Creative and Worldview Learning
Anointed Educators want their students transformed as they open up portals of glory in their classrooms and bring students face to face with the all-powerful God of the universe.
Creative and anointed environments can be created with focus and intentionality through the power of Holy Spirit.[i]
John Amos Comenius, the Father of Modern Education, looked at learning from a worldview perspective, he also reasoned that teachers needed to identify the stage of development for the student and match the level of instruction accordingly. Lessons should proceed from easy to the complex at a slow and deliberate pace. Furthermore, Comenius argued that the acquisition of new material began through the senses– [ii]
Technology is exploding and offers great possibilities for education. Institutions of higher learning can capitalize on this and include more information as well as greater numbers of students. Creative and worldview learning is more possible now than ever.
There is a way to combine the basic four classroom methods in an online live course if we are willing to think differently.[iv] To look at combining methods we must also look at content and its delivery.
CONTENT VS HOLY SPIRIT: Do we have to only have one or the other?
Often the amount of content and delivery becomes a problem.
Most anointed, mature men and women of God have a mass of content they want to unload in a course. This is important. But most will stay in the lecture or Behaviorism method simply because they have been given so much throughout their experience, education, and lives to deliver. Some venture out to discuss. But if we are content-driven the problem becomes delivery or that we overwhelm the learner. Many students have trouble sitting through long lectures as well.
The focus becomes the issue. Holy Spirit teaches us all things. When Holy Spirit is involved in our class focus is not an issue.
“I have spoken these things while staying with you. But the Advocate, the Holy Spirit, whom the Father will send in my name, will teach you everything, and will cause you to remember everything I said to you.” (John 14:25-26, NetBible)
The Advocate is the Teacher and we do not need to take His place but to make room for Him. As an educator, we become the facilitator between the students and the Advocate in the classroom. It is the flow of the material we have with Holy Spirit. As we do this we model the flow of connection.
Brilliant, anointed instructors and educators are worth admiring however the student often subconsciously worships such men and women instead of worshipping the true God, which is what the desire of these educators has been all along. Pointing and releasing the Teacher with our delivery of material is what we all want. This also takes the pressure to perform off of the instructor.
Our greater goal to tap into the richness of Heaven and release it on the earth is God-focused. If our class is just about the delivery of solid good material that we have acquired, it can become instructor-focused. Instructor-focused breeds idol or teacher-worship instead of the actual desired goal of a God-focused, God-centered experience.
The question becomes: How can we have both content and anointing, especially if God has given both content and Holy Spirit anointing?
One solution is to put information in module format in an easily accessible online format. Pre-recorded videos and other content become the “footnotes” of the class itself, allowing the instructor to flow and inspire the student to dig deeper and develop self-study and research habits.
When the student is allowed to self-study and then connect with other students to have real and deep discussions they have greater opportunity for growth and maturity.
CREATIVE CLASSROOM BOTH LIVE AND ONLINE
Educators gather all of their content: notes, charts, maps, videos, online sources, recommended reading, other experts, and so forth. With MOOCs, the Massive Open Online Courses, an instructor can also include any of these free courses within their structure and content if it matches up with the information needed.
All of this information lives in one module online for all of the students, including on-campus students to access a week before the class. The assignment is given to go over the material and write what they learned and what Holy Spirit shows them. This is to be turned in on the day of class.
Students who are hungry to learn will follow all the trails and videos you post. They will study and Holy Spirit will take them to new heights.
Knowledge base is important. We are not throwing that out. This model allows the instructor to offer a massive amount of information, those students ready to take in more information the opportunity to do so, and those students who are not at that level a place to grow without being overwhelmed. This model also addresses all the learning styles.
The students show up for class. The instructor has a short lecture as a culmination of all that was posted and then facilitates the learning experience. This experience is between all the students and the instructor.
In a perfect world, this works beautifully.
There are issues that can arise. One issue is the insecurity of the educator. To feel inadequate is a powerless feeling. When one does not know an important fact that other adult learners in the room are aware of can be devastating. Yet this points back to the instructor and not the Advocate. This is because we are human and frail. When we can say, “I don’t know” and “who has the answer” or “let’s look it up” we are on our way to conquering our flesh as educators and can model a powerful truth to the students.
Then there is the know-it-all-student who really does know it all. This can be an irritant or a blessing depending on how you look at it. Help this student to find deeper revelation to his knowledge base.
Remind students that the class is looking for fresh revelation from historical and doctrinal truths as the base. This can open up new vistas and a deeper understanding of transformational outcomes.
LECTURE AND TESTING NORMS
Regurgitation of facts is a fast and easy way for instructors to get the job done. One might argue that the pressure to learn is now on the student and Holy Spirit. In other words, if they really want it they will go after it! The instructor gave what he had and now it is up to the student. In this model there is no relationship nor is there a way to measure transformation just a way to measure knowledge.
USING THE CREATIVE CLASSROOM AND WRITING
Expression of experience and learning through writing is a powerful tool but expensive for the instructor. It requires real commitment to the outcome of the lives of our students. Real feedback to the student is imperative in their process and future. It is simple yet hard. It is a relationship on a higher level. We are partnering with the student for their future.
This is not foolproof nor does it work with all students. That being said it works with most. Basic testing can be used at the same time for the gaps.
Invest in the future. Really invest in students, not just the ones that offer promise, as you never know whom God has put in your hands.
This is not exhaustive writing as there is so much more to say. This is written to stir creative expression and open up ideas in thinking for education.
Take the next step and actually build on students existing knowledge and release or open doors for meaningful conversation in the classroom building on foundational teaching. Allow Holy Spirit to be a part of that conversation and the writings of the students. Then step back and watch the explosion in the minds and hearts of those around you.
There is a world out there that needs what we have. This is our watch. What we do will be evident in what we leave behind.
[i] Patricia King, Creating Your World, Thomas Nelson, 1982.[ii] Johann Comenius (1592–1670) – Contributions, Works – Human, Education, God, and Amos – StateUniversity.com http://education.stateuniversity.com/pages/1868/Comenius-Johann-1592-1670.html#ixzz4G0n8Geda and https://archive.org/stream/cu31924031053709/cu31924031053709_djvu.txt
[iv] BEHAVIORISM: the learner is passive and learns via external process; positive reinforcement