Educational Philosophy

Educational Philosophy
Learning-centered Philosophy

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Relevant learning

Course designers and mentors take seriously the real needs of the Church and society as well as the felt needs of the students.

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Permanent learning

Course designers seek to create permanent changes in students.They begin with the end in mind by: (1) identifying the learner’s ideal performance in real world ministry long after the course has ended and then (2) designing the course backwards to enable the students to eventually achieve that performance.

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Deep learning

Course designers and mentors focus on students learning a few high priority concepts deeply rather than many concepts superficially.

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Disruptive learning

Course designers and mentors challenge the student’s mental models of reality as well as broaden and deepen a student’s meaning perspectives. They consider unlearning to be as important as learning.

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Empowered learning

Course designers and mentors view students as maturing adults who learn best when they are empowered to select their own learning goals and experiences.

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Holistic learning

Course designers and mentors seek to impact the whole person with ambitious goals that include:  (1) foundational knowledge (2) application (3) integration (4) human dimension (5) caring and 6) learning how to learn.

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Aligned learning

Course designers and mentors align holistic learning goals with supporting learning activities that enable the student to achieve the goal as well as assessment activities that measure the degree to which the goal has been achieved.

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Balanced learning

Course designers and mentors strive to create rich learning environments that maintain an equilibrium between (1) information and ideas, (2) learning experiences and (3) reflective dialogue.

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Collaborative learning

Course designers and mentors encourage the formation of robust learning communities where every participant is fully engaged in learning.

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Formative learning

Course designers and mentors view all aspects of the teaching/learning process as formative and maximize its potential for whole life spiritual transformation.

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Mentored learning

Course designers and mentors support student learning with constructive feedback that is frequent, immediate, discriminating and lovingly delivered.

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Dependent learning

Course designers, mentors and students invite the participation of God’s Spirit, depend on His guidance and submit to his Lordship in the learning community to achieve learning that goes beyond unaided human capacity.

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