Flokstra
Quentin FlokstraProfessor Elaine Brouwer EDUC 54003 August
2011
Being a Faithful Follower of Jesus in a Learning Community of
Truth
To be a faithful follower of Jesus in teaching and learning asks
us to know who we are first. John Piper gives this excellent, yet
succinct, description of who and why we are: God created meand
youto live with a single, all-embracing, all-transforming
passionnamely, a passion to glorify God by enjoying and displaying
his supreme excellence in all the spheres of life (31). When we
live by this motto, enjoying and displaying Gods excellence, we
begin to live out our discipleship in a way that will create a
learning community of truth, based on the truth, in which students
are motivated to explore more of that truth as related to their
passions. To begin this process, we must first begin by looking at
ourselves. Parker Palmer points out that we teach who we are (2)
and, as follower of Jesus and readers of the Bible, we are being
shaped by God himself (Smith and Shortt 37). Because of this, it is
clear that our lives are religious in nature; What this means is
that all our activities are (1) driven by faith commitments, (2)
headed in a certain direction, and (3) performed in (worshipful)
service (Van Dyk 37). Keeping all of this in mind, we must be
rooted in the Word in order to seek to live to make others glad in
God (Piper 102). This ought to be the heart of our teaching. Out of
a personal examination, we then see that Christian education that
is, education for discipleship must flow out of the Christian
educator. As Smith and Shortt point out, Christian education is not
merely regular school done better but school done from a
fundamentally different perspective (15). Van Dyk provides an
excellent synopsis of the purpose of Christian teaching. He states,
What is the purpose of Christian teaching? To equip our students
for works of service. That is, to enable them to function as
knowledgeable and competent disciples of the Lord, exercising their
Kingdom tasks by hearing the will of the Lord and implementing it
wherever they find themselves. Your goal is to teach your students
to walk in the ways of wisdom (69). Notice that the goal is not
about subject material, tests, literacy levels, etc. When the goal
is knowledgeable and competent discipleship (essential in being a
follower of Jesus) then teaching is not so much about the process
but about establishing a community of truth, centered on the Truth.
It is within such a community that students will learn more about
this amazing world God has created in all its facets. In fact, when
establishing a community based around this idea of discipleship,
students will want to learn more about all that God has done. With
a focus on creating this community, the teacher has a different
role than traditionally thought. In an environment focussed on
community, the teacher is more of a guide (Van Dyk 80). This is
because the teacher, like the students, is a disciple of Jesus.
However, the teacher is in a different role than the student
because the teacher is responsible for establishing the environment
for all of the learners (including himself) to learn. As Alfie Kohn
puts it, we can create a classroom culture that taps into our
innate desire to know and to be known. It is when this culture is
maintained that learning, or knowing, becomes yet again communal
(Palmer 55).The focus on establishing this community cannot be
over-emphasized. Van Dyk provides clear direction in establishing a
collaborative classroom via the first-step approach (130-137). This
approach to a learning community ensures that all students are
treated as image-bearers of God, takes sin seriously, exemplifies
the Body of Christ, gives students responsibility, encourages
critical discipleship skills, and gives students ownership of
learning (137-138). It is when students have been given
responsibility and perhaps more importantly the opportunity to
practise discipleship skills even as it extends to being good
stewards of the learning capability they have. It is then that we
will be teaching in which the community of truth is practiced
(Palmer 92). This community then centers on learning. It has as its
overarching goal discipleship but allows educators to focus on the
learning process and to reward and praise for practice, study,
persistence, and good strategies (Dweck 177). Indeed, with the
focus on community there is less of a chance that students will
become lazy due to not having to work (Van Dyk 164). Students, once
they realize that school is for them to grow as disciples, will not
seek to sabotage their own learning. To take this one step further,
students, once they realize they are part of a community, will seek
to have that community flourish through their efforts. Creating the
community must be deliberate on the part of the teacher. Creating a
space for the learners to flourish will result in an authentic
environment for the teacher to guide towards discipleship. What
does this space look like? It is a collaborative and cooperative
space. It is one where students voices are valued. It is a space
where students input is sought and discussed. It is a space where
students are not competing but working together. It is a space
where encouragement is given. It is a space where mistakes are not
punished but seen as opportunities for growth; indeed, praise will
be given for the process. It is a place where the teacher will be
there to guide students in a process of making learning their
own.This space, practically speaking, is a place of conversation.
The conversation begins on the first day of the class by discussing
with students what the community ought to look like and soliciting
feedback from students regarding expectations that will be put into
place. Class meetings would need to be held to discuss the nature
and scope of projects, the process and application of class
discipline/issues, and to have an ongoing conversation about a
growth mindset as it relates to an authentic walk with Jesus. When
students are vested in their learning community, they are more
likely to ensure that it succeeds. Moreover, they will see that all
members of the community, including the teacher, will have a vested
interest in seeing growth and learning happen. With the community
thus established, other practical matters will easily fall into
place. Learning centres that are catered to students interests, the
use of social media to expand learning, and the flexibility to have
students explore and seek to expand all areas of learning will
create the space for learners to flourish. With the ongoing
conversation and the learning environment set up to motivate
students, the community will flourish. The students will see an
authentic teacher who reflects who he is. The students will be in
conversation with this teacher, and the other members of the
learning community and see that with growth as being important and
not some extrinsic success point- that there will be a positive
environment where discipleship will be practiced. This will then be
a space which seeks to glorify God by reflecting his glory and
communal nature. It will be a community of truth based on the
Truth.
BibliographyBolanos, Patricia. "A Principal Reflects: A
Successful Learning Community Inspires Students to Learn." n.d.
Edutopia. 13 July 2011 .Dweck, Carol S. Mindset: The New Pscyhology
of Success. New York: Random House, Inc. , 2006.Kohn, Alfie. "How
to Create Nonreaders." 26 June 2011. The Daily Riff. 13 July 2011
.Nielsen, Lisa. "Student Driven Learning = Passion-Based
Classrooms." 22 April 2011. The Innovative Educator. 14 July 2011
.Palmer, Parker. The Courage to Teach. San Francisco : Jossey-Bass,
1998.Piper, John. Don't Waste Your Life. Wheaton, Illinois:
Crossway Books, 2007.Shortt, David I. Smith and John. The Bible and
the Task of Teaching. Stapleford, Nottingham, UK: The Stapleford
Centre, 2002.Van Dyk, John. The Craft of Christian Teaching. Sioux
Center, IA: Dordt Press, 2000.Wejr, Chris. "Time to Re-think School
Award Ceremonies." 12 May 2011. The Daily Riff. 13 July 2011 .
