09-9 VN! Castroman Article 3

For years I've been on a quest to find fresh, inspired concepts of education that push beyond an outdated, boring approach that says, "The teacher, as an expert, pours information into the student who is an empty vessel."

One of the first teachers to open my thinking in this direction was Chris Irby Williams at Tenacre Foundation. Her inspired view and example lit my fire and gave me a glimpse of the possibilities of an enlightened approach to education. She always came into the classroom bursting with enthusiasm and love! Among the many creative methods she used when teaching Bible History or instructing, was the encouragement of systematic study, including researching the etymology of words we use in relation to Christian Science nursing. This always revealed a deeper meaning, gave fresh insights, and sometimes surprised us by linking us to other ideas.

It is a testament to her teaching that years later, as I looked again at the wonderful Latin origin of the word "educate" in the Student's Reference Dictionary which said, "Educare, to lead out", that the two parts of the Latin translation jumped off the page: Edu-Caring. Eureka! This was the inspired foundation for teaching Christian Science nurses! As edu-carers we are lovingly, supportively leading thought, guiding it, shining a lamp on the path to new ideas, opening channels, encouraging, helping others to dis-cover (uncover) individual inspiration, right ideas, principles, and the best ways to provide proper care for another. And there are many methods we can use to support this activity.

Our Leader's example gives us important ideas to consider from her prayer-led approach to teaching. One example is the thoroughness of her educational system. In the article, "Mary Baker Eddy, Educator", in the book A Centennial Appreciation, Dewitt John wrote, "...it [her educational system] includes provisions in the Manual of The Mother Church...for preparation of teachers of Christian Science, for primary classes, and for annual association meetings of pupils. It includes the Sunday School. Also, Mrs. Eddy provided the means for orderly self-instruction in Christian Science. These include the Lesson-Sermons,...which...deal thoroughly and systematically with the basic teachings of Christian Science. Christian Scientists have also as invaluable auxiliaries to individual study and practice the Concordances to Mrs. Eddy's writings,...and the standard Concordances to the Bible."

"These are outward components. But the value of this educational system is to be found in its inner character....Its method of learning is not the accretion of finite human knowledge from without, but an unfolding of infinite divine consciousness, the kingdom of heaven, within."

"...her system transcends commonly accepted teaching and learning processes....and her methods uplift and enrich them."

"One feels the God-impelled inspiration which animated her own teaching and which continues to invigorate the teaching work today."

A former pupil of Mrs. Eddy shared that her key method was, '...first to question the pupils. Her clear insight could detect at once whether they answered by merely repeating the words or from an understanding heart.'"

I learned that the spiritual preparation we do for each class enables the discernment of the instructor to recognize the depth of understanding of the students and their ability to put into practice what is learned. Asking questions is a key to leading thought out of a limited understanding to a broader, deeper, more thorough apprehension of an idea.

Teachers who see themselves as "facilitators of learning" instead of "content transmitters", (filling up an empty vessel), begin with the expectation that students are bringing knowledge with them to the classroom. Asking questions helps the teacher find out what others already know and then to build a bridge from that knowledge and understanding to new ideas.

Dr. Alan Simpson, former President of Vassar College, wrote, "Good teachers have other things in common. They remember, in spite of everything that conspires to make them forget it, that teaching is the art of asking questions. You master your own subjects by asking questions, you teach these subjects to others by getting them to ask questions, and your whole object is to inspire a questioning mind...Progress is made by people who look at familiar things in unfamiliar ways, and ask stubborn, simple questions about them."

Mary Kimball Morgan, Founder of The Principia, and also a CSB (authorized teacher of Christian Science), wrote in Education at The Principia, "Education is not an accumulation of facts but an unfoldment of ideas. Gain the principle underlying any work, and you find it to be a reflection of infinite Principle, which is the foundation of all true Being....Pupils are taught to do their own thinking....From this foundation they must work to build the superstructure....To obtain a clear apprehension of basic principles--a perception of logical unfoldment of ideas--means searching, faithful work on the part of both teacher and pupil."

Her ideas were helpful in considering the best way for teaching the skills of proper care. Rather than requiring memorization of step-by-step procedures to be followed in a formulaic way, the principles behind them can be emphasized, enabling students to understand when and how to put proper skills together in a way that meets an individual need. (By the way, I recommend this book for its inspired ideas and approaches to specific challenges in education, leadership and organizations.)

An important element of good teaching includes the development of "critical thinking" skills. Critical thinking enables one to make choices between two differing, sometimes confusing, views in order to determine appropriate actions. It is key to ethical decision-making. I found that Mrs. Eddy's requirement for the Christian Science nurse to have the "practical wisdom necessary in a sick room" or the ability to make good judgments, can be difficult to teach. In prayerfully approaching this challenge, one method that worked well was writing hypothetical situations (based on real life experiences), asking questions, and building on the student's answers. This helped students work their way to making choices and decisions in a safe, learning environment. It does require that the teacher be completely familiar with the issues portrayed in the hypothetical and to be creative, spontaneous, and flexible in working through solutions with the students.

I saw the value of this approach as a student when I was attending workshops for a new job. The position required me, and others, to nurse in unfamiliar situations, and our mentor used this approach to help us gain confidence and an understanding of our responsibilities. It was also helpful by providing a realistic situation to practice skills until we performed them with ease.

As teachers we share, exemplify, explain, review, and help students discover, understand and receive correct concepts and information. The methods we use to do these things create either a dynamic, sharing environment or a boring atmosphere where students take notes and echo what is being said. I've found that putting into practice some of the ways described above can take familiar ideas and make them fresh, new, and inspiring.

The Commission for Accreditation of Christian Science Nursing Organizations/Facilities, Inc., has recently published standards for the various aspects of training and educational programs. If you are interested in seeing these, please feel free to email me at commission@attglobal.net. These standards represent what we've determined to be best practices in programs for educating Christian Science nurses. Even if you don't have a "school" open to the world, you may find them helpful in setting up a structured program for your own facility.

At one point while I was preparing for a course on instructing and another on mentoring, I did research on different approaches in education. There are many inspired expressions. One was an interview recorded by Bill Moyers, in "The World of Ideas". Sarah Lawrence Lightfoot, PhD, talked about a concept of school that resonated with me. She described the classroom as a "gathering of gifts". She said, "The student comes to the doors of school with their own special and unique gift," not just as an empty vessel to receive, "... but quite full of their own experience and history...dreams and hopes...and the teacher brings their own set of those..."

I love the idea of a classroom as a "gathering of gifts." I've always felt that I learn just as much from the students and from joining them in exploring and digging. It always feels like I receive a gift!

Bonnie Castroman is the Executive Director for The Commission for Accreditation of Christian Science Nursing Organizations/Facilities, Inc.