Pedagogy
Pedagogy — that’s a fancy word for how to teach — and I have been thinking a lot about it lately.
I am the classic over achiever who finds out the “rules” of a class and then dives head first into producing exactly what the professor wants to emerge with an A. People that make good grades are not smarter or even more hard working than those with a lower GPA, they are the best at playing the game.
This semester I am taking New Testament with AJ Levine… talk about Vanderbilt Divinity ROCK STAR… she is an intense force of New Testament knowledge, famous for her discussions on Jewish Christian Relations, and ridiculously intimidating to me. Right above the D+ grade on the essay of the last exam she wrote: “You’ll be a more effective teacher (or pastor, if that is your track) if you can cite the biblical text to support your claims.” YIKES. I studied an uncalculated amount of hours for this exam and had 20 minutes to write an essay on whether Paul did or did not experience a “conversion” on the road to Damascus. I knew most of the arguments and I knew most of the scripture — I didn’t have time.
This morning at a Cal Turner Leadership breakfast Contemplative Pedagogy was discussed as a way to develop the whole person. This process asks the student to take at least five minutes for meditation to embrace our fears and struggles.
These two different perspectives in the context of higher education are interesting, yet the pedagogy of the “real world” has taught me that who I know is most important, not what I know or even how I articulate it.
Sure… knowing the biblical text is important… being able to contemplate the text and myself in context is important… but what about having a conversation about the text in relationship? This is the pedagogy of Wesleyan covenant discipleship groups… seems like I need to find a group of people to go on this journey…








