The Tutorial – simple steps for the first-time student.

A Facilitator discussing the Tutorial presentation.

A Facilitator discussing the Tutorial presentation.

The “Tutorial” is one of our core methods in the CMI / Church Ministries Institute (or OBK) at this stage of its ‘evolutionary’ development. The new student should not fear the “tutorial” or mistake it as a major “complication” – in their lives. Historically, one can look into the Oxford Tutorial, or the “Precept Tutorial” of Princeton Seminary to obtain a broader overview of the subject. But for our own immediate purposes, the following will get us started:

  • A “tutorial” is an assigned “reading” of about 10 to 15 minutes in duration.
  • Usually one central theme is to be developed by the student and presented to the class or group.
  • Tutorials should present the student’s own views and quotations should be reference and short.
  • Tutorials ‘critically evaluate’ the issue under consideration with life-application issues addressed.
  • Tutorials are followed by group discussionand an assessment by the Facilitator.
  • To prepare for a tutorial … (i.) be clear about the focus of the assigned topic, (ii.) be careful to research toward obtaining your own opinion or viewpoint, (iii.)  be honest and ‘academically critical’ in your presentation of the ‘issue at hand,’ and (iv.) source original documentation – go to the ‘source’s mouth’ – when possible.

“Come and See”… the teaching of adult learners…

Image ADULT LEARNING? by drMSBsr

You may be asking: “Why do we need our Cape Church Ministries Institute (or the Onafhanklike Baptiste Kweekskool) to be committed to the use of “Socratic Learning?” Some have asked: “Why do we feel the need to work under the influences of the “Oxford Tutorial” method?”

In brief, we could answer this question with a question … “Why do we want CMI or OBK to be involved in the on-going development of “critical-thinking” or even imaginative or innovative thinking? Or if this does not satisfy as a response, we could ask: “Why was the majority of the Bible written as literature, prose, poems, biographies, histories and letters focused on problem solving – rather than around systematic or dogmatic summarisations?”

To further explain “why” we are taking a “less travelled road,” we should point-out that the facts are clear, that ‘traditional education’ is far more oriented toward presenting, arguing or even-dumping content than anything else. We are convinced that the “lecture-style,*” though having some useful role, as introductions or backdrops to discussion are primarily encouraging docility in learning. We are focused on a form of learning that encourages men and women to learn to think.

*(Note: Socratic and Tutorial teaching methods are not merely the methods common to “small-group teaching.)

Acts 9:27-28. Barnabus – the respected “encourager” was pro-active, anticipatory, colaborative and took the “long view” of encountering by modelling. We are committed to combining the “Master-Teacher” motif (Matthew 5:1-2, 7:28,29; 8:27; 11:20, 25-30; 13:9-17; 15:10-20.) that was often used by Jesus amongst the disciples and others. We seek to educate leaders to lead by focusing our teaching on the abstract (so-called) ‘Socratic’ question and the ‘precept’ Tutorials that we find in 1 Corinthians 2 and 2 Corinthians 3.

This simple, but truly Holy Spirit influenced, cognitive learning yields results in the competency, in the spiritual liberty versus pharisaical legalism found in lecturing and cloning. The New Testament’s expected freedom and ‘self-empowerment’ is vital if we want leaders who trust the Word of God rather than thoughtlessly following a ‘cloned’ or ‘forced’ theological formalism.

If we are to be Biblical Christians than we must be equipped to study, serve and secure the New Covenant message of the Word of God. (1 Timothy 1:5-11) Many sound educational (pedagogical) studies have established that the best forms of “Adult Learning” are identified as those: (i.) Where the learning is unending or continuous. Where the learner is (ii.) anticipating or critical. Where the learner is (iii.) participating or collaborative. Where the learning is (iv.) pro-active or experiential.

Educational “outcomes” (or results) call for goals for “Adult Learning” as: Those that encourage inductive inquiry and remain tentative. Those that lead to progressive planning and accept tension. Those that motivate practical modeling and critical testing. Those that enhance one’s commitment to listening and those that develop skills in learning to learn.

BIBLICAL GOALS: Truth that is understood due to listening, comprehending and remaining open to various applications. Truth tests, improves and remains tentative until the tensions are resolved Biblically.

2 Timothy 2:1-9. 1 “Thou therefore, my son, be strong in the grace that is in Christ Jesus. 2 And the things that thou hast heard of me amonga many witnesses, the same commit thou to faithful men, who shall be able to teach others also. 3 Thou therefore endure hardness, as a good soldier of Jesus Christ. 4 No man that warreth entangleth himself with the affairs of this life; that he may please him who hath chosen him to be a soldier. 5 And if a man also strive for masteries, yet is he not crowned, except he strive lawfully. 6 The husbandman that laboureth must be first partaker of the fruits. 7 Consider what I say; and the Lord give thee understanding in all things. 8 Remember that Jesus Christ of the seed of David was raised from the dead according to my gospel: 9 Wherein I suffer trouble, as an evil doer, even unto bonds; but the word of God is not bound.”

The best Biblical examples and techniques for both teaching and learning include both teacher and student being open and personally involved through ‘genuine communication.’

Factual, yes, but more than facts, or even theological treatises or theoretical study, but all involved must also be involved in assessing: (i.) why, and (ii.) how truth was /is revealed in Scripture. Education by objectives (or outcomes) must still make room for critical, questioning, inquiring, and dialogue based discussion.

Biblical education – in fact all good education attends to the real life-problems presented! Good education looks for truth-based solutions.

Why Socratic learning? One reason for using this Master-teacher motif is that it allows for veiling the obvious or simplistic answers and because it encourages deeper investigation. Although our conservative & Biblical use of the Socratic or Master-teacher study methods uses questions that are generally inductive or Biblically exegetical they also remain participatory in nature. We are committed to the Biblical evaluation of life (2 Cor. 10) in light of future consequences.

We are convinced that the best methods for teaching God’s Word in the environment of the ‘adult learner’ must focus on: (i.) Clarifying issues or ideas. (ii.) Discussing foundational uses (or applications) of Biblical Truth within their context.

We are committed to the idea of training leadership by refusing simple answers and by encouraging our students to look for secondary levels – the story behind the story – by exploration into the underlying reasons and motives. We also use the most simple techniques possible to increase effectiveness.

Though not impressive, identifying simple “key words” often unlock the principles that govern or governed occurrences. We want our adult learners to consider how people choose or might act in light of the truth. We encourage discussion regarding any injurious and/or any positive side-effects. Adult learners need to consider as many alternatives as the Scripture allow. drMSBsr