Communities of Practice & the Tension: Youth Worker Training
There is a large discussion going on in the world of youth ministry right now regarding the methods we use to disciple students. This encompasses the way in which we teach and the way in which students participate in the learning process.
One of the largest conversations happening is about creating Communities of Practice, where learning is social; doing life together. Students and staff participate in the whole of culture, where everybody teaches and every one learns (This is: Situated Learning. Learning occurs where thinking and action combine within relationships).
In large part, this stands in contrast to the pedagogical model of Instructional Theory, where a teacher acts as the depositor of information and the student the repository.
The problem with this conversation is that it tends to be an argument for one process over the other. There is no combination of the varying processes. Is this wrong? Do things need to change?
Perhaps the answer lies in the middle road. We know Instructional Theory works, but that it has its faults. We are finding out that Situated Learning works too. Instead of picking one over the other, why not pick one WITH the other. Live and learn in the tension.
We have a ride range of students that require a wide range of teaching processes and learning environments. Therefore, we aim to create a process of teaching in student ministry that is both INSTRUCTIONAL and TRANSFORMATIONAL, where the truth of scripture is caught and taught both to the head and to the heart.
As you lead your group now and in the future, remember how we approach scripture and how we intend to live truth in small groups and life: in the tension.
