King Solomon says in Eccl. 3:1, “there is a time for everything, and a season for every activity under heaven:” From the time we are born till we die, we go through different stages in life. Learning is a life-long process for every individual. Therefore, “learning how to learn is life’s most important skill” (Tony Buzan, the inventor of mind maps).  Regardless of whatever season we are in, whether in the mountains, valleys, deserts or thunderstorms, there are significant lessons to be learnt from the Lord. The disciples came to identify and proclaim Jesus as the son of God when they were in the boat during a thunderstorm (Mat. 14:13). Therefore, learning, formal or informal, can take place at all times and in all circumstances, not necessarily within a classroom or training workshop. Jesus has given a timeless and complete model, “Follow me” (Mat. 4:19; 8:22; 9:9).  On a deeper level, it means, “Come, walk with me and live out my life.” One thing which touched me when we were re-looking at the learning community is that Jesus is the centre of our learning community. In the present age, contemporary learning models are very different. They tend to be heavily theoretical and exam-focused. In this learning experience, I am reminded to stay focused on Jesus, instead of overly committing to my readings, assignments, group projects and term paper.  I am supposed to be engaged with the person of Jesus in all my course work, walk closely with him like the early disciples, know him even deeper and live out his life.

My Problem

Over-committed BUT under-connected with God

Solution

not slowing down BUT centering in Christ

not aiming for storm-free life BUT storm-proved life

This learning experience has indeed given me many new insights about learning.  There are three paradigms in learning: 1. Instruction 2. Construction 3. Co-construction. An adult would have definitely experienced all three of them. The instructional learning, which is teacher-focused, is more dominant in the early stage of one’s life, while the construction which is more self-directed, and co-construction, which is more collaborative, gradually emerge when one begins to mature. The co-constructional method should be the more dominant mode in the matured stage of one’s life. Learning is a process through doing and experiencing things together with others. The co-constructional method of learning is the most ideal for adult learning and for ministry work, as it calls for collaboration, mutual-support and care, connectivity, critical reflection and feedback. The community that practices co-constructional learning is organic and spontaneous with each individual contributing towards the good of the community. Such a community also emphasizes interpersonal relationships, and achieving community goals. Such awareness will help me to “unlearn to learn” and be able to minister to others better. I am glad that Brother Casey has spearheaded such a paradigm shift at Acts College in its 40th year.  I am sure teachers and students will welcome this shift.

I have picked up many learning theories in this module. I will share one from my additional readings. I am impressed by the Jack Mezirow’s theory of transformational learning. In adult learning, the entry point of an adult is his pre-conceived mind set which was built up in the earlier part of his life. It is important to acknowledge the uniqueness of his reality, beliefs and past experience. That is to say, each adult has his or her own set of beliefs behind his behaviour. The transformational learning theory is learner-centred. It begins with a new experience or situation that can take place in the crossroad of one’s life. When this new experience comes on, it is an “invasion” on the old mind set of the learner. His “take for granted” frames of references are subjected to new challenges. The learner begins to apply critical thinking to probe and challenge his pre-conceived ideas and assumptions, then he will reformulate and reframe his old way of beliefs and perspectives. It is quite impossible to forgo one’s old mind set completely but it is more desirable to incorporate both the old and new outlook of doing things or looking at things (innovation). By empowering them to acknowledge differences in learning contexts and by giving freedom, learners have the room to learn in their unique and different ways. This new experience will then broadens the learner’s perspectives and brings new insights and better understanding of the situation, be it people related issues or functional role issues or skill acquiring issues.  Learning has taken place when the learner is able to break through his old mind set and comes out with a new conception of reality. Yet this transformation is not complete till it is being integrated into life through the new ways of thinking, new role and new behaviour. The diagram below is an illustration of the application of this learning theory which I have improvised.

The “A, B, C, D” of the characteristics and processes of a community which I have learnt : 

Learning Community

Enquiry and knowledge-generation are generally prevalent in a community of learners. What really contrasts a learning community and the community of learners are essentially the elements of reflection and meta-learning. We do not learn from experience, but from reflecting upon the experience.  Meta learning was used by John Biggs (1985) to describe the state of "being aware of and taking control of one's own learning". Perhaps all students should be encouraged to adopt and practise these strategies and make it a distinctive trait of the Acts learning community. The reflection and meta-learning strategies are also in line with the Jack Mezirow’s transformational theory discussed above.

What then are the desired goals of learning? Surface and strategic learning could lead to a change in practice, behaviour or attitude. But deep learning will bring about life transformation, character formation, ministry maturing and fruit bearing.  Having said all these, the first essential learning for a believer is to learn how to live within the faith community, his new spiritual home. Christine Pohl mentions four important practices of a Christian community - commitment (promise-keeping), gratitude, hospitality and truth-telling. These practices uphold, sustain, shape and knit the community together, providing the right or conducive environment for learning to take place. For learning to be effective, the process is intentional, intense, strategic and self-directed, and even more effective with the right motivation and guidance of the mentors, teachers or pastors. According to Norma Cook Everist, each person in the faith community must be equipped to become a teacher and not just a learner. Paul admonished Timothy to learn and to become a teacher himself, “And the things which you have heard from me in the presence of many witnesses, these entrust to faithful men, who will be able to teach others also.” (2 Tim 2:2 NASB). There are actually four groups of people mentioned this verse.  This is in fact, the authentic principle of kingdom multiplication and growth. It also contains the mission of the church as instructed in the great commission, “teaching them to observe all that I commanded you; and lo, I am with you always, even to the end of the age." (Mat 28:20 NASB) The ultimate outcome of learning is to be transformed to be more like Jesus and live out our spirituality. 

Last but not least,  this learning experience was relevant and meaningful as we could apply and transfer our learning to our group project. The project was a real-life problem-solving whereby we were to promote Acts. We tapped immediately on the earlier learned concepts and skills. Our group is dynamic and “explosive” with many young talents in our midst. We utilised the young members’ expertise in computer and IT skills. I am glad I belonged to this group, and really appreciated the creativity and speed of the younger members.  We used a variety of learning approaches as seen from our presentation.  We found meaningful relationships through doing things together. Each of us participated actively, collaborated, supported each other and connected with teacher (Sister Davina) and other students (Edmund, members of other groups at the “kahoot” game and Derek's church member) in our project. I am sure this is just a foretaste of collaborative co-constructional learning for me. There will be more to come in our college life. I am glad that Acts is marching on to impact life and make a difference to the world. I thank God for all teachers and fellow students who brighten up my life.