using teacher and learner fq--faith quotient--to effect teaching style and facilitate teaching as...
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Presented at Midwest Scholars Conference 2007TRANSCRIPT
Using Teacher and Learner Using Teacher and Learner FQFQ
to to Effect Teaching Style Effect Teaching Style
andandFacilitate Teaching as Facilitate Teaching as
ReconciliationReconciliation
Mark Eutsler, AGS Adjunct FacultyMark Eutsler, AGS Adjunct FacultyIndiana Wesleyan UniversityIndiana Wesleyan University
Midwest Scholars ConferenceMidwest Scholars ConferenceFaith & Theology PresentationFaith & Theology Presentation
23 February 200723 February 2007
Using Teacher and Learner Using Teacher and Learner FQFQ
Teacher as Fruit-BearerTeacher as Fruit-Bearer
• Christians are not only called to Christians are not only called to display empathy towards the joys display empathy towards the joys and sufferings of others, but also that and sufferings of others, but also that we should be imitators of God.we should be imitators of God.
Palfreyman 2006, Palfreyman 2006, Journal of Education & Christian BeliefJournal of Education & Christian Belief (reviewing (reviewing Mouw, 2002, Mouw, 2002, He Shines In All That’s Fair: Culture and Common He Shines In All That’s Fair: Culture and Common GraceGrace).).
Using Teacher and Learner Using Teacher and Learner FQFQShifting Paradigms—Who are we Shifting Paradigms—Who are we
tempted to imitate?tempted to imitate?
Using Teacher and Learner Using Teacher and Learner FQFQA Christian Teaching Method?A Christian Teaching Method?
• There is not a unique Christian teaching There is not a unique Christian teaching method different in every other way method different in every other way from all others. In fact, Christians should from all others. In fact, Christians should use ideas from various methodologies use ideas from various methodologies (we need all the good ideas we can get).(we need all the good ideas we can get).
Smith 1999, Keynote Address at the Eighth Annual Conference of the North Smith 1999, Keynote Address at the Eighth Annual Conference of the North American Christian Foreign Language Association, Anderson University.American Christian Foreign Language Association, Anderson University.
Using Teacher and Learner Using Teacher and Learner FQFQA Christian Teaching ApproachA Christian Teaching Approach
Committing us to ask questions about the Committing us to ask questions about the connections between basic assumptions connections between basic assumptions about the nature of:about the nature of:
• PersonsPersons• CommunicationCommunication• RelationshipsRelationships• Patterns emerging in pedagogical Patterns emerging in pedagogical
proposals and practicesproposals and practices
Smith 1999, Keynote Address at the Eighth Annual Conference of the Smith 1999, Keynote Address at the Eighth Annual Conference of the North American Christian Foreign Language Association, Anderson North American Christian Foreign Language Association, Anderson University.University.
Using Teacher and Learner Using Teacher and Learner FQFQA Christian Teaching ChargeA Christian Teaching Charge
• Making us ready to make creative Making us ready to make creative adjustments to make pedagogy work adjustments to make pedagogy work withwith instead of instead of againstagainst Christian Christian convictions.convictions.
Smith 1999, Keynote Address at the Eighth Annual Conference of the North Smith 1999, Keynote Address at the Eighth Annual Conference of the North American Christian Foreign Language Association, Anderson University.American Christian Foreign Language Association, Anderson University.
Using Teacher and Learner Using Teacher and Learner FQFQ
Reconsidering Christian Thinking in Reconsidering Christian Thinking in Education—The CallEducation—The Call
• Part of our calling as human beings, Part of our calling as human beings, and derivatively as educators, is not to and derivatively as educators, is not to function as automata, but to image function as automata, but to image God in our works in the world. God in our works in the world.
Smith 1995, “Reconsidering Christian Thinking in Education,” Smith 1995, “Reconsidering Christian Thinking in Education,” SpectrumSpectrum 27:1.27:1.
Using Teacher and Learner Using Teacher and Learner FQFQReconsidering Christian Thinking in Reconsidering Christian Thinking in
Education—The Role Education—The Role
• Our role as Christians in education is Our role as Christians in education is surely not to unthinkingly implement a surely not to unthinkingly implement a blueprint, but to seek creatively and blueprint, but to seek creatively and responsibly to create something which responsibly to create something which honors God and reflects something of honors God and reflects something of GodGod
Smith 1995, “Reconsidering Christian Thinking in Education,” Smith 1995, “Reconsidering Christian Thinking in Education,” SpectrumSpectrum 27:1.27:1.
Using Teacher and Learner Using Teacher and Learner FQFQReconsidering Christian Thinking in Reconsidering Christian Thinking in
Education—The Dynamic Education—The Dynamic
• Christianity is not simply a static picture of Christianity is not simply a static picture of reality, but an account . . . which is moving reality, but an account . . . which is moving towards a conclusion (disciple-making, e.g., towards a conclusion (disciple-making, e.g., inviting, welcoming, nurturing, sending-forth).inviting, welcoming, nurturing, sending-forth).
Smith 1995, “Reconsidering Christian Thinking in Education,” Smith 1995, “Reconsidering Christian Thinking in Education,” SpectrumSpectrum 27:1.27:1.
Using Teacher and Learner Using Teacher and Learner FQFQ
Teaching as ReconciliationTeaching as Reconciliation
• Our general witness makes or mars Our general witness makes or mars our special testimonyour special testimony
• The gospel enriches our general The gospel enriches our general witnesswitness
• We are expected to get involvedWe are expected to get involved
Hill 1976, Hill 1976, Journal of Christian Education.Journal of Christian Education.
Using Teacher and Learner Using Teacher and Learner FQFQAreas Needing ReconciliationAreas Needing Reconciliation
• People with societyPeople with society• Education of Thinking and FeelingEducation of Thinking and Feeling• Agents of Education (where various Agents of Education (where various
stakeholders come to the point of stakeholders come to the point of educational decision-making to educational decision-making to establish curriculum policies)establish curriculum policies)
Hill 1976, Hill 1976, Journal of Christian Education.Journal of Christian Education.
Using Teacher and Learner Using Teacher and Learner FQFQ
Learning ReadinessLearning Readiness
• ForgivenessForgiveness
• HealingHealing
• RestorationRestoration
• Reconciliation of people with God Reconciliation of people with God and each otherand each other
Smith, Shortt, Bradley 2006, Smith, Shortt, Bradley 2006, Journal of Education & Christian BeliefJournal of Education & Christian Belief..
Using Teacher and Learner Using Teacher and Learner FQFQFacilitating Teaching Style & Facilitating Teaching Style &
ReconciliationReconciliation
• Teachers who know their and their students’ Teachers who know their and their students’ FQ as the degree to which the nine FQ as the degree to which the nine spiritual spiritual fruitsfruits (Galatians 5:22) are faith manifested in (Galatians 5:22) are faith manifested in the the context ofcontext of experienceexperience, , interestinterest, and , and passionpassion have an opportunity to have an opportunity to attune their attune their teaching styleteaching style (Shumsky 1968) and (Shumsky 1968) and useuse their their teaching as reconciliationteaching as reconciliation (Hill 1976). (Hill 1976).
Shumsky 1968, Shumsky 1968, In Search of Teaching StyleIn Search of Teaching Style..
Using Teacher and Learner Using Teacher and Learner FQFQ
FQ DefinedFQ Defined
• A snapshot taken by assessment of A snapshot taken by assessment of the degree to which the Galatians the degree to which the Galatians 5:22 spiritual fruits are faith-5:22 spiritual fruits are faith-manifested as experience, interest, manifested as experience, interest, or passion in one’s life.or passion in one’s life.
Using Teacher and Learner Using Teacher and Learner FQFQFQ Illustrates Spiritual Fruit FQ Illustrates Spiritual Fruit
Expressions as:Expressions as:
• ExperienceExperience (familiarity enough to explain (familiarity enough to explain the fruits to others)the fruits to others)
• InterestInterest (awareness of the characteristics (awareness of the characteristics operating in the user’s life and others’ lives)operating in the user’s life and others’ lives)
• PassionPassion (enthusiastically finding using (enthusiastically finding using spiritual fruits regardless of circumstances)spiritual fruits regardless of circumstances)
Using Teacher and Learner Using Teacher and Learner FQFQFQ ScoringFQ Scoring
• Characteristic IndicatorsCharacteristic Indicators (from active (from active external recognition to external invisibility)external recognition to external invisibility)
• Expression IndicatorsExpression Indicators (from self actualizing (from self actualizing to suppressed internal recognition)to suppressed internal recognition)
• FQ DescriptorsFQ Descriptors (from Meta Operationalizing (from Meta Operationalizing to Marginal Operationalizing)to Marginal Operationalizing)
• FQ Leading Indicators ReflectionFQ Leading Indicators Reflection
Using Teacher and Learner Using Teacher and Learner FQFQFQ RationaleFQ Rationale
• Teacher and student FQ knowledge helps Teacher and student FQ knowledge helps calibrate teaching stylecalibrate teaching style and refine a and refine a teacher’s teacher’s aim aim (Peters 1959) by providing a (Peters 1959) by providing a contextual relevancy target. It contextual relevancy target. It provides provides students lenses students lenses through which through which to view to view subject mattersubject matter and and co-relate it to co-relate it to spiritual fruitsspiritual fruits operating in their lives. operating in their lives.
Peters 1959, Peters 1959, Authority, Responsibility and EducationAuthority, Responsibility and Education..
Using Teacher and Learner Using Teacher and Learner FQFQLenses are Lenses are
becoming becoming extremely extremely important …important …
Using Teacher and Learner Using Teacher and Learner FQFQ
FQ ApplicationFQ Application
Subject matter-to-spiritual fruits micro-Subject matter-to-spiritual fruits micro-reconciliation can extend to student-reconciliation can extend to student-to-society macro-reconciliation (as to-society macro-reconciliation (as members of Christ’s body).members of Christ’s body).
Using Teacher and Learner FQUsing Teacher and Learner FQ
Generations—Predominant ValuesGenerations—Predominant Values• BuildersBuilders (over 80) value (over 80) value ProjectProject• Silent Silent (64-80) value (64-80) value Protecting ProjectProtecting Project• BoomersBoomers (46-63) value (46-63) value CauseCause• SurvivorsSurvivors (30-45) value (30-45) value FriendFriend• Survivors/MillennialsSurvivors/Millennials (20-30) value (20-30) value
IdentityIdentity• Millennials-ZMillennials-Z (under 20) value TBD (under 20) value TBD
Owen (compiled) 2007, Imagine Indiana Planning Team, Indianapolis.Owen (compiled) 2007, Imagine Indiana Planning Team, Indianapolis.
Using Teacher and Learner FQUsing Teacher and Learner FQ
Generations—Key CharacteristicsGenerations—Key CharacteristicsBuildersBuilders (over 80) (over 80) \ \SilentSilent (64-80) (64-80) / / AutocraticAutocraticBoomersBoomers (46-63) (46-63) – – EntrepreneurialEntrepreneurialSurvivorsSurvivors (30-45) (30-45) \ \Survivors/MillennialsSurvivors/Millennials (20-30) / (20-30) / OutsourcersOutsourcersMillennials-ZMillennials-Z (under 20) – TBD (under 20) – TBD
Owen (compiled) 2007, Imagine Indiana Planning Team, Indianapolis.Owen (compiled) 2007, Imagine Indiana Planning Team, Indianapolis.
Using Teacher and Learner Using Teacher and Learner FQFQWe all need a little We all need a little
reconciliation …reconciliation …
Using Teacher and Learner Using Teacher and Learner FQFQ
FQ PracticeFQ Practice
• A teacher’s FQ will change with A teacher’s FQ will change with spiritual development and a spiritual development and a classroom’s collective FQ will change classroom’s collective FQ will change with each new student group, so best with each new student group, so best practices techniques and tactics practices techniques and tactics should be utilized …should be utilized …
Using Teacher and Learner Using Teacher and Learner FQFQ
… … reminding us that there is not a reminding us that there is not a unique Christian teaching method unique Christian teaching method different in every other way from all different in every other way from all others. In fact, Christians should use others. In fact, Christians should use ideas from various methodologies (we ideas from various methodologies (we need all the good ideas we can get).need all the good ideas we can get).
Smith 1999, Keynote Address at the Eighth Annual Conference of the Smith 1999, Keynote Address at the Eighth Annual Conference of the North American Christian Foreign Language Association, Anderson North American Christian Foreign Language Association, Anderson University.University.
