Currently church messages are a one-way phenomenon. The church has largely focussed on 'what is taught' rather then 'the way it is taught'. A lot of effort has been put into having correct doctrine, but not enough on the ways and means to teach this effectively. We have focussed on communication of the message via a transmission model of learning, rather than a model based on a social-constructivist approach involving participation with the message. There are a number of problems with this.
From a learning theory perspective, the 'sage on the stage' method of teaching is one of the least effective ways to learn, as is memorisation or wrote learning. Both these practices still predominate in the church. Some still believe if we only cram enough bible versus into our children or congregation, then this will make them grow (or at least prevent them from leaving). This approach is based on a learning model that people learn like a sponge, or a jug which you fill up. The learning is removed from the context of the 'real world' and is a passive undertaking. In a typical meeting what the audience is learning is how to be a good audience, how to look like your listening, how to pay attention, how to keep the children quite.... we hope that something might get through, that the holy spirit might write the word in the hearts of the listener. The reality is that the church has become an event where mostly people are observers not active participants.
This model of learning is antiquated, is not pedagogically sound, and mostly results in a shallow learning experience. Bar a miracle, I doubt a lot happens in terms of internal or behavioural change in many church services. Unless their is an immediate opportunity to participate or do what is being preached it is just head knowledge... in one ear out the other.
What we need is a change of teaching methods to include those that promote deeper learning, richer understanding, and promote meaningful and transformative learning. Pedagogical approaches that are constructivist in nature, and engage the congregation in making personal connections with each other and the learning material with opportunities for putting it into practice are vital. A key to this social-constructivist approach to learning is the understanding that learning is powerful when it is actively created in the mind of the learner through conversation and interaction with others. The learner has to 'do something with what is learnt'. This could involve the congregation linking a concept to a current situation, comparing its differences or similarities to others, debating its importance, discussing exceptions to the rule, finding ways to appropriately apply and circumstances where it would be inappropriate to apply etc etc etc. Unless they are asked to do something with what is being taught they haven't really learnt anything. It is also preferably that their involvement involves discussion with someone nearby or a small group as there are manifest benefits such as: opportunity to build relationships, explore multiple perspectives, discuss in greater depth, ask and and answer questions etc.
10 Ideas on how to use a social constructivist approach in church.
1. Use twitter to collect questions during the service. Answer a selection of questions posted.
2. Have a short 5 minute recess for people to discuss and then post a twitter question from the group.
3. Ask a number of open ended questions and then get the congregation to form small groups to discuss, post nature of discussion on twitter and highlight interesting comments.
4. Post up a #yourchurch on the powerpoint so that people can discuss the sermon in real time.
5. Start the message with several different propositions - get members to stand depending on which proposition they agree with most. At the end see how many have changed their position? Ask them why or why not?
6. Ask random people who came to church to come up... then ask them what the message was about last week, also ask them how it has changed their life or actions this week?
7. Survey the church on key issues, then resurvey after a series and measure any impact via behavioural change. (Why behavioural... because it is the only way to validate a change in belief). Obviously this needs to be anonymous, and pick up people who have attended through the series.
8. Use volunteers to re-enact a story on stage.
9. Do a short quiz and get people to self-mark or self evaluate their own values or behaviours, and discuss this with someone nearbye.
10. Use learner response devices to get feedback from the congregation, with some interesting key questions... even before then after questions, predictive questions et al.
Use of a digital learning platform for church bible college, or training.
The use of online learning is rapidly expanding across the world, and there are manifest opportunities for rich learning through this rather than just posting curriculum to be devoured.
Modern online learning platforms provide a number of tools to bring about a social-constructivist learning experience such as.
1. Posting text, video, photos, animations and simulations
2. Allow people to do quizes - which feeds into the next learning session as a teacher can ascertain areas that people are unclear on and focus on this more than just covering more content.
3. Allow people to post questions (and answer each others questions) which promotes a rich and inclusive learning experience.
4. Personalisation can be achieved as learners can progress at their own pace, and can have access to a wider variety of learning material through links and optional tasks.
5. Assessment can be automated so that teachers can focus on creating better content and delivering better teaching strategies.
6. Learners and teachers can post interesting material on blogs within the learning environment.
So why not?
I think some of the reasons churches have not adopted modern learning approaches are as follows.
* Ignorance and inexperience- the church is largely unaware of and lacks experience or further education in the area of teaching and learning. The church can not then see the many benefits from such approaches.
* Fear - moving away from a top down, sage on the stage approach is a threat for some ministers as it reduces their control over their congregations and may diminish some ego's. It raises concerns about what might be discussed in church and how this should be managed? Also churches tend to be risk averse, which means that opportunities that challenge the status quo are overlooked or summarily dismissed.
* Time and Cost - it takes time and money to learn or adopt new approaches and more so to do them well.
*Tradition- many church practices are inherited from generation to generation with little evaluation as to their origin or effectiveness. Sometimes practices are justified as they were evident in the New Testament, even though the bible does not command a particular approach. (I.e. because Jesus preached from a boat... if we missed the point then we then follow this practice thinking it to be an approach modelled for us to follow).
*Lack of particular leadership qualities- leadership is a variegated phenomena. The church tends to be populated with leaders that are cautious and conservative who tend to select people with similar values and qualities when appointing new leaders.
So where to next?
The church (corporate) desperately needs to adjust itself away from a transmission only model of learning to one that includes social-constructivist approaches.
The church needs to focus equally on how to teach as well as what to teach.
The church needs to draw from other expertise in spheres of knowledge outside its own leaders experiences to enrich its own practices.... i.e. universities, schools, business, military.
The church should focus more on learning and less on teaching. i.e. "Are people learning effectively" rather than "Are we teaching effectively?"
The church should also focus on creating better learners, people who have the motivation, will and expertise to learn for themselves.
