CED 512 Psychology of Religious Learning
Timothy W. Brock
Purposes in Learning
Introduction
The information discussed in this class session was derived from Part 4 Purposes in Learning in the textbook, How We Learn: A Christian Teacher’s Guide to Educational Psychology, by Issler and Habermas. Additional information will be provided by the professor.
Begin With The End in Mind
In his book, The Seven Habits of Highly Effective People, author Stephen Covey suggested the following visualization activity:
Imagine that you have walked into a church sanctuary. There are numerous people there and you recognize many of the people. There is a coffin at the front of the sanctuary, so you assume that you have walked into a funeral service. You move to the front of the sanctuary to pay your respects to the deceased. Peering into the casket, you see yourself as a much older person. You realize that you attending your own funeral.
Perplexed, you take a seat in the back of the worship room to watch the proceedings. The order of service indicates that three people will speak during the service: one of your family members, one of your close friends, and one of professional associates.
As you sit on the back row of sanctuary, attending your own funeral, what would you wish that each of these persons would say about you on this occasion?
Prior to class, take a moment to sit quietly and do this exercise.
Covey used this exercise as a way to encourage his readers to “begin with the end in mind.” In his approach, if we can clearly articulate the kind of family member, friend, and professional person that we hope to be…at the end of our life…then we can begin to take concrete steps toward becoming that type of person.
Covey is expanding the notion that, “if we shoot at nothing (or at everything), we will never hit the target, but we have a goal or a target (even if we don’t hit it) we have something to aim at.”
The material included in this section of the textbook is consistent with this assumption. In Christian education, if one has a clear understanding of the goal, i.e. personal transformation and maturity in relationship with God through Jesus Christ, then the Christian educator can design and facilitate specific processes and activities through which this goal can be reached.
Four Themes in Christian Maturity
In Chapter 10, “The Goal: Christian Maturity,” the authors described four themes associated with Christian maturity:
· Communion with God, the ultimate purpose, the core of vertical dimension faith in which God seeks to re-establish relationship with sinful people.
· Community, or pursuing love and unity within the Body of Christ that is the church.
· Character, or pursuing right living, focusing on lifestyle habits and conscience.
· Commission, or pursuing service in the Kingdom of God, as stewards of all the earth and as persons on mission through the use of spiritual gifts.
The relationship among these four themes was depicted in Figure 10.1 of the text.
· Based on your reading of the text, what is your reaction or response to these four common themes of Christian maturity?
· How would you illustrate each of these themes, practically? In other words, if a person was mature in each of these areas, what traits or activities would be displayed in their life?
· Would you omit any one of these themes? If so, why?
· Would you add any other themes to this mix? If so, why?
Moving Toward Christian Maturity Through Spiritual Disciplines
In the final section of Chapter 10, the authors suggested that “spiritual disciplines can be used to “shore up and strengthen particular areas of weakness of character.” Based on the work of Baptist pastor and writer Dallas Willard, the authors listed and classified a number of spiritual disciplines consistent with the four themes indentified in the first part of the chapter. These disciplines are listed in Table 10.1 on pages 181-182.
· Please review this listing of spiritual disciplines prior to class.
· In which spiritual disciplines listed in the text do you regularly participate? How do these disciplines nurture maturity in your faith?
· How do you feel about disciplines of abstinence? Of engagement?
· With which disciplines in this list are you familiar?
· With which disciplines in this list are you unfamiliar?
· Is there one discipline included in this list that you might like to use as a part of your own faith life? If so, which one(s) and why did you select this (these) discipline(s)?
Summary of the Text
In Chapter 11, “A Lifelong Call to Change,” the authors provided a good summary of the entire text in Table 11.1 on pages 189-190.
· Please review this chart prior to class and come prepared to ask any questions that you may have about the information contained in that section.
Application
On page 192, the authors included a chart (Table 11.2) designed to explain how the material included in the text might be practically apply to the task of teaching in the congregational context.
· Please review this chart prior to class and come prepared to ask any questions that you may have about the information contained in that section.
CED 512 Psychology of Religious Learning
Timothy W. Brock
Purposes in Learning
Introduction
The information discussed in this class session was derived from Part 4 Purposes in Learning in the textbook, How We Learn: A Christian Teacher’s Guide to Educational Psychology, by Issler and Habermas. Additional information will be provided by the professor.
Begin With The End in Mind
In his book, The Seven Habits of Highly Effective People, author Stephen Covey suggested the following visualization activity:
Imagine that you have walked into a church sanctuary. There are numerous people there and you recognize many of the people. There is a coffin at the front of the sanctuary, so you assume that you have walked into a funeral service. You move to the front of the sanctuary to pay your respects to the deceased. Peering into the casket, you see yourself as a much older person. You realize that you attending your own funeral.
Perplexed, you take a seat in the back of the worship room to watch the proceedings. The order of service indicates that three people will speak during the service: one of your family members, one of your close friends, and one of professional associates.
As you sit on the back row of sanctuary, attending your own funeral, what would you wish that each of these persons would say about you on this occasion?
Prior to class, take a moment to sit quietly and do this exercise.
Covey used this exercise as a way to encourage his readers to “begin with the end in mind.” In his approach, if we can clearly articulate the kind of family member, friend, and professional person that we hope to be…at the end of our life…then we can begin to take concrete steps toward becoming that type of person.
Covey is expanding the notion that, “if we shoot at nothing (or at everything), we will never hit the target, but we have a goal or a target (even if we don’t hit it) we have something to aim at.”
The material included in this section of the textbook is consistent with this assumption. In Christian education, if one has a clear understanding of the goal, i.e. personal transformation and maturity in relationship with God through Jesus Christ, then the Christian educator can design and facilitate specific processes and activities through which this goal can be reached.
Four Themes in Christian Maturity
In Chapter 10, “The Goal: Christian Maturity,” the authors described four themes associated with Christian maturity:
· Communion with God, the ultimate purpose, the core of vertical dimension faith in which God seeks to re-establish relationship with sinful people.
· Community, or pursuing love and unity within the Body of Christ that is the church.
· Character, or pursuing right living, focusing on lifestyle habits and conscience.
· Commission, or pursuing service in the Kingdom of God, as stewards of all the earth and as persons on mission through the use of spiritual gifts.
The relationship among these four themes was depicted in Figure 10.1 of the text.
· Based on your reading of the text, what is your reaction or response to these four common themes of Christian maturity?
· How would you illustrate each of these themes, practically? In other words, if a person was mature in each of these areas, what traits or activities would be displayed in their life?
· Would you omit any one of these themes? If so, why?
· Would you add any other themes to this mix? If so, why?
Moving Toward Christian Maturity Through Spiritual Disciplines
In the final section of Chapter 10, the authors suggested that “spiritual disciplines can be used to “shore up and strengthen particular areas of weakness of character.” Based on the work of Baptist pastor and writer Dallas Willard, the authors listed and classified a number of spiritual disciplines consistent with the four themes indentified in the first part of the chapter. These disciplines are listed in Table 10.1 on pages 181-182.
· Please review this listing of spiritual disciplines prior to class.
· In which spiritual disciplines listed in the text do you regularly participate? How do these disciplines nurture maturity in your faith?
· How do you feel about disciplines of abstinence? Of engagement?
· With which disciplines in this list are you familiar?
· With which disciplines in this list are you unfamiliar?
· Is there one discipline included in this list that you might like to use as a part of your own faith life? If so, which one(s) and why did you select this (these) discipline(s)?
Summary of the Text
In Chapter 11, “A Lifelong Call to Change,” the authors provided a good summary of the entire text in Table 11.1 on pages 189-190.
· Please review this chart prior to class and come prepared to ask any questions that you may have about the information contained in that section.
Application
On page 192, the authors included a chart (Table 11.2) designed to explain how the material included in the text might be practically apply to the task of teaching in the congregational context.
· Please review this chart prior to class and come prepared to ask any questions that you may have about the information contained in that section.