(rev) Manual (ap K) Ranges Of Learning

Curriculum Manual

Appendix K

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RANGES of LEARNING: Terms Defined

(The Four “Learning Domains” or Areas of Learning Development) When we learn something, it is not always the same kind of activity or result that is involved. Thus we can learn a fact (e.g. the place where Jesus was born); we can learn to understand something (why God allowed Jesus to die); we can learn to do something (present the Gospel of Jesus Christ to children); and we can learn to become something (more Christ-like in our attitudes and behaviour). These are all things we can “learn” (and to a greater or lesser extent be “taught”), but, in each case, the “learning” involved is of a different kind: it occurs in a different “domain” or area of our personality. (The word “domain” suggests the scope or extent of a type of learning. Though the different kinds of learning relate to each other, they have a distinguishable boundary. A different kind of process is taking place within each domain.)

The first area we can call the Sapiential Domain, because in this range of learning we are gaining insight. This kind of learning often comes through reflecting upon our own experience. Thus: “we learn by experience”. Proverbs 2 provides an extended celebration of this type of learning. (“Insightful” might be another term for this domain, or “prudential”, which points to the element of wisdom gained through learning any new understanding. Some educational theorists like to subsume this domain under the next domain: “cognitive”. This is because both emphasize the process of thinking. But apart from conceptual understanding, insight generally includes some degree of spiritual understanding that transcends purely any mental process.)

The second area is known as the Cognitive Domain, because the learning involves thinking. The term comes from the Latin: cognitio, which means study, or knowledge. This is the most easily accessible form of knowledge and lends itself especially to “rote-learning”, which, paradoxically, is marked by its lack of thinking! (Cognition, in psychology, includes perception, memory, reasoning, judgement, problem-solving, language, symbolism and conceptual thought, in fact any mental activity that enables a person to experience and learn about his or her environment. But, educationally, we suggest it be restricted to its original Latin connotation of knowledge and the study of that knowledge. Robert Ferris divides the cognitive domain into theory and information, recognizing differences in the ways these areas are taught and tested. However, it is also possible to contrast theory with practice. Then theory would cover both information and the understanding of that information, while practice concerns the next two domains: the affective and the functional.)

The third kind of learning is called Affective. This relates to how we are influenced or affected by what we learn and so become changed, or at least developed, as a result. It is the sphere of learning where the Holy Spirit can touch our personality at its deepest level. (Some Christian educationalists object to the use of the term “affective” because it was used in the scheme of the naturalist behaviourist B.S. Bloom, “affective” to refer to feelings, whereas “character qualities” are much more substantial than emotions. However, “affective” can also be thought of as affecting character.)

The last kind of learning is very practical, so we may call it the Functional Domain. This sort of learning enables us to do things that we could not do before, or, if we could, to do them better. Demonstration followed by practice is often the method of training that is most effective in this domain. (Bloom uses the term “psycho-motor domain” which Ferris rightly finds too technical and substitutes “skills”, which fairly describes this domain, as does the adjective “functional” which is preferred here.)

Roger Lewis, who is Professor of Learning Development at Humberside University, UK, points out that all four domains are important in learning, as in any common human activity (where learning is put into practice). This is so whether in order to write a school essay or to service a bicycle in the workshop. For the latter, he notes, “I need to know where to apply oil and which components to check; have manual skills [doing], e.g. in adjusting brakes; want to do it, or at least accept the importance of maintaining the bicycle [which is to do with attitude and so the formation of one’s being]; understand why I am carrying out the various tasks [to do with the purpose, design, and how the various parts of the whole fit together”. - R. Lewis, “How to Write Essays”, p. 7, Collins Educational, 1995

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DISTINGUISHING the LEARNING DOMAINS < THEORETICAL

Examples of the different uses of “UNDERSTAND” and “KNOW” in considering Educational Objectives. “UNDERSTANDING” as INSIGHT into how people BEHAVE Communication Gospel “bridges” Church planting Nurture Teaching Training

“UNDERSTANDING” “KNOW” as INSIGHT as intellectual into UNDERSTANDING the PURPOSE of of something IDEAS The Church Intellectual Skills The Church’s mission Relationship of theolog The local church in -ical disciplines to each God’s plan other / other disciplines Functions of the church Other ideologies & and The biblical pattern of their relationship to a ministry biblical worldview Principles of Operating Different roles of Discriminate between bib Management members -lical evidence, patristic Dynamics & motivation Philosophy tradition, & contempor for change Wholistic view of life -ary practice in issues Application of theologicrelating to daily life, al principles to personal culture & ministry life / ministry Theological Disciplines Psychology Biblical Studies People types Survey of books Structure of the Canon Self-knowledge Hermeneutics Recognition of one’s own Christian Doctrine strengths & weaknesses Biblical Theology Self-appraisal Systematic Theology Awareness of the gifts of Philosophy others Logic Social Awareness Metaphysics Society values & needs Knowledge Culture of un-evangelized Ethics & Aesthetics Ideological forces & Apologetics power groups at work Contemporary Studies in society Ideologies &other relig -ions as they clash with Christian revelation Islam Communication Homiletics Missiology Church History Historical Theology Practical Theology Christian Education Pastoral Theology

“KNOW” as spiritual UNDERSTANDING of SPIRITUAL PRINCIPLES Biblical Principles Human nature Human behaviour Human needs Biblical perspectives on social & personal issues Communication Preaching Missiology Pastoral Theology Family life & contemporary social norms House-group dynamics Leadership Face church problems with honesty & wisdom

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DISTINGUISHING the LEARNING DOMAINS PRACTICAL>

Examples of the different uses of “KNOW” and “DO” in considering Educational Objectives. “KNOW” “KNOW’ as informed “head” as personal KNOWLEDGE EXPERIENCE of of FACTS GOD and his GRACE Biblical Studies God Background information God’s love through Christ about the life setting, God’s rule & guidance history & geography of Faith in God & his people, places & events purposes for his people Surviving crises through a Contemporary Studies dependence on God Facts knowledge of culture The desire to serve God A sense of calling Communication Facts of the Gospel Pastoral Theology Vision Church History Passion for evangelism People, events and places Willingness to learn from others, accept all sorts of Pastoral Theology people, & love them as Forms of worship & church individuals, to suffer & government sacrifice for others Respect for individuals Concern for the whole person

“DO” as obedient PRACTICE of COMMITMENTS Personal Discipleship Regular in prayer, study of the Bible & worship Obedience to God’s Word Keep fit & disciplined in body, mind & spirit Manage one’s own time Continue to study to develop self & ministry Correct weaknesses & build on strengths Combat doubt & pressure Persevere in difficulty

“DO” as learnt CAPABILITY To PERFORM something Personal Skills Listen discriminately Ask pertinent questions Think critically /creatively Develop one’s own gifts Communication Skills Communicate effectively Command of language Preach effectively Teach others to pass on the truths of the Gospel

Bible Study Skills Study a passage inductive Family Life -ly Respect all members Identify in a passage any: Balance other roles with Examples to follow family responsibilities Errors to avoid Take quality time with the Warnings to heed family Commands to obey Maintain proper discipline Exhortations to follow Provide for essential Promises to claim Needs Prayers to adapt Expound Scripture Local Church Exegete a text / passage Relate own life to church Use reference tools Share responsibilities Relate biblical principles Work through church as to needs & situations God’s agent in society Team spirit / involvement Leadership Skills Lead without dominating, Train others to lead but sharing responsibility Motivate and encourage Expound God’s Word others faithfully & continuously Develop the gifts of others Engage in church growth Plan ahead & organize by addition & nurture Lead a meeting & give direction to its path Society Pass on one’s own Offer practical help where learning and when appropriate Use dynamics of change Work for a healthy and Use different ways of just society evangelism, teaching & counseling Conduct worship with dual sensitivity to God & the congregation Administrate church busi -ness efficiently & with care for individuals

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SUMMARY CHART of LEAR N I N G D O MAI N S Showing the scope of the four different dimensions of learning < < Func. D

“How?”

THEORY Sapiential Domain

Cognitive Domain

Reflective INSIGHT

Academic KNOWLEDGE

PRACTICE Affective Domain

Practical ABILITY Learning to “DO” Answers the question “How?”

Learning to “KNOW” Answers the question “What?”

Learning to “BE” Answers the question “Who?”

INSIGHT into PURPOSE

MASTERY of INFORMATION

DEVELOPMENT of CHARACTER

PURPOSE in LIFE What it is for Explain the aims of Christian Education

DESIGN in GOD’s WORK Why it is e.g. Explain God’s plan of salvation

INSIGHT UNDERSTAND INGS of CONCEPTS What it signifies e.g. Differentiate past, present and

KNOWING a FACT e.g. Jesus died outside Jerusalem on a cross

SPIRITUAL GROWTH

EXPERIENCE of GOD Knowing God personally e.g. Testify to God’s guidance

>

Functional Domain

Spiritual CHARACTER

Learning to “UNDERSTAND” Answers the question: “Why?”

SPIRITUAL INSIGHT INTELLECTUAL FUNCTION in OPERATION How it works e.g. Explain the principles of biblical interpretation

> <

THE PRACTICE of THE FAITH Doing the will of God e.g. Keeping the spirit of the 10 Commandments

PERFORMANCE of SKILLS ABILITY to PERFORM Capable of doing a task e.g. Teach the parable of the Lost Coin to the Sunday School

Sap. D >

“Why”