Are you experienced?

In her book, The Church as Learning Community, Norma Cook Everist proposes Eight Facets of Learning and related methodologies to teaching to a diverse audience. When considering my own stylistic preferences, it's fairly obvious that I prefer an experienced-based environment and struggle within a study-based environment.

Educational environments that feature experience as the basis for learning tend to employ are variety of tactics including expeditionary learning, field education, dramatization, role playing, simulation, and case study (p. 104). I have always valued opportunities to get my hands dirty in the process of learning. Learning by doing (and making mistakes) has proven invaluable for me over the years. In particular, I am an avid seeker of case studies in which others can do the learning for me and I can glean the results.

On the other hand, study-based learning tends to provide me with the most challenges. I struggle to find the patience or focus for long periods of self-guided work. Learning that requires route memorization or lengthy research often fails to capture my attention for sustained periods of time. I prefer to roll up my sleeves, start producing work, evaluate the results, tweak the approach and retry.

Perhaps these preferences are a result of the environments that I've been passionate about for the last 20 years or so. You can't learn about wine & food by just reading about it. You have to get in there and taste it. I'd like to think there's a way to approach Christian education in a similar fashion. I look forward to finding that way.

Jesus loves you... go do something about it!

There you have it. The one sentence that describes what I hope people in my future congregations will take away from my ministry. Simple, straight forward and hopefully, easy to remember. It's the Gospel revealed and the commission implied. -KISS (keep it simple stupid)

Objective vs. Subjective

I suppose my upcoming role as a Christian educator will be one of the most challenging aspects of my calling to ministry. As much as I know that I am an objective thinker, I know that the world around me is an anything but objective place. Nurturing others faith will be a subjective activity.

I imagine that I'll need to cultivate a patience for developing educational strategies that will be unique to each time, place, subject and person. The one-size-fits-all approach I may desire to implement most likely will not generate any lasting contributions to the process. I do feel that one of my gifts is an ability to "read" others frames of reference which should serve me well. I also like to maintain a sense of the world that surrounds the contexts within which we live. At the same time, I know that I will struggle with agenda anxieties and will have to learn to accept greater flexibility in the educational process.

The good news is that while learning is a subjective process, so is teaching. I think there's room for me in there too.

Religious...anyone, anyone... Education

Last week in class, we discussed John Westerhoff's three Christian education metaphors. In my own experience, I can say that each one accurately portrays different times of my life.

My earliest memories of attending Sunday school, at about the 1st or 2nd grade level, exemplify the Production metaphor. It was a classic school setting where I was grouped into a classroom with kids my own age and we were "taught" to by a teacher. I would say this technique was again mirrored during my time in confirmation. Each week, I would just sit at a desk in a classroom and the pastor or a volunteer teacher would lecture to me and my classmates. In both instances, the setting was formal and less than stimulating. I especially remember the painful times during confirmation classes when, after having lectured for some time, the instructor attempted to engage the students in some sort of discussion. In reality, the instructor just wanted us to recite what had just been presented. No room for discussion. It was just like the classroom scenes from Ferris Bueller's Day Off.

Westerhoff's Greenhouse metaphor more accurately describes my 4th through 6th grade Sunday school experiences. Clearly the church educators in my congregation started to wise up and divided the Sunday school into groups of similar abilities rather than just age levels. While we met as a combined group of elementary-aged kids for portions of the time, the material was presented for our benefit and much of the small group work was conducted in a way that matched our developmental stage. While I think this may have increased levels of participation, I'm not sure that there was any greater transference of knowledge or understanding.

In contrast to these first two metaphors stands the idea of Christian education as a Pilgrimage where the teacher and students progress with each other. My time as a post-confirmation junior and high school student active in youth group activities seem to be best described in this manner. The primary person responsible for Christian education during this time was the youth director. Everything we did was done on a journey together. Sometimes this was more figurative in nature, like discussions about faith in very secular settings. Sometimes the educational journey was literal, like trips to Montana to go backpacking at bible camp. No matter the activity, the youth director always engaged the rest of the group as a co-learner and co-experiencer. There's no doubt that those trips were foundational in the formation of my faith. There's something to be said for a journey shared together.

Ready, Set... Wait!

I've often said that Advent is my favorite season of the church year. Now I get the chance to put my money where my mouth is, so to speak. In my Education class, I have been assigned to a small group that has the task of creating a curriculum for church education around the season of Advent.

Advent is the first season of each new church year and comprises the four Sundays before Christmas. It is intended to be a time of preparation and waiting; for the coming Christ child and for the return of Christ. What I love about Advent is that if enough attention is focused onto this time of preparation, we can slow down the march towards Christmas and all of its commercialism and misdirected enthusiasm. Don't get me wrong. I love to celebrate all the traditions of Christmas and I'm certainly happy to participate in the joy of holiday gift giving and receiving. But I appreciate the intentional efforts of Advent to truly prepare us for the radical way in which our lives are to change when Christ comes into this world. Perhaps for a few brief moments we can turn our attentions away from ourselves and focus on those around us.

In addition to preparing this curriculum for a church's educational theme, our small group must also make a presentation that reflects Howard Gardner's Theory of Multiple Intelligences, in particular the logical-mathematical category. I hope this proves to be as interesting an exercise as our research is shaping it to be. Logical-Mathematical learners aren't necessarily just good at math but rather enjoy problem solving through scientific theory, pattern recognition and logic games. At this point, we're looking hard at doing something with an Advent calendar that slowly reveals the elements of what we hope to communicate to our audience. I'll be sure to post some results.

Squeezing Into Education

In Norma Cook Everist's The Church as Learning Community, she describes various factors in establishing learning environments, two of which include physical and emotional factors. In considering these two elements, I am compelled to share a couple reactions.

First, my most recent home congregation in Red Lodge has to literally think outside the box when it comes to creating effective physical learning environments. The spaces available for learning within the confines at Messiah Lutheran are limited to the sanctuary and the basement underneath the sanctuary. The limits to these spaces have certainly handicapped even the traditional Sunday School and Sunday Adult Forums. I have to wonder how many potential participants choose not to participate regularly because the spaces are not appropriate to the needs of learning (too cramped, too public, too noisy, inaccessible, interfere with other activities, etc.).

On the other hand, I do feel that our congregation has a strong history of establishing an appropriate emotional setting for learning to take place. I have felt an intentional commitment towards respect of differing opinions. This behavior has definitely been modeled by the pastor and other congregational leaders.

It's interesting to note that this congregation is taking steps towards re-visioning their physical space needs in order to alleviate current limitations and better accommodate desired growth in ministry. Already some of the non-Sunday morning study groups are finding it more effective to gather in spaces away from the cramped church. Working from within a culture of respect should give the congregation the strength to head down a path of facility redesign or possibly the construction of a whole new facility.

Do Good, Drink Beer!

I just got back from spending a couple hours at the Mill City Farmer's Market "Oktoberfest" with my good friend Steve. While it was nothing like the celebration I'm used to in Red Lodge, this farmer's market located in the shadows of the new Guthrie Theater in downtown Minneapolis provided a fun start to the day. A handful of members from the local craft-brewers association were on hand sharing samples of their brews. Most everything we sampled was good, but one beer (the first we tried) had a special ingredient - social activism.

Finnegans Irish Amber is brewed by a non-profit organization that donates 100% of its profits to community programs. Regional brewer James Page Brewing is behind the initiative. Here's a quote from their website:

"Finnegans was created out of the belief that there are loads of fun and creative ways to make a difference in a community. So we at Finnegans decided if we sold a great tasting beer (Finnegans Irish Amber) and gave all of our profits to fund community programs assisting those in poverty – we would be doing our bit and just maybe, inspire others to get involved as well. We here at Finnegans believe that it takes a community to create and maintain healthy communities and healthy communities don’t leave folks behind."

I have to say it's ambitious, inspiring and tasty! And as a fan of innovative company models, I am also a big believer that if you want to attract customers to your product, your marketing campaign needs to be more clever than the other guys. Finnegans gets it. Go here to see more.

Malt, hops and humor are all gifts from God. It's nice to see somebody that is willing to stick their corporate neck out and use these gifts for all the right reasons.

Yes, you can learn and drink wine at the same time!

The strongest example I have experienced of an effective community of learning would have to be at camp. This time however, I'm not talking about church camp. I'm talking about Pinot Camp. Yes, that's right, Pinot, as in Pinot Noir - the wine grape. One of the few perks of owning and operating a restaurant is that occasionally I get invited to attend "trade" events designed to increase my awareness or knowledge of a particular wine, winery or wine region. Rarely, however, do I come away with learning as much as I did during my time at Oregon Pinot Camp this last June.

As much as I'd like to talk right now about what I learned during those four days in the Willamette Valley south of Portland, I'd like to explore why I learned so much. In a nutshell, the effectiveness of my learning had everything to do with the community that was created during that remarkably brief time traipsing through the vineyards and wineries of one of the world's hottest new wine making regions. I am certain that the forethought and attention given to creating that community will have lasting impacts not only on me but certainly on a number of the country's most promising restaurateurs and wine merchants.

Before I get to the elements of why I feel this learning community was so successful, I need to give a little background on the nature of Oregon Pinot Camp. Fifty of the most committed wineries each chip in financial and human resources in order to host 200 wine industry professionals. The event takes place over four days and in a variety of locations and settings. As you can imagine, given the topic, there is a lot of wine-ing and certainly dining as a major part of the activities, but the overall goal of the camp hosts is to educate the participants on the ins and outs of the Oregon Pinot Noir industry.

First, it must be noted that participation in Oregon Pinot Camp is by invitation only. This way the hosts can guarantee that each participant has a comparable level of wine knowledge and interest. This commonality wasn't intended to stifle thought but instead resulted in conversations at a much deeper level. Grape-growers and wine makers enjoyed having an audience that spoke their language. In turn, the participants appreciated being brought into the conversation by well-respected experts.

Secondly, the organizers/teachers and the participants shared a very important characteristic; they were truly passionate about the topic at hand. This passion fueled every presentation and conversation, which ultimately ensured that real learning could occur. It was obvious that both teacher and student cared about the outcomes of their time spent together.

Lastly, it has to be said that Pinot Camp was fun. It was not just an academic exercise. No other trade event I've participated in was so good at creating fun in the midst of some serious stuff. (Yes, there are people, like me, who take wine very seriously.) There's something to be said for the effectiveness of learning while in an enjoyable environment.

What does all of this mean for creating an effective learning environment within the boundaries of Christian education? Well, I'm fairly certain that the lessons learned from Pinot Camp will serve me well in the future.

1) Make sure teacher and student are able to speak the same language at the same level.

2) Make sure the participants are gathered together because they are passionate about the topic (and if they're not, figure out a compelling reason for them to be).

3) Have fun. Even if the topic is less than funny that doesn't mean the educating/learning can't be enjoyable.

And if these rules don't succeed, go straight to lesson 4) Have a glass of Oregon Pinot Noir.

First Week Redux

I just received the following in an email from Rev. Debra Jene Collum. She was one of three advisors of my small group for orientation week here at Luther. Her thoughts and questions may give a sense of what we talked about, debated, laughed at and so on...

Now that you have completed a week of seminary
Do you remember the day on the farm? The morning at the Coop?
Or has all the theology, bible, history and new words eclipsed it all?
Do you remember why you came to seminary? Do you remember your call?
Do you remember that this process of learning about God, humans, creation, redemption, grace
will have an impact on more than just your mind?

During First Week you all gave an amazing presentation that people are still talking about.
All centered on a lowly tomato.
You communicated very well that where that tomato had come from,
who grew it and why they grew it that particular way,
how it was delivered to market,
how it was marketed,
who choose to buy it,
and the transformation a tomato could have on a person’s understanding of their likes and dislikes
was profoundly important to the wellbeing of God’s creation.
And then you blessed the tomato reminding all that a tomato no matter where is came from
is all God’s doing in the end.

So it is with your life now, all of the details
what you are reading,
to whom you are listening,
what you are accepting as truth,
who you are counting on as allies and friends,
and the transformation of your life into a public servant of Jesus Christ
are profoundly important to the wellbeing of God’s church and creation.

But don’t ever forget in the whole process:
You are a child of God first and foremost,
and in the end, like the tomato it is and always will be God’s doing in the end.

Thanks Debra for refocusing me at the end of this busy second week!

This is my brain on books!

So guess what? It turns out that my brain is wired like no one else's. Yes, I still have all the parts and pieces common to the human brain but my collection of neural networks are unique to me. So watch out!

In their book Teaching the Bible in Church, John Bracke & Karen Tye introduce a sketch of basic brain function and insight into memory & learning in order to lay a foundation for how we are to teach if our goal is for others to learn. And in this case, given the woefully low level of Biblical literacy prevailing in the church, the need for successful teaching is greater than ever. How can we expect others to know God if they don't know him through the Word?

"In the beginning was the Word, and the Word was with God, and the Word was God." John 1:1

Here's what my brain looks like when I'm trying to learn:
1) I'm very visual. I appreciate pictures, graphs and demonstrations. (This book could use more pictures, for instance.)
2) I don't easily retain written information.
3) I'm thankful when I get to hear information presented to me audibly.
4) I value an interactive approach and the opportunity to discuss and debate (sometimes, maybe a little too much).
5) If I have the chance to engage my senses of smell and taste, I have a better recollection. (Is it any wonder that I can remember the name and character of most wines I've ever drunk?)
6) I'm most certainly an intuitive and spontaneous learner that prefers to examine the whole rather than its parts.
7) I am an active experimenter that would rather do than contemplate. (I can still remember being chastised for acting before thinking.)

This is my brain. This is my brain on books.

I have much to learn... groan!

Reflections on To Know As We Are Known by Parker J. Palmer:
First, it was not nearly as quick of a read as my professor led me to believe. Secondly, while I didn't find much to argue with, I did find it a good foundation piece on a basis for learning and teaching that I'm sure will relate nicely to the context of this course. Parker's contention is that to know is to love and he makes strong arguments for this case.

While "to know is to love" may not have been my choice of words for how we best share or receive knowledge, I do agree that our ability to comprehend the world around us is rested in the relationships we hold; with each other and with the subject matter. I was struck by how many parallels I found in Palmer's book with the work of James Surowiecki in The Wisdom of Crowds. (I'll have to go back and check to see if there are any cross references.) Basically, we are better served when we listen to the voice of the collective whole rather than any individual voice alone, expert or not. (compare Palmer's Moon Game vs. Surowiecki's Gumball Survey)

While there is much to consider in Parker's piece, I have to admit the final chapter may have the biggest impact on me in the coming months here at seminary. Here's Parker on the importance of prayer in the role of learning/teaching:

"In solitude we acknowledge ourselves. In silence we acknowledge the world. In prayer we acknowledge the spiritual bonds that tie us and our world together." (p.124)

The first class this semester began with the lighting of a candle and then a time of silence. As I sat in that silence, I groaned to myself wondering if this was what was to be expected for the rest of the semester. I'm glad to know now that even that groan of my own misdirected frustration was a prayer for understanding and that my groans join together with the groans of Abba Felix's students and all students before, since and yet to come as we seek to find truth in this quest.

My Edumacashun: An Introduction

I have been going to church for as long as I can remember. No matter where my family lived and even though we moved about every three years when I was growing up, my parents always found a church home. That means that I have more than a few divergent memories of being "educated" in the church. I remember times when Sunday School was like regular school, with classes of kids all the same age and individual rooms with dedicated teachers. I also remember smaller churches where all the kids got lumped together and the parent who drew the short straw was the teacher that day.

In hindsight, I'm thankful that my parents made such an effort to bring us to church over the years as the collection of those different faith communities, their settings, their congregants, their styles have certainly infused my appreciation of the variety that exists within the church. As a result, I probably have a higher tolerance for change than your average Lutheran and perhaps now grow bored too easily when the rhythms of the church remain the same for any length of time.

Generally, I can say that as a kid, I was a good student. I took the job of learning as seriously as most of my classmates and tended to perform well. I did well through high school, never the top of my class but that's a spot that was usually in my sight. It was during high school, however, that I was confronted with the realities and value of experiential learning. In my quest to become admitted to the Hotel School at Cornell, I followed the advice of an admissions counselor and got a job in the restaurant industry. This accomplished two goals. First, I was able to gain a deeper appreciation for the highs and lows of the hospitality business. Secondly, I was able to demonstrate to Cornell a connection to and consciousness of the realities of a business notorious for long hours, less than glamorous work and unconventional rewards.

Through my undergraduate college years, I know that I learned as much outside the classroom as I did in it. I soaked it all up, sometimes with undesired consequences like academic probation. But mostly I was able to find real application of academic theory in a more immediate way than the average student. I am thankful for a college setting that not only provided so many experiential opportunities but also valued those experiences in the classroom.

As a restaurant manager and owner, I've practiced the role of teacher on an almost daily basis. In the busy restaurant setting, creating time for formal education is always a challenge so I learned how to take advantage of even the smallest moments to convey information to my staff and customers. Occasionally, I was able to create more formal learning opportunities and enjoyed being able to share and explore ideas around food, wine, customer service and hospitality. I've known success and even more failures when it comes to teaching and each of these experiences has shaped the next.

I am excited about the coming weeks as a student in Education I. I've never had any formal training in what it means to teach and even though I've been teaching for some time, I look forward to bringing a greater sense of clarity to my efforts (some could argue that even some clarity would be nice!). As I start to explore my calling as pastor, I have to admit that serving in the inevitable role of "Christian Educator" comes with a fair amount of anxiety. I look forward to gaining confidence in this capacity and expect this confidence to grow in direct proportion to my familiarity with subject matter.

The good news is that the subjects do matter.

Let's get educated!

I am enrolled in a class entitled "Education I" in which I will be (from the course outline) "exploring three dimensions of Christian education: congregation as learning community, equipping people for teaching/learning tasks and connecting learning community with vocation in the world." All this in just the next six weeks. And I was worried that seminary would move too slow for me!

One element of the class will be a weekly reflective writing on the assigned readings and subsequent class discussions. We have been encouraged to use whatever narrative style we believe would give us the best ability to respond. Ah ha... the opportunity to kill two birds with one stone. I can use this blog to post my reflections for the assignment and also share publicly some of my experiences and observations.

In order to distinguish the postings relative to this particular class, the themes of education, learning or teaching will be in the title of the post. I will also tag these post with "Education I." This way if any of my musings lead me in odd directions, you'll know whether or not this class is to blame.

You can thank my professor if any of this seems to be interesting, thought-provoking or valuable. I know I will.

Kingdom Come (to me)

Sometimes (o.k., most of the time), others can say it a whole lot better than me...


Author Brian McLaren

A Different View

When I planned the space for my office when we built Bridge Creek back in 1999, I knew that I wanted to have windows. In our old location my office was at the back of the storage space, a windowless converted shell of a trailer. The new office had a view of downtown Red Lodge and if you sat just right you could see Mt. Maurice south of town. Needless to say, I came to love that view.

After a little more then a week in St. Paul, I've finally moved into my new office. Each apartment on campus has a small room designated as a "study." After comparing notes with some of my classmates during orientation this past week, I learned that not every study has a window. Thankfully, mine does.

From my desk I can look out into a beautiful wooded area that surrounds the edges of the campus. There is also a marshy wetland area that teems with birds. I think I'll like it here.