(rev) Manual (ap P) Ferris Qs

Curriculum Manual

Appendix P

78

“Towards a THEOLOGY of TRAINING METHODS” Questions raised by Dr. Robert W. Ferris in a Conference paper delivered to the South Pacific Association of Bible Colleges, Australia, in 1993. The following questions relate to attitudes that we all have towards any form of curriculum or course development. They all need to be addressed if we are genuine in wanting an effective curriculum that “scratches where it itches”. EMPHASIS and ETHOS Priorities in Education: What order of priority should be given in Christian education to: a) attitudes? b) learning techniques? c) content? d) relationships? OPENNESS to ALTERNATIVES

Learner involvement: How can opportunity be given for the learner to contribute towards the process of formulating goals? Is there room for re-formulating during the learning process? Serendipity (happy chance discoveries): How can opportunity be given for alternative avenues of enquiry, and for unplanned, fortuitous discoveries to be made? JOINT RESPONSIBILITY: SHARING, PROVIDING and BUILDING on EXPERIENCE Partnership in learning: If students and their sending churches were to be involved also in the process of curriculum planning, what knowledge, experience and emphases would possibly be brought to the task by: a) the student? b) the sending church or congregation? c) the ministry educator or curriculum designer? Field-work: How can work in the Church / Community be adequately guided and monitored? STUDENT RESPONIBILITY Critical Reflection: How can personal reflection and group analysis of what has been done in the field be fostered? Self-examination: How can students learn to examine their own previously held values, beliefs and behaviours? STUDENT OWNERSHIP Self-direction: How can students be motivated to direct their own learning and become independent of their teachers for continuing their learning? Elective courses (optional, student-chosen): How feasible are opportunities for students to take elective courses within the over-all curriculum? What constraints restrict offering elective courses? THE CURRICULUM DESIGNER’S RESPONSIBILITY Subjectivism: will the curriculum be manipulated to meet the personal values or interests of the curriculum designer? Facilitation, not dictation: How can the curriculum designer ensure that (s)he is facilitating student learning, not prescribing what the curriculum should be? SETTING GOALS and ASSESSING OUTCOMES Tyler’s four basic questions: Objectives: Methods: Curriculum: Evaluation:

What are our educational goals? What learning experiences are needed to achieve these goals? How can these experiences be organised effectively? How can we evaluate how far we are achieving our goals?