by drMSBsr

 ADULT LEARNING?

You may be asking:

1. “Why do we need a local Church “Bible & Ministries” Study programme or Institute? You could be grappling with good church growth but also with a shortage of trained Christian workers?

In brief, we could answer this question with  a few obvious or self-evident questions …

1st. “Why do we want our educational approach to encourage the development of “critical-thinking” or even more preferably to develop imaginative or innovative thinking?

2nd. Modern educators, committed to lecturing, could ask themselves: “Why was the majority of the Bible written as literature, prose, poems, biographies, histories and letters focused on problem solving – rather than around topical lists and lecture outlines or systematic or dogmatic summarizations?”

3rd. To further explain “why” we are encouraging a “less travelled road,” to educate our churches leaders and Christian workers, we should point-out that the facts are clear, that ‘traditional education’ is far more oriented toward presenting, arguing or even-dumping content than anything else.

We are convinced that the “lecture-style,(though having some useful role, in introductions or context backdrops to a discussion,) are primarily encouraging docility in learning. We encourage you to reconsider your preferred form of learning. Choose, rather, a form of education that encourages men and women to learn to think.

Training congregational leadership calls for developing teacher-leaders prepared to ask what their students truly need. Acts 9:27-28. Barnabus – the respected “encourager,” was pro-active, anticipatory, collaborative and he took the “long view” of encountering those he was trying to develop. Barnabus understood the power of modelling truth.

THE “MASTER TEACHER’S” METHODS:

(A.) There is a genuine need for the modern church to apply the “Master-Teacher” motif ( Please consider the following from Matthew 5:1-2, 7:28,29; 8:27; 11:20, 25-30; 13:9-17; 15:10-20). This teaching-learning method was clearly used by Jesus amongst His disciples and others. We suggest there is great effectiveness in education focused on teaching through discussion (even simple Q&A ?) times. Regretfully, many fear, or otherwise avoid, the more abstract conversations that allow the students to share their questions and concerns.

(B.) Many educators see discussion as wasting time on “unimportant” thoughts or even thoughts that may be ‘dangerous.’ The (so-called) ‘Socratic’ question – the question without a self-evident or obvious answer teaches thinking and thoughtfulness. The question that is investigative or inductive has real use in Bible study groups and though it may not always be conclusive, it has serious value in the long run.

(C.) There is the approach that I will call the “Preceptorial” or rather the method of “Identifying the precept” or “identifying the axiom”:

1. Reading or listening to the Scripture Text/s in their context. Come prepared to share.

2. Comparing related Scriptures, asking their overlapping meanings. Find consensus in the Scriptures.

3. Reflecting or sharing with one another in the group.

4. Hashing-it-out by listening: agreeing or disagreeing with each other.

5. Working together cooperatively to refine the matter and clarifying our understandings.

This type of study does not require a lecturer to have full / complicated lecture notes, or even a slavishness to a textbook. In every case, it is commitment to prepare one’s mind by listening: maybe using a recommended audio file (preparing at home or in the car – at an earlier time). Preparation can also include reading an article but always looking at a set of relevant Scriptures to compare them.

Then, by comparing Scripture with Scripture” (1 Corinthians 2:10-13) and sharing with each other’s Biblical research — the Christian “student” allows this Spiritual comparison process to find submission to the Spirit of God’s own illumination. In this process, the mind is formed or opened to the the Spirit’s own involvement with the individual and the group as they collectively benefit by being a part of this collaborative spiritual process.

Coming with your own thought written-out may make sharing your understandings or your thoughts more useful to others. 2 Corinthians 3 or rather the conversations focused on intentional precepts leading to discovering true Truth add to building-up one another.

SPIRITUAL LIBERTY This simple, but truly Holy Spirit influenced, cognitive learning yields results in the competency, in the spiritual liberty versus a dominant teacher style. No pharisaical legalism or to be kinder, in a “Traditional Church” style of dominate and authoritative lecturing, the goals are “rote learning” or mechanical determinative cloning. The reality of learning that is unnecessarily focused on academic disambiguation (in our mother tongue or in the languages of the Scriptures) when accomplished at the expense of context, leads to a negative or skewed interpretation of the Scriptures. The New Testament’s expected freedom and ‘self-empowerment’ is vital if we want leaders who trust the Word of God rather than thoughtlessly be found following a ‘cloned’ or ‘forced’ theological formalism.

If we are to be Biblical Christians than we must be equipped to study, serve and secure the New Covenant message of the Word of God. (1 Timothy 1:5-11) Many sound educational (pedagogical) studies have established that the best forms of “Adult Learning” are identified as those: (i.) Where the learning is unending or continuous. Where the learner is (ii.) anticipating or critical. Where the learner is (iii.) participating or collaborative. Where the learning is (iv.) pro-active or experiential.

HUMBLE TEACHERS: Educational “outcomes” (or results) call for genuine goals for “Adult Learning” that encourages inductive inquiry and the ability to continue to grow or remain humble and tentative. There is a need for leaders that can spiritually, emotionally and practically delegate. Such a high approach to delegation stands on revealed true Truth of the Scriptures and the use of progressive and immaginative planning and where all those involved are mature enough to accept tension in such “team-learning” situations.

There is a need for leaders able to motivate through practical modeling. The need is for teachers committed to enhance others and who are commitment to listening and willing to develop new, more practically applicable, skills or service to God. Both, in teaching and learning, we are focusing on His will from His Word alone.

BIBLICAL GOALS: Truth is meant to be understood due to listening, comprehending and remaining open to various contexts and an array of applications. Truth tests, Truth improves possibilities and Truth remains tentative, at least until the tensions of learning are resolved Biblically.

2 Timothy 2:1-9. 1 “Thou therefore, my son, be strong in the grace that is in Christ Jesus. 2 And the things that thou hast heard of me amongst many witnesses, the same commit thou to faithful men, who shall be able to teach others also. 3 Thou therefore endure hardness, as a good soldier of Jesus Christ. 4 No man that warreth entangleth himself with the affairs of this life; that he may please him who hath chosen him to be a soldier. 5 And if a man also strive for masteries, yet is he not crowned, except he strive lawfully. 6 The husbandman that laboureth must be first partaker of the fruits. 7 Consider what I say; and the Lord give thee understanding in all things. 8 Remember that Jesus Christ of the seed of David was raised from the dead according to my gospel: 9 Wherein I suffer trouble, as an evil doer, even unto bonds; but the word of God is not bound.”

The best Biblical examples and techniques for both teaching and learning include both teacher and student being open and personally involved through ‘genuine communication.’

Factual, yes, but more than facts, or even theological treatises or theoretical study, but all involved must also be involved in assessing: (i.) why, and (ii.) how truth was /is revealed in Scripture. Education by objectives (or outcomes) must still make room for critical, questioning, inquiring, and dialogue based discussion.

BIBLICAL EDUCATION – in fact all truly good education attends to the real life-problems being presented! Good education looks for truth-based promises, principles and solutions.

Why Socratic learning? One reason for using this “Master-Teacher” motif is that it allows for veiling the all too obvious or simplistic answers and this, then, encourages deeper investigation and stronger learning for adults. As conservative & Biblically focused churches the Socratic (or Master-Teacher) study method’s support our focus on fundamental Biblical truth. The use of meaningful questions leads the learner to think inductively or in a sound Biblically exegetical direction. This approach to learning has the added value of being participatory in nature.

So, the more transparent approach to teaching and learning supports our commitment to discovering a Biblical evaluation of life. True Truth is Scripture understood in its context (or self-evident intention) and is understood in the light of our responsibility or our personal choices and the consequences. Many of us are convinced that the best methods for teaching God’s Word for adults and for addressing the genuine social environment of today’s ‘adult learner,’ should be learning that is focused on:

(i.) Clarifying issues or ideas.

(ii.) Discussing foundational uses (or applications) of Biblical Truth within the context or obvious intention of the Scripture itself.

SIMPLE TECHNIQUES: simple techniques possible to increase effectiveness.

2 Corinthians 10:3 “For though we walk in the flesh, we do not war after the flesh: 4 (For the weapons of our warfare are not carnal, but mighty through God to the pulling down of strong holds;) 5 Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ.”

We, then, are committed to the idea of training leadership by refusing simple answers and by encouraging our students to look for the deeper fundamental principles or secondary levels applicable to their faith and life then we are allowing them to learn and our gracious guidance takes on even more value to them. This approach to teaching and learning looks for the story behind the story – by exploration – by comparison and by prayerful submission into the underlying reasons and motives.

Learning to think through the “key words” of Scripture often unlock many of the principles that govern or have governed the development of spiritual growth. We want our adult learners to consider how people choose or might act in light of the truth. We encourage discussion regarding any injurious and/or any positive side-effects. Adult learners need to consider as many alternatives as the Scripture allow.

This “re-think” on teaching and learning is not flashy, but it fits the Scripture, the Spirit and the believers – “like a glove.” The Teacher or rather “facilitator” if not just asking questions to sound clever—you’re doing battle with pride, excuses, and half-truths. The “Socratic Method” forces our thoughts into the open: “Why do you do that?” “What happens when you don’t?”

If someone is justifying anger or greed, we don’t preach “down their throat” or attempt to shame or embarrass them, rather we—ask: “What thought’s are ‘running the show’? We—ask: “Where did our attitudes and ideas come from?” We—ask: “What if you let Christ take it?” Rather than using most of our time for a lecture, just as a question or two or three. When they answer sincerely, when they support it with Scripture accurately understood, they’re not debating; they’re surrendering to it. That’s true learning—heart-captivity. “…bringing into captivity every thought to the obedience of Christ.”

(drMSBsr — 3, February 2026 … revised)

-=======================================================

AN OVERVIEW OF THE CENTURIES WITH KEY LESSONS LEARNED THROUGHOUT HISTORY.