Thinking About Faith- A Crucial Element of Christian Education

Learning and thinking go hand in hand. That is true in the church, just as it is true in schools, businesses, and other settings that involve learning. As we study the Bible together, we think about who God is, what it means to follow Jesus, and how the church should serve the world in Jesus' name. We do not simply memorize information about the Bible, church history, or other aspects of our faith. We consider what that information means in our lives and how it might shape the way we live in our families, communities, and world.

As a teacher, part of your responsibility is to help the people in your class or small group intentionally develop their abilities to think about their faith. One way to fulfill this responsibility is to recognize the various facets of knowledge and to include learning activities related to each facet. At one end of the spectrum is recalling basic facts and material that has been taught. As knowledge deepens, class members apply what they are learning to their own lives. At the other end of the spectrum class members analyze information and evaluate the validity and quality of information.

Analysis and evaluation can be hindered at times by the "mental models" we have developed over the years. Our brains organize our experiences so that we can easily recall what is appropriate and what needs to be done in specific situations. Over time these "mental models" operate on a primarily unconscious level and serve as scripts for how we live our lives. We seldom question whether or not our assumptions are valid or accurate in new or changing circumstances.

Teachers can help class members call to mind their assumptions about how the world works, what it means to be the church, and what God expects of Christian disciples, so that assumptions are explicitly stated. Teachers can also invite group members to consider alternate perspectives and possibilities. Sunday school classes and small groups can become safe space for examining whether or not one's assumptions are still valid and for exploring alternatives. One primary way of doing this is by asking powerful questions that go well beyond the surface answers that are quick and safe.

Finally, teachers have several significant sources to assist their group members in developing effective thinking skills. The first is the Bible. The biblical account of God's love, grace, and passion for justice serves as the primary criterion for judging our thoughts, values, and actions. The second source is our Christian heritage. As we consider how to live as disciples of Jesus Christ, we can find help from the example of the "saints" who have come before us. A third source, according to John Wesley, is reason. Recent brain research reinforces Wesley's ideas. Our brains are designed to "make meaning" out of our experiences. Thinking is inherently an interpretive experience. We engage in thoughtful reflection to determine the value and significance of what we are learning and what we experience.

What would happen if you and your teachers would ask these powerful questions?

• What does this idea mean to you?
• Why is this important?
• What experiences have you had that confirm (or challenge) this idea?
• How did you arrive at that conclusion?
• Is there another way to look at this idea?
• What would happen if you approached this from another perspective?
• How does this fit with your perception of God's desires for us?

Carol Krau is Team Leader, Congregational Leaders Team at GBOD

	For further reading:

Becoming a Critically Reflective Teacher by Stephen Brookfield (Jossey-Bass, 1995, ISBN 0-7879-0131-8)

Loving God With All Your Mind by Thomas Hawkins (Discipleship Resources, 2004)

Our Spiritual Brain by Barbara Bruce (Abingdon Press, 2002. ISBN 0-687-09266)

What Every Teacher Needs to Know About Theology (Discipleship Resources, 2002)

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