Transformation in Action
The educational landscape has drastically changed in the past few years. Education has become a catalyst in navigating our civilization; it has transformed the perspectives of young minds vigorously in many aspects of their lives.
Being a teacher is rewarding when we see our students’ accomplishments, and, at the same time, teachers face a variety of challenges like classroom management, workload, diverse learning needs, and spirituality. Despite these challenges, many teachers continue to make a significant contribution and impact on students’ learning.
Teaching as a calling
Generally, teaching is based on cognitive skills that allow students to process information and concepts for overall development. However, when it comes to transformational education, one of the objectives is to focus on person-centred teaching, which includes spiritual hearing, spiritual seeing, and spiritual understanding. Education is not only about imparting knowledge but also helping students apply what they learn. Cognitive teaching without the ability to perceive these three important principles cannot bring transformation in the lives of learners.
Jesus often demonstrated His ability to bring about change and transformation in His teaching (John 1:12). His prime objective is holistic transformation, which focuses on profound change in one’s heart and life (Matthew 4:23). Transformation should be intentional and can happen when an educator recognizes and sees teaching as a calling from God, aligning with God’s will and serving others to impact their lives. Teaching should be considered a noble task with a larger spiritual task. Our call to teaching ministry involves our commitment to bring transformation and requires imitation of Christ (1 Corinthians 11:1). Jesus’ teaching to His disciples was part of His life. Having this conviction can have a significant impact on the lives of our students.
Contextual Education
We understand an issue and content when we know the context. Nothing exists in isolation, and everything is in some way interconnected. Likewise, we are influenced by our surroundings and contexts. Therefore, understanding students requires knowing or seeing their cultural and geopolitical context. To bring about comprehensive change, we must recognize and address the contextual foundation of education, taking into consideration the social, spiritual, and emotional aspects of every student. This helps teachers and students have better coordination and communication in bringing about transformational education.
Two of the current generations are called Generation Z and Generation Alpha.[1] Understanding these generations’ perspectives and learning preferences is vital, allowing teachers to respond and design their teaching methods accordingly. Some of our educational learning methods may fall under a more conventional method of education and may not have much impact on Generation Z or Generation Alpha. This does not stop us from teaching these generations. Instead, we must seek to make our educational system relevant, effective, and vibrant and bring transformational learning and Christian spirituality.
Learning in context stimulates and motivates students’ engagement in the learning experience. When education is made relevant and understood, students can process the meaning in their context and translate it into their own experience, which can have a greater impact.
Let me give you an example. Christianity has brought transformational life to the area in which I work in South Asia. One of the factors supporting it was contextual education – learning and teaching methods that allow teachers, students, and the community to articulate and reflect based on their context. It encouraged and enabled people to deepen their growth and economic standards within family and society. This eventually enlightened people’s minds and became a liberating tool God used to free people from spiritual and social demons.
Guru and Shishya
One of the remarkable methods of Jesus’ model of teaching is His way of relating to disciples. He sees the importance of developing relationships that can eventually bring transformational life to His disciples. An illustration that exemplifies the teaching method of Jesus and this concept of transformation in action is the relationship between guru and shishya in the Indian educational system.[2] In the Indian context, this teacher-student relationship is considered sacred. A guru is seen as more than a mere religious teacher and instead a representation of God.[3] The guru’s relationship with his students is based on a holistic approach that emphasizes cognitive knowledge and spirituality.[4]
As an educator, one of my struggles is discipleship. Education is not only about helping students achieve their goals but also about having a cordial and lasting relationship. I have seen students going through various challenges. Most students expect their teachers to help them navigate their dilemmas and challenges. For instance, I encountered a student who had gone through severe depression and had a feeling of hopelessness. He felt rejected and that his ultimate viable option was to commit suicide. My immediate (and unprofessional) question was, “Why did you not share with your teachers?” He gave me a shocking and unexpected answer, saying “I had no strength and confidence to share with my teachers.” His answer hit me so hard, and I realized the vast gap between the guru and shishya.
The relationship between guru and shishya is often characterized by love and mutual understanding. Their relationship is considered spiritual and goes beyond classroom and academic teaching. The guru who is engaged actively with his shishya in their learning process recognizes and addresses each shishya’s weaknesses and strengths. We as transformational Christian teachers can also learn and adapt the important principles of the age-old paradigm of guru and shishya, particularly by studying the relationship between Jesus and His shishyas.
Conclusion
The goal of transformation is to help students understand their real selves and become more like Jesus in their future endeavors. Howard Hendricks says, “You cannot communicate out of a vacuum. You cannot impart what you do not possess.”[5]It simply means that transformational life should begin with us. As we become part of students’ lives and engage with them actively in the teaching-learning process, we can encourage their transformation in action.
Ashong Serto
Ashong is a theological educator in South Asia.
Photo Credits:
Children at Computers. Shutterstock. Resized.
Girl Helping Brother. Shutterstock. Resized.
Teacher with Student. Shutterstock. Resized.
Being a teacher is rewarding when we see our students’ accomplishments, and, at the same time, teachers face a variety of challenges like classroom management, workload, diverse learning needs, and spirituality. Despite these challenges, many teachers continue to make a significant contribution and impact on students’ learning.
Teaching as a calling
Generally, teaching is based on cognitive skills that allow students to process information and concepts for overall development. However, when it comes to transformational education, one of the objectives is to focus on person-centred teaching, which includes spiritual hearing, spiritual seeing, and spiritual understanding. Education is not only about imparting knowledge but also helping students apply what they learn. Cognitive teaching without the ability to perceive these three important principles cannot bring transformation in the lives of learners.
Jesus often demonstrated His ability to bring about change and transformation in His teaching (John 1:12). His prime objective is holistic transformation, which focuses on profound change in one’s heart and life (Matthew 4:23). Transformation should be intentional and can happen when an educator recognizes and sees teaching as a calling from God, aligning with God’s will and serving others to impact their lives. Teaching should be considered a noble task with a larger spiritual task. Our call to teaching ministry involves our commitment to bring transformation and requires imitation of Christ (1 Corinthians 11:1). Jesus’ teaching to His disciples was part of His life. Having this conviction can have a significant impact on the lives of our students.
Contextual Education
We understand an issue and content when we know the context. Nothing exists in isolation, and everything is in some way interconnected. Likewise, we are influenced by our surroundings and contexts. Therefore, understanding students requires knowing or seeing their cultural and geopolitical context. To bring about comprehensive change, we must recognize and address the contextual foundation of education, taking into consideration the social, spiritual, and emotional aspects of every student. This helps teachers and students have better coordination and communication in bringing about transformational education.Two of the current generations are called Generation Z and Generation Alpha.[1] Understanding these generations’ perspectives and learning preferences is vital, allowing teachers to respond and design their teaching methods accordingly. Some of our educational learning methods may fall under a more conventional method of education and may not have much impact on Generation Z or Generation Alpha. This does not stop us from teaching these generations. Instead, we must seek to make our educational system relevant, effective, and vibrant and bring transformational learning and Christian spirituality.
Learning in context stimulates and motivates students’ engagement in the learning experience. When education is made relevant and understood, students can process the meaning in their context and translate it into their own experience, which can have a greater impact.
Let me give you an example. Christianity has brought transformational life to the area in which I work in South Asia. One of the factors supporting it was contextual education – learning and teaching methods that allow teachers, students, and the community to articulate and reflect based on their context. It encouraged and enabled people to deepen their growth and economic standards within family and society. This eventually enlightened people’s minds and became a liberating tool God used to free people from spiritual and social demons.
Guru and Shishya
One of the remarkable methods of Jesus’ model of teaching is His way of relating to disciples. He sees the importance of developing relationships that can eventually bring transformational life to His disciples. An illustration that exemplifies the teaching method of Jesus and this concept of transformation in action is the relationship between guru and shishya in the Indian educational system.[2] In the Indian context, this teacher-student relationship is considered sacred. A guru is seen as more than a mere religious teacher and instead a representation of God.[3] The guru’s relationship with his students is based on a holistic approach that emphasizes cognitive knowledge and spirituality.[4]
As an educator, one of my struggles is discipleship. Education is not only about helping students achieve their goals but also about having a cordial and lasting relationship. I have seen students going through various challenges. Most students expect their teachers to help them navigate their dilemmas and challenges. For instance, I encountered a student who had gone through severe depression and had a feeling of hopelessness. He felt rejected and that his ultimate viable option was to commit suicide. My immediate (and unprofessional) question was, “Why did you not share with your teachers?” He gave me a shocking and unexpected answer, saying “I had no strength and confidence to share with my teachers.” His answer hit me so hard, and I realized the vast gap between the guru and shishya.
The relationship between guru and shishya is often characterized by love and mutual understanding. Their relationship is considered spiritual and goes beyond classroom and academic teaching. The guru who is engaged actively with his shishya in their learning process recognizes and addresses each shishya’s weaknesses and strengths. We as transformational Christian teachers can also learn and adapt the important principles of the age-old paradigm of guru and shishya, particularly by studying the relationship between Jesus and His shishyas.
Conclusion
The goal of transformation is to help students understand their real selves and become more like Jesus in their future endeavors. Howard Hendricks says, “You cannot communicate out of a vacuum. You cannot impart what you do not possess.”[5]It simply means that transformational life should begin with us. As we become part of students’ lives and engage with them actively in the teaching-learning process, we can encourage their transformation in action.
Ashong Serto
Ashong is a theological educator in South Asia.
[1] The term “Generation Z” refers to people born between 1996-2010 whose identity is shaped by digital world. See McKinsey, “What is Gen Z?”, https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-gen-z, accessed 10 August, 2024. “Generation Alpha” refers to those born in 2010 and later. See https://generationalpha.com/articles/size/, accessed 4 September 2024.
[2]Guru means teacher and shishya a student.
[3] Smith, D. (2003). Hinduism and Modernity.Blackwell Publishing. (p. 170.)
[4] Mlecko, J. D. (1981, July). “The Guru in Hindu Tradition,” Numen, 29(1), 34.
[5] Hendricks, H. (1987). Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive. Multnomah Books. (p. 14.)
Photo Credits:
Children at Computers. Shutterstock. Resized.
Girl Helping Brother. Shutterstock. Resized.
Teacher with Student. Shutterstock. Resized.