I
looked at the clock five minutes ago to reassure myself that I was leaving
right on time. But then I had to put my coat and boots on, fill up my water
bottle, turn the lights out, and grab the keys. Still on schedule. I had hoped
to leave a few minutes ago so that I could arrive at my interview early, but I am still new to winter and I
momentarily forgot that it takes longer to bundle up for the cold. I should
still make it, if just on time.
I
brace myself and then step out into the icy cold, pulling my coat more tightly
around me. My boots step carefully over the icy sidewalk, and then I turn the
corner and see my car. The windshield is covered in a layer of ice. I am going
to be late for my interview. A small knot forms in my stomach as I mentally
promise to never make this mistake again.
That
strong emotion will help solidify this experience in my mind, hopefully
preventing me from ever making the same mistake again. I learned something. I
learned that cold temperatures combined with moisture in the air create
obstacles of ice between me and my old warm-weather freedom of hopping in the
car and flying off to any destination of choice. I learned that in the winter
your departures should be scheduled, like the dignified flight plans that used
to dictate my father's schedule when I was growing up. Departure: 0900
Pre-flight Check: 0830.
Pre-flight
Checklist:
-T minus 30 minutes: prepare winter attire
-T
minus 20 minutes: start wrapping up household affairs.
-T
minus 10 minutes: bundle up and make a dash for the car. Turn on engine. Return
to house.
-T
minus 5 minutes: Check state of snow/ice/frost buildup. De-ice vehicle. Check state of driveway for departure.
-The
clock turns to 0900. Mission Accomplished.
This
experience altered my behavior, but for what reason and to what extent? We
learn things everyday through study, instruction, or experience. But how much
of that knowledge is retained and applied? The sad truth of the matter is that
I had learned to de-ice my car two years ago. In a perfect world, that
knowledge would have prevented me from ever making the mistake again. And yet,
two years later, after moving from a warm climate, I found myself having to
"re-learn" proper winter procedures. Why? How does knowledge enter
our minds? How can we retain it? And at what point does it alter our behavior?
It
has been affirmed for millennia that the acquisition of knowledge is desirable.
In the United States we have a well established University model and a very
deep rooted cultural belief that these Universities are the best way to instill
the knowledge and learning required for a career. It may indeed be the best
model for American society, but does this model hold up universally?
What
does education look like in Russia? In Thailand? In Lesotho? For that matter,
what does learning look like in a small village in Indonesia?
For
decades, MAF has existed to overcome barriers in spreading the gospel to all
peoples, nations, and tribes. Traditionally, this has looked like flying
aircraft over deadly jungles and deserts, to provide efficient, safe
transportation to missionaries, nationals, humanitarian organizations, and
governments. More recently it has also looked like overcoming barriers of
communication and lack of technology. Thanks to countless churches and mission
organizations dedicated to Christ's Great Commission, the gospel is going
forward. But part of that Great Commission is to make
disciples of all nations and to teach
them to observe what Christ has commanded. Are these aspects of
discipleship being accomplished around the world?
Just
as the distribution of wealth is by no means evenly spread across the globe,
the distribution of "knowledge" is disproportionate. In some
countries, new converts are prayed over and sent out immediately to plant
churches and spread the gospel. How are they being equipped? How are they to
obtain guidance, discipleship, and resources to feed their churches?
Learning
Technologies was launched by MAF to overcome a newly identified set of
barriers: those standing between isolated pastors and Christian workers and
their learning, growth, and development.
But
this poses a new set of questions and problems. Surely there are people willing
to purchase and ship a Seminary textbook to a national pastor in a restricted
nation. Even after the lengthy process of translation into his local language,
will reading a textbook really be the most effective way for him to learn? What
if he can't read? How will he teach this material to his congregation who can't
read? What if hostile government authorities find this textbook?
Hopefully
it is clear that it would be impossible to cookie cutter our well established
education and discipleship methods. Now we come back to my story of learning to
de-ice my unfortunate car. I did not go to a lecture to learn about the Proper
Winter Lifestyle: Tips and Tricks. My real life experience caused me to learn a
lesson as I went about my day. But it was as much a learning experience as
attending a lecture, just perhaps to a different extent and degree. One of the
many challenges that MAF Learning Technologies is tackling is getting numerous
resources and content available into a format that is accessible, practical,
and culturally acceptable around the globe.
We,
as humans, learn in many different ways. Why can't we take advantage of this
and get creative with the resources that we have? In my story, learning to
de-ice my car was a natural, hands on experience that engaged me visually and
emotionally. What if traditional "classroom learning" could be turned
into a visual, emotional experience that might impact the learner to change?
Welcome to Learning Technologies!
