Running Head: DIVINE PEDAGOGY

Divine Pedagogy in Cyber Space Tatiana Pitstick California State University Monterey Bay

IST520 Learning Theory Dr. Nancy Lockwood April 16, 2013

DIVINE PEDAGOGY Introduction

Spiritual reflection is what constructs our societies and develops change; it provides hope for personal and social transformation. The readings throughout this past year at CSUMB triggered a lot reflection. I find that regularly reflecting continues to improve my skills. Im constantly discovering something new and inspirational in the correlations between my beliefs and my professional teaching. Despite my human limitations (and even due to my own mistakes), I believe in encouraging people to be the best they can be, which is ultimately what Divine Pedagogy does for all of us. The coursework readings at CSUMB continually called to mind a course I took online to fulfill requirements for teaching religious education. The course focused on Divine Pedagogy, which is equally applicable to andragogy and all education. Divine Pedagogy provides the rubric for integrating divine purpose with personal interests. God has been a Teacher for all humans. As the Ultimate Social Constructionist abiding within His methodology, He seeks to give emancipatory knowledge and true fulfillment to all people. As Divine Pedagogy has infinite implications, I will limit myself to addressing the components of interest at hand, namely by providing an example of Divine Pedagogy in action, its key concepts described, and its implications for instruction. Real World Example Relating a real world example provides an excellent introduction to Divine Pedagogy. In order to qualify for teaching religious education in the Military Diocese, one must have training in catechesis (religious instructional design). The University of Dayton is one source that provides such training, and, in sync with the demands of modern society, they offer catechetical courses both online and in person. Having enrolled in several of their online classes, I can

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identify how the Church is implementing Divine Pedagogy through the instructional design of these courses. Other pedagogical and andragogical theories, of course, are integrated within the design as well. As my first online course ever was through University of Dayton, I was sincerely impressed with their ability to make real the learning experience, so that one was not lost in cyber space, devoid of personal connections. The VLCFF (Virtual Learning Community for Faith Formation, 2012) coursework at the University of Dayton is very user-friendly. Its study guide keeps learners on track, so they can check off items when completed. The interface is clear so one wont get lost; the format has a simple design, without distracting or superfluous components. The open schedule for the online course allows students to work at their own pace while staying on track with a community of other learners. After posting answers to daily questions, participants can attend to the postings of classmates, so as to learn with and from them as well. The essence of Divine Pedagogy is demonstrated through the structure of the forums that lead to discussion inspired by the readings. First of all, faith is a gift. It comes from God and is cultivated by us through apprenticeship, catechesis, and a personal desire to love God more (Darcy-Berube, 2012). One can learn a lot from classmates, which is only limited by the degree of sharing within the online community. Forums are essential for catechizing nowadays, as there seem to be less social opportunities for engaging in faith discussions in person. Likewise, the online community serves many individuals who dont live near churches, such as those who are deployed or living in isolated regions. The forums allow for deeper discussion that elaborate on both social and personal implications. The content for the coursework includes required readings from scholarly articles that stimulate reflection and discussion. None of the assignments would be considered busy work

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as they all provide pertinent information that lead to deeper understanding. Interestingly, the design of the course has concepts scaffolded according to depth of cognitive understanding. The preliminary section of each week begins with Getting Started topics, which lead to Initial Discussion after further reading, and then culminate finally with Growth in Understanding with more challenging articles for reflection (VLCFF, 2012). All sections aim to guide discovery of new aspects about faith and allow for synthesis as demonstrated through discussion and short essays. The amount of reading is balanced, without overloading students, for optimal synthesis of course content is essentially the purpose of learning. As a whole, the actual design for the VLCFF process is excellent and provides the perfect structure for attaining the course objectives. Key Concepts and Principles Of particular importance to this discussion is the National Directory of Catechesis (2005) which explains fully Divine Pedagogy and its inherent learning theories and beliefs. Following the humanistic concepts of the Faith, the key factors that influence learning include docility and volition motivated by patience on behalf of both instructor and student; an emphasis on compassion and interpersonal connections or communication; a focus on the recognition of self-worth and freewill; and the process of maturing as children of God while gaining wisdom (Willey, 2009). The role of the teacher or instructor is to encourage the learner to seek truth so as to discover Truth Itself as found throughout life. There is a correlation between the teacher as guide and Jesus Who leads His Disciples in apprenticeship of self-discovery and wisdom. Christian beliefs correlate to the theories of Divine Pedagogy. Undoubtedly, God knows each ones abilities. Teachers, therefore, have to recognize student understanding and aptitudinal levels. Focusing only on teaching is inadequate, as there needs to be a greater emphasis placed

DIVINE PEDAGOGY on the learner and the process of learning (Willey, 2009). Relating to the whole person, therefore (and not just to the academic mind), is essential for making connections for the students, for making meaning out of the content, and thereby for learning.

Besides regular assessments for content acquisition, instructors must consider the various dimensions of personal maturity as well as present interests and desires of the students. Teachers also have to check for signs of stress and frustration that can block progress; they can assuage the emotional (and mental) pains and encourage students to carry on. Optimally, there must be a blending of knowledge and experience to help students gain wisdom (Flowerday, 2012). Divine Pedagogy leads to extensive higher order thinking and incorporates narrative as an excellent tool for connecting the content to personal human experience, especially as demonstrated in the effectiveness of reading Holy Scripture with all its narratives and parables (Dunlap, 2012). As Divine Pedagogy attests, God also challenges people in increments. Teachers have to find the balance between fulfilling curriculum requirements and maintaining volition by avoiding potential cognitive overload; giving too much or too little can be equally disheartening for students (Reiser & Dempsey, 2012). In the same way, God recognizes the best pace for development; so too, experienced teachers need to gage how to pace lessons for optimal learning. Emulating Divine Mercy guides them to be patient and reconciliatory with less than docile students, whether online or in person. Thus instructors can establish a safe-learning environment, so that teaching methodologies or instructional idiosyncrasies develop trust in students, even when things dont go as expected. Besides these elements, the theorys major strengths stem from the pivotal value placed on each person and the necessity to scaffold any instruction patiently. These aspects encourage greater patience and understanding on behalf of the teacher for her students. The theoretical

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weaknesses may primarily lie in the fact that some people may think the theory irrelevant, contrived, or too personal for secular society and modern mentality. Divine Pedagogy, however, is applicable to current society, and even to online education. Implications on Instruction Divine Pedagogy implies that instruction will ultimately contribute to ones eternal happiness. Such a lofty concept needs to be deconstructed to draw such conclusions. Essentially the educational environment must respect the rights of the individual, allowing for freedom of conscience without coercion. This freedom allows for extensive use of questioning so that one can learn from one anothers experiences. Incorporating personal narrative and reflection are fundamental for successful learning under Divine Pedagogy (Willey, 2009). How is Divine Pedagogy useful in the classroom? First and foremost, it is malleable. The instructor can creatively integrate other learning theories within the application of Divine Pedagogy. Other methodologies are valid, therefore, such that implementing Divine Pedagogy is more seen as a governing inspiration (Willey, 2009, p.7). Although typically applied to catechetical design, Divine Pedagogy is applicable to any field of study and can involve any strategies that respect the individuals freedom and growth in wisdom. As Divine Pedagogy clarifies, God helps people with grace to learn from their mistakes. Teachers are responsible not just for supplying content material but also emotional support and nourishment (to the degree that is appropriate in respecting circumstances and peoples freewill). Teachers cant expect students to be machines that regurgitate information, for that is not true learning. Rather, they have to lead students to process the information, in understanding it fully andespeciallypersonally. The daily dialogue between teacher and student brings each to a deeper understanding of reality. Teachers, therefore, lead by example, not just written

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examples on the board or online, but also through their personal lives, which ought to express confidence and support while accommodating the needs of their students. Knowledge of other cultures and psychological perspectives can contribute to the learning experience (Phan, 2012). Everyone has a different experience with God, so perspectives and philosophies abound. Divine Pedagogy predominantly seeks to guide individuals in personal development, which in turn, improves the overall balance in society. Learning is enhanced through this deep valuing of the individual, so that cognitive abilities, behavioral styles, personal interests, and cultural backgrounds are addressed in the educational structure. Through Divine Pedagogy, therefore, each person directly benefits by finding value in oneself and in how to contribute to the betterment of society.

DIVINE PEDAGOGY References

Darcy-Berube, F. (2012). Article 9: Apprenticeship in the Christian life. NCCLs Evangelizing Catechesis. Virtual Learning Community for Faith Formation. Retrieved from https://vlc.udayton.edu/ Dunlap, J. (2012). Divine pedagogy and methodologies. NCCLs Evangelizing Catechesis. Virtual Learning Community for Faith Formation. Retrieved from https://vlc.udayton.edu/ Flowerday, T. (2012, February 15). GDC 143: Divine pedagogy and catechesis. Catholic sensibility. Retrieved from http://catholicsensibility.wordpress.com/2012/02/15/gdc-143divine-pedagogy-and-catechesis/ Phan, P.C. (2012). Article 5: Faith in cultures: Inculturation and catechesis. NCCLs Evangelizing Catechesis. Virtual Learning Community for Faith Formation. Retrieved from https://vlc.udayton.edu/ Reiser, R.A., & Dempsey, J.V. (Eds.). (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson Education. United States Conference of Catholic Bishops. (2005). National directory for catechesis. Washington, D.C.: USCCB. VLCFF (Virtual Learning Community for Faith Formation). (2012). Introduction to catechesis. Retrieved from https://vlc.udayton.edu/ Willey, P. (2009, July 10). Catechetical Conference on the Pedagogy of God. [Conference introductory paper]. Retrieved from http://www.archindy.org/oce/download_documents/items_of_interest/briefing_paper_for _rome_conference.pdf