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Adult Ministry
Teaching to the Rhythm of Adult Learning

What images come to mind when you hear the word “teaching?” School? Someone up front talking? Desks and rows of chairs? It’s not surprising if these images jump first from your mind. Most teaching occurs this way. It is true that a few teachers “get creative” occasionally but often it is to “hook” student attention so we can get to the real way people learn – by telling them.

Telling has its place in the learning equation, but not as dominant a place as most of us give it. Reliance on one way of teaching not only limits effectiveness but it also fails to listen to the rhythm of learning which orchestrates the ways that we learn.

A Rhythm of Learning

There is a model to help us carry out educational ministry with adults to encourage and enable a growing faith. It embraces the idea that people progress through stages in their development. It also expresses the rhythmic nature of learning in adulthood. The model is built around three basic modes of learning. They are active and dynamic movements used continuously by learners of all ages. The diagram suggests that all three learning rhythms will apply to each age group: children, youth, and adults. Applying all three will help us stay in sync with adult rhythms of learning.

Teaching to the Ways Adults Learn

Adults will approach new material with the objective rhythm. This is the active process of acquiring content, data, and experiences. The goal of teaching to this rhythm is to pass on content and to make sense of the world in light of Scripture. Knowledge is clearly the beginning of life change and the first step toward wisdom.

Application: The key is to build bridges from what learners know to the unknown; challenge learners to really think for themselves. Study subjects based on needs and interests and identify concerns or problems. Use lectures, presentations, metaphors, parables, case studies, moral dilemmas and explore “real” puzzling events.

Knowing is not enough. The subjective rhythm of learning is used to internalize what is being learned. The Biblical teaching may jar with the learner’s experiences. Disequilibrium may result. This is needed for learners to really take the next step towards the biblical virtue of wisdom. Synthesizing content and personal experiences stimulates lifelong critical thinking skills.

Application: Facilitate honest discussion among adults. Use good questions, provocative problems, case studies, role play, video “how to” lessons, and mentors.

Maturity is more than recalling (objective) information, and more than finding meaning (subjective) in the material. Wisdom is using what we learn in ways that impact us and those around us. The relational rhythm is used when learners are involved together in understanding biblical teaching and relating it to life: doing something with what is learned.

Application: Use strategies of learner engagement. Reduce “telling” methods. Make a lot of use of cooperative learning and simulations. Use dialogue, games, problem solving in pairs, triads, and small groups. Have groups prepare and present upcoming lessons and information.

Teachers have 3 key roles:

Transmit content Encourage thoughtful integration facilitate cooperative learning between learners and groups

Teachers must guide people to the learning goals. The rhythm of adult learning can be a powerful tool. God can use this rhythm to integrate Christian theology and real-life experience to change peoples lives.

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Written by John Berard.
Last modified October 31, 2000.

Ideabank is a quarterly newsletter published by the Board of Christian Education Ministries, a board of the Canadian Conference of Mennonite Brethren Churches.

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