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Abstract

Theological education has much to learn from recent research and thinking in educational philosophy. Like higher education generally, theological education has had an overemphasis on objective knowledge usually communicated through the preferred method of the lecture. Research into adult education, however, reveals the importance of a holistic approach to educating adults, the use of different teaching and learning styles, development of a community of learning and the personal authenticity of the educator. Various educators such as Mezirow, Vella and Palmer offer significant insights that can assist in the development of a teaching approach for theology.

For adults, teaching and learning is an integral part of the Christian life. This may occur in a wide variety of settings ranging from the church service (where the tool of choice tends to be the sermon), small bible study groups, short courses run by churches and organisation, and of course formal theological education. As a theological educator, I became concerned a number of years ago about the teaching methods being used in theological education and have recently completed a research project exploring how to teach and learn more effectively. One aspect of that research was to determine what insights could be drawn from educational philosophy that would impact how to teach theology. This article will draw together these insights and their implications for theological education.

Keywords

authenticity dialogue education individual differences learning in community Mezirow Palmer transformative learning Vella

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Teaching Adults: Insights from Educational Philosophy

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References