover all subjects / training exercises)

Time commitment (full-time, part-time, other commitments taking priority)

Experience and knowledge of the subject / field

Willingness to study further / a new area in order to cover a subject / fieldModeling (image presented to the students to imitate)

Level of care for students

Concern for maintenance of discipline

Degree of initiative in developing new ideas

Concern for appropriate educational methods used to teach subjects

..

..

..

TEACHING MATERIALS

Availability of text-booksAvailability of Library books (accessibility, gaps in certain areas)

Use of copying facilities (for what purpose?)

Journals for Faculty (for book reviews, new ideas)

....

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Curriculum Manual

DISCUSSION

List 10 COMPETENCIESthat you and your colleagues consider ESSENTIAL for the

work for which you are preparing your students. Add the appropriateLEARNING DOMAINSfor each

1. ----------------------------------------------------------------------------------------------------

2. ----------------------------------------------------------------------------------------------------

3. ----------------------------------------------------------------------------------------------------

4. ----------------------------------------------------------------------------------------------------

5. ----------------------------------------------------------------------------------------------------

6. ----------------------------------------------------------------------------------------------------

7. ----------------------------------------------------------------------------------------------------

8. ---------------------------------------------------------------------------------------------------

9. ----------------------------------------------------------------------------------------------------

10. ---------------------------------------------------------------------------------------------------

Thinking now of the CONSTRAINTS that apply to your programmes goals and thesituation in which you have to achieve those goals, can you create (and

describe below) someNON-TRADITIONAL kinds ofLEARNINGEXPERIENCESthat would enable you to develop the COMPETENCIESyou

have identified above? (These shouldnot include class-room and Librarywork.)

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c1:2. a manual of theoogical curriculum development pt 2 web v

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