Pedagogy

A Christian psychology, pedagogy, and anthropology

"In 1893 Lemkes writes a letter to Abraham Kuyper, requesting that Dr. Kuyper take up the challenge of writing a study of Christian psychology, particularly with the purpose of articulating a Christian anthropology (or doctrine of the human person) as it relates to questions of pedagogy, or educational method and philosophy." - Acton

215 reads

Mistakes Bible Teachers Make: Application Problems, Part 2

Read Part 1.

Why did God choose to use preaching and teaching in the life of the church? Having given us the Scriptures, why did He not simply command us to read them together? After all, the only words uttered in a church gathering that are guaranteed to be perfect every time are those read straight from Holy Writ.

The answer has multiple parts. For one, preaching and teaching ministry is—like all other ministries in the church—an opportunity to be part of what God is doing among His people. For another, the ministry of the Word communicates what is written through the vehicle of a person and a life. He is speaking in the context of that life and also in the context of his relationship to his hearers.

But one huge reason we preach and teach rather than simply read Scripture is application. God’s people are edified by the connections we teachers help them make between what is written and the choices they face in life every day.

1149 reads

Mistakes Bible Teachers Make - Ineffective Questions

Teaching the Bible in a relatively small, somewhat informal setting provides unique advantages and blessing for both students and teachers. The spontaneity and interaction can often turn the class into a collaborative effort to edify and encourage one another, and no matter how high his level of expertise, the teacher is often edified as much as anyone else.

But there are many ways to reduce the effectiveness of this teaching format. Well-intentioned teachers can easily discourage participation, focus, and thoughtful engagement—in some cases to the point that everyone is discouraged and frustrated rather than built-up and refueled.

We’ll consider some common mistakes teachers make with this kind of teaching, focusing for now on question-related problems.

4113 reads

10 Lessons on Teaching from the Experiences of Students, Part 2

In the first article we looked at the first five of ten lessons learned from fifteen students at the University of Illinois at Urbana-Champaign, who wrote a response to published essays in the New York Times and Slate, which focused on approaches to lecturing. Now we look at the last five.

6. Teachers and Administration Must Be Accountable

Students: “We expect to be held accountable, but we would hold our professors accountable as well.”

2015 was a tough year for the University of Missouri. With escalating racial tension, student protests began, culminating in a strike by the entire football team. By that time, the call was for the president’s resignation, as it was perceived by many that he hadn’t done enough to address the racial divide. By that time, even the president seemed to see no other feasible resolution. On November 9th, he resigned, highlighting a major failure at multiple levels in the university’s administration and student body.

1091 reads

10 Lessons on Teaching, from the Experiences of Students - Part 1

Recently at the University of Illinois at Urbana-Champaign, fifteen students in a writing course taught by Professor Catherine Prendergast wrote a response to published essays in the New York Times and Slate, which focused on approaches to lecturing.

The response of these students is enlightening especially for those who would be effective teachers and communicators. I observe (at least) 10 lessons from their brief letter that are helpful not just for those who are delivering education in the classroom, but also for those in leadership and administration.

“[I]t is not good for a person to be without knowledge, and he who hurries his footsteps errs ” (Proverbs 19:2).

2594 reads