CED 521 Psychology of Religious Learning
Timothy W. Brock
Christian Formation and Spiritual Development
Introduction
The information shared in this lecture and discuss is derived from the textbook, Keeping In Touch: Christian Formation and Teaching, by Carol F. Krau. The professor and selected members of the class will provide additional information, as appropriate.
Chapter 1--Teaching as Incarnation
In this chapter, the author argued that the teaching ministry of the church is much broader than conveying information and knowledge to the members of the congregation. She stated that the mission of the church and the purpose of teaching in the congregational context is transformation: transformation of the individual, transformation of the congregation, and transformation of the world through the Gospel. She stated that we should “live as disciples of Jesus Christ so that our relationships and our world are transformed by God’s Spirit.” (page 18)
Frau also indicated that, we are to seriously embrace this mission and this purpose, the ways in which we approach the task of teaching in the congregational context must shift. In the chart on page 21, she highlighted a few of these shifts.
|
Contemporary Shifts in Teaching and Learning
|
|
Moving From…
|
Moving To…
|
|
Programming/Schooling/Activity Model
|
Christian Formation Model
|
|
Training People
|
Learning Together
|
|
Teaching as Instruction/Information
|
Teaching for Transformation
|
|
Focusing on the Institution
|
Focusing on Living as God’s People
|
|
One Size Fits All
|
Building a Shared Vision Locally
|
|
Focusing on the Parts
|
Focusing on the Whole
|
Be prepared to discuss these shifts in class discussion.
The author then suggested five critical processes to be undertaken by congregations who embraced this mission and this purpose. Based on the metaphor of “keeping in touch,” Frau listed and explained these processes in Chapters 2-6 of the text.
Chapter 2--Keeping in Touch with God
Krau argued that teachers and leaders should be intentional in their own relationship with God (that is, with their own spiritual formation). Writing from a Methodist perspective, Krau suggested that teachers and leaders should use any number of spiritual disciplines (as a “means of grace”) to enrich our relationship with God.
My definition of a spiritual discipline is “any activity that opens our hearts and lives to God.” What is your definition?
Krau listed the following disciplines:
· Prayer. What did you learn about prayer in this section of the material?
· Studying the Scripture. Have you ever practiced lectio divina? If so, what was that experience like for you?
· Worship (especially participating in communion.
· All Forms of Fasting. Have you fasted from food and drink for an extended period of time? From what other things might you fast in order to strengthen your dependence on God?
· Christian “Conferencing.” Have you ever participated in a small group or an accountability group through which you hoped to enrich your relationship with God? If so, what was that experience like for you?
· Acts of Mercy. Specifically, how does your relationship with God find practical expression in the world?
In preparation for class discussion, consider the following questions:
· In response to the information included in this chapter, what one specific spiritual discipline might you add to your life in order to enrich your relationship with God?
· As a congregational educator, how will you work to enrich the relationship between your church’s teachers and God?
Chapter 3—Keeping in Touch with God’s People
In this chapter, Krau developed the idea that we must celebrate the diversity of the people whom we are called to teach and must do everything in our power to get to know these folks at increasing deeper levels. To this end, she suggested that teachers might use:
· Personality Types, such as the Myers Briggs Type Indicator, and
· Spiritual Types, as described by Holmes and Ware (pages 49-51 of the text).
She also argued that teachers in the congregational context should develop skills in listening to the people with whom we work and might engage members of the congregation in mentoring relationship (spiritual friendships).
In preparation for class discussion, consider the following questions:
· Have you used personality types or spiritual types as a means to “keep in touch” with the folks whom you teach? If so, how did you use these assessments?
· On a scale of 1 (very poor) to 10 (excellent), how good of a listener are you? How might you improve your listening skills?
· Have you ever participated in a mentoring (or spiritual friends) relationship? What was that experience like for you?
Chapter 4—Keeping in Touch with Your Experience
In this chapter, Krau developed the idea that theological reflection on life experience is a critical aspect of the teaching ministry of the church. In exploring this idea, she indicated that the teacher must understand his or her context and must be aware of the sources of authority in his or her faith.
In preparation for class discussion, consider the following questions:
· How does your understanding of the cultural and social context of your congregation inform the way that you teach in the church?
· In this chapter, Frau described four sources of authority in faith: scripture, tradition, experience, and reason. How do you mix these four sources of authority in your faith life, that is, what percentages would you assign to each of the sources?
Chapter 5—Keeping in Touch with the World
In this chapter, Krau explored Jesus’ call to us to be “the light of the world.” Based on the idea that the mission of the church is to share the gospel of Jesus Christ with whomever we come in contact,” Krau suggested a number of strategies for us to serve humanity and protect the natural world. Again, growing from her background as a Methodist educator, Krau suggested that we, as teachers in the congregational context, participate in small groups built around the theme of accountability. These groups will help us to live a disciplined life around individual dimensions of faith (works of piety--acts of devotion, prayer, Bible study, and fasting; and works of compassion—response to human needs around the world) and corporate aspect of faith (acts of worship--participation in the ministry of word and sacrament; and acts of justice—working together to change the systems, policies, and structures that maintain inequities and injustice between people).
See the diagram on page 79 for a visual representation of this approach.
· In what acts of piety and works of compassion do you regularly participate? How do these activities help you to stay in touch with the world?
· In what acts of worship and justice do you and/or your congregation regularly participate? How do these activities help you and your congregation stay in touch with the world?
Chapter 6—Keeping in Touch with Teaching
Krau began this chapter with an assumption: she stated that “teaching is a means of grace” (i.e. teaching is a sacrament that (can) convey grace from God to the student…in this case, through the activities of the teacher).
She further stated that teaching is:
· a dynamic process (building on the past, interpreting the present, and imagining the future),
· an interactive process (bringing together a diversity of people, with many different needs and many different beliefs to learn together), and
· a process that uses a variety of different methodologies (including conversation, storytelling, team learning, creative arts, and additional resources).
She ends this chapter with a blessing and a challenge to those of us who teach in the congregational context.
· In your own words, describe your understanding of “teaching as a means of grace.”
· Krau suggested a number of methodologies that could be used to facilitate teaching in the congregational context. Select one of the methods listed and speculate on how you might use that method to teach in your congregation.
CED 521 Psychology of Religious Learning
Timothy W. Brock
Christian Formation and Spiritual Development
Introduction
The information shared in this lecture and discuss is derived from the textbook, Keeping In Touch: Christian Formation and Teaching, by Carol F. Krau. The professor and selected members of the class will provide additional information, as appropriate.
Chapter 1--Teaching as Incarnation
In this chapter, the author argued that the teaching ministry of the church is much broader than conveying information and knowledge to the members of the congregation. She stated that the mission of the church and the purpose of teaching in the congregational context is transformation: transformation of the individual, transformation of the congregation, and transformation of the world through the Gospel. She stated that we should “live as disciples of Jesus Christ so that our relationships and our world are transformed by God’s Spirit.” (page 18)
Frau also indicated that, we are to seriously embrace this mission and this purpose, the ways in which we approach the task of teaching in the congregational context must shift. In the chart on page 21, she highlighted a few of these shifts.
|
Contemporary Shifts in Teaching and Learning
|
|
Moving From…
|
Moving To…
|
|
Programming/Schooling/Activity Model
|
Christian Formation Model
|
|
Training People
|
Learning Together
|
|
Teaching as Instruction/Information
|
Teaching for Transformation
|
|
Focusing on the Institution
|
Focusing on Living as God’s People
|
|
One Size Fits All
|
Building a Shared Vision Locally
|
|
Focusing on the Parts
|
Focusing on the Whole
|
Be prepared to discuss these shifts in class discussion.
The author then suggested five critical processes to be undertaken by congregations who embraced this mission and this purpose. Based on the metaphor of “keeping in touch,” Frau listed and explained these processes in Chapters 2-6 of the text.
Chapter 2--Keeping in Touch with God
Krau argued that teachers and leaders should be intentional in their own relationship with God (that is, with their own spiritual formation). Writing from a Methodist perspective, Krau suggested that teachers and leaders should use any number of spiritual disciplines (as a “means of grace”) to enrich our relationship with God.
My definition of a spiritual discipline is “any activity that opens our hearts and lives to God.” What is your definition?
Krau listed the following disciplines:
· Prayer. What did you learn about prayer in this section of the material?
· Studying the Scripture. Have you ever practiced lectio divina? If so, what was that experience like for you?
· Worship (especially participating in communion.
· All Forms of Fasting. Have you fasted from food and drink for an extended period of time? From what other things might you fast in order to strengthen your dependence on God?
· Christian “Conferencing.” Have you ever participated in a small group or an accountability group through which you hoped to enrich your relationship with God? If so, what was that experience like for you?
· Acts of Mercy. Specifically, how does your relationship with God find practical expression in the world?
In preparation for class discussion, consider the following questions:
· In response to the information included in this chapter, what one specific spiritual discipline might you add to your life in order to enrich your relationship with God?
· As a congregational educator, how will you work to enrich the relationship between your church’s teachers and God?
Chapter 3—Keeping in Touch with God’s People
In this chapter, Krau developed the idea that we must celebrate the diversity of the people whom we are called to teach and must do everything in our power to get to know these folks at increasing deeper levels. To this end, she suggested that teachers might use:
· Personality Types, such as the Myers Briggs Type Indicator, and
· Spiritual Types, as described by Holmes and Ware (pages 49-51 of the text).
She also argued that teachers in the congregational context should develop skills in listening to the people with whom we work and might engage members of the congregation in mentoring relationship (spiritual friendships).
In preparation for class discussion, consider the following questions:
· Have you used personality types or spiritual types as a means to “keep in touch” with the folks whom you teach? If so, how did you use these assessments?
· On a scale of 1 (very poor) to 10 (excellent), how good of a listener are you? How might you improve your listening skills?
· Have you ever participated in a mentoring (or spiritual friends) relationship? What was that experience like for you?
Chapter 4—Keeping in Touch with Your Experience
In this chapter, Krau developed the idea that theological reflection on life experience is a critical aspect of the teaching ministry of the church. In exploring this idea, she indicated that the teacher must understand his or her context and must be aware of the sources of authority in his or her faith.
In preparation for class discussion, consider the following questions:
· How does your understanding of the cultural and social context of your congregation inform the way that you teach in the church?
· In this chapter, Frau described four sources of authority in faith: scripture, tradition, experience, and reason. How do you mix these four sources of authority in your faith life, that is, what percentages would you assign to each of the sources?
Chapter 5—Keeping in Touch with the World
In this chapter, Krau explored Jesus’ call to us to be “the light of the world.” Based on the idea that the mission of the church is to share the gospel of Jesus Christ with whomever we come in contact,” Krau suggested a number of strategies for us to serve humanity and protect the natural world. Again, growing from her background as a Methodist educator, Krau suggested that we, as teachers in the congregational context, participate in small groups built around the theme of accountability. These groups will help us to live a disciplined life around individual dimensions of faith (works of piety--acts of devotion, prayer, Bible study, and fasting; and works of compassion—response to human needs around the world) and corporate aspect of faith (acts of worship--participation in the ministry of word and sacrament; and acts of justice—working together to change the systems, policies, and structures that maintain inequities and injustice between people).
See the diagram on page 79 for a visual representation of this approach.
· In what acts of piety and works of compassion do you regularly participate? How do these activities help you to stay in touch with the world?
· In what acts of worship and justice do you and/or your congregation regularly participate? How do these activities help you and your congregation stay in touch with the world?
Chapter 6—Keeping in Touch with Teaching
Krau began this chapter with an assumption: she stated that “teaching is a means of grace” (i.e. teaching is a sacrament that (can) convey grace from God to the student…in this case, through the activities of the teacher).
She further stated that teaching is:
· a dynamic process (building on the past, interpreting the present, and imagining the future),
· an interactive process (bringing together a diversity of people, with many different needs and many different beliefs to learn together), and
· a process that uses a variety of different methodologies (including conversation, storytelling, team learning, creative arts, and additional resources).
She ends this chapter with a blessing and a challenge to those of us who teach in the congregational context.
· In your own words, describe your understanding of “teaching as a means of grace.”
· Krau suggested a number of methodologies that could be used to facilitate teaching in the congregational context. Select one of the methods listed and speculate on how you might use that method to teach in your congregation.