What role does spiritual formation play in teaching at Christian colleges? Calvin College pedagogy expert David I. Smith discusses this topic in a recent interview at Faith & Leadership. Here is a taste:
Q: So how do Christian beliefs and values and commitments shape one’s approach to teaching?
When I started teaching, I taught German, French and Russian in secular secondary schools. Early on, I was struck that the language textbooks I’d been given were pretty much based around consumerism. We spent a lot of time practicing dialogues in French and German where we were buying food in cafes and supermarkets and buying train tickets and theater tickets and going on vacation and talking about our vacation and talking about what clothes we bought.
I gradually thought, “Wait a minute. The picture I’m giving of why you learn other people’s languages is so you can buy stuff from them.”
Then I reflected on the biblical theme of hospitality to strangers. Leviticus 19 says, “Love your neighbor as yourself” (19:18), and then a few verses later, “Love the foreigner as yourself” (19:34). I thought, “If, as a Christian, I think we learn other people’s languages because of the call to love our neighbor and because most of our neighbors don’t speak English, then how would that reshape the examples that I choose, the pictures that I show, the dialogues that we practice, the way I shape a language curriculum?”
When you work at it from that end and you question the underlying values that shape the curriculum you’re delivering, it starts to be possible to come up with alternatives that other people find attractive.
Q: Doesn’t any good teacher think about these kinds of questions, about how they want to shape their students?
In a perfect world, yes. But a lot of things stymie that. Teachers are under enormous time pressure. It’s a very demanding task. They’re under increasing pressure to standardize and meet various external benchmarks and tests, and in the worst cases, it can become a massive exercise in checking boxes and keeping records.
It becomes an exercise in bureaucracy more than an exercise in teaching and learning. It’s like the professionalism of the profession has been downgraded, and teachers are treated as folks who should just make sure that all the bits get covered, and not as people who should be thinking deeply about what they’re doing.
The way we think [most] effectively about our deepest values and how they shape what we do is through engaging in constructive dialogue with colleagues.
It creates more space for self-critique when you can bounce it off colleagues, but in schools, we often end up just teaching in our classrooms and maybe see other people over lunchtime briefly. It’s difficult to carve out time and space for deep collaboration.
Read the entire interview here.