Here's the question of the month for September/October:
Pretend that you are starting from scratch to create a Lutheran college of ministry that will operate in the 21st century. Think about the general education such a college should offer ALL of its students. What sorts of knowledge, abilities or skills should all students acquire?
Please note:
- We're not asking for specialized knowledge (like pastors learning Greek or preschool teachers understanding young children's development). Think of common aims for ALL graduates of a college for called workers.
- We are looking broad ideas, not specific course descriptions. Think in terms of aptitudes or attitudes or understandings. For instance, don't so much say, "I think you'd need a Western civilization course," but perhaps, "Students will learn to understand how past history has shaped the world in which we live today," etc. We want this to be a thought exercise which will build a list of essential ingredients in a general education program.
So, you have your question of the month ... now get talking! You need not list every possible aspect you can think of. Mention the item(s) that seem especially important to you, and tell us why you think so.
Note: The blog lets you post comments anonymously if you wish (you do not have to sign into Google groups in order to comment). However, whenever possible, if you are willing, we urge you to sign your own posts with your name and who you are -- MLC student, alumnus/alumna, faculty or staff member, etc.
All students should be exposed to a minimum level of musical fine arts; perhaps requiring courses in music: choral and instrumental (piano/organ or wind/percussion) or general arts (history of art/music appreciation and theory classes).
ReplyDelete*ie somewhat similar to the current SEM requirement for piano/vocal courses, but a little more generalized with more options fulfilling the requirement and applied to all students.
I personally think the music requirement is ridiculous and should be desposed of or made optional. Attempting to teach students piano who have never taken piano before this late in life is a stressful endeavor for both parties and fruitless in many, many cases. I have talked to many teachers from my former Area Lutheran High School, and at least five of them said they could not play the piano now if they were to go teach at a gradeschool, and one of them said he never would have been able to play it at the gradeschool he taught at if asked. Another one commented on the former Vocal Musicianship course, and called it a joke and not something that was at all necessary for him to become a high school English teacher. He said that it was an embarassment that he had to mail off his terrible piano and vocal class grades when he was getting his masters. Some people just do not have the physical capacity to sing well, and I think that's something that the college is failing to understand.
ReplyDeleteSomething that I think would be far more useful for the SPAM track is accounting. Given the synod's current financial state, and the accounting experience (or lack thereof) of the former president and his "administration," it's extremely obvious that both accounting and economics are something that should be added to general education for the SPAM track at the very least, and it likely wouldn't be harmful for the SEM track either.
I could deal with the music requirement going away as well. I agree that we do have an altruistic view of music on campus and put a little too much emphasis on it, especially in the teacher track. Don't get me wrong, I enjoy choir, in fact, I love it, however I do not like the idea that I am being forced to take it to graduate. The same with piano, as my piano teacher can attest to, I will never be a pianist able to do more than punch out a very rudimentary and error-filled melody for a hymn unless I spend more hours than most teachers have in the day practicing it.
ReplyDeleteAs for accounting, a "finance" type math course would be very helpful. Something that helps them deal with budgets, tax returns, etc. Show them how to apply things learned in more theory-based courses in real life situations.
I agree the music requirements has been absolutely useless in my ministry.
ReplyDeleteFurthermore, students should be exposed to a variety of worship methods, not just the liturgical form presented in the "Worship" class.
I did not go to MLC because of the music requirements. I am now teaching in an area Lutheran High School. Let the music students do music and others go to their strengths.
ReplyDeleteOur Lutheran history consists of music. We encourage singing to the Lord and praising Him. I think some music/piano/vocal classes are important. Receiving a call to the grade school where some music knowledge is necessary is important. Maybe incorporate the technology that can be used as part of a course. This way it gives an avenue for those that aren't musically inclined or gifted to still use music in their calling. Maybe have fewer music requirements too.
ReplyDeleteAlso, I see a huge need for learning technology. Maybe that is being incorporated more at the college now, but training on using PowerPoint or a Smart board or Googledocs or online grading are all huge things that are necessary in our day and age.
How about a class that offers planning and organizing service opportunities? I'm always searching for resources for the high school students to serve in.
MLC 2009
I would support the musical requirement, but with a little flexibility. Whether or not someone has the ability to play the piano well, there is value in learning to appreciate the skill involved. We all have different talents and abilities. I will certainly not be playing piano to accompany worship, but my little skill will allow me to accompany my class for devotion and to teach hymnology.
ReplyDeleteMusical knowledge will be helpful regardless of what you teach. There are studies that show the improvement in learning in other areas when music theory and appreciation is taught.
That said, I don't think that everyone should have to take a lot of music. Music theory should be taught to everyone, and some sort of art/music appreciation should also be incorporated into the class.
Every teacher should know how to integrate technology into every subject area. Love them or fear them, computers and the Internet are going to be a part of our kids' lives, and they all need to know how to use them.
ReplyDeleteSimply knowledge of Word and Powerpoint are not going to cut it.
In my opinion, there needs to be more done with training future teachers on the use of technology in the classroom. I would love to see a course that addresses integrating technology into the curriculum; making use of Web 2.0 technologies, SmartBoard, etc. This could be especially beneficial to teacher track students if offered prior to their student teaching experiences.
ReplyDeleteI was never "gifted" in music, but I appreciate the fact that music was a requirement and I believe it should continue to be that way. Just because you don't feel it is a gift you have been blessed with, doesn't mean it isn't going to teach you something useful during your education years. Maybe you will learn that practice is important or you will be able to relate to the student that struggles with music. I struggled through piano, but I can plunk out a song when I have to. I took a year of organ just to spite my piano teacher. I don't play a note now, but I appreciate the fact that I was able to play something on the chapel organ without falling to pieces in the middle of it. Well rounded education is what we need and that is what we had.
ReplyDeleteDMLC grad 1989
In my opinion the knowledge to be gained in general education classes should be slightly higher in comparison to what we would teach at the grade school level. Consumer math and algebra, life science and physical science, American and World History. The goal of gen ed classes is to equip the teacher with the knowledge to be able to turn around and teach those same facts and concepts to the students.
ReplyDeleteI am somewhat saddened to hear the bad reputation music is getting. Now I am not musically gifted by any means but music is a main tool we use to worship God. If we are training future pastors and teachers for our synod, music needs to be a part of gen ed classes as well. That being said I do feel its structure needs to be revamped and some classes evaluated. A better placement system for those who have no, little, or a vast knowledge of music.
For those that say, I'll never teach music or I want to focus on Social Studies don't forget we are talking about general education classes here. As teachers we are trying to give our students a well rounded education so we should have one ourselves.
I also think that our future teachers should be able to use any sort of technology in the classroom. Not only basic computer, powerpoint but smart boards etc.
ReplyDeleteAs far as the music requirements, I do feel that this is part of our heritage, yet I do see that for many of our teachers this is not one of their strengths. However, then I feel that they should then be instructed in how to use technology to equip their classroom with the music that is needed and not just think that it is unimportant. I also feel very strongly about developing a good visual art program in our schools. Our grade schools are sorely lacking in that area. When students enter High school they are unequipped for that level of art. Art can be taught in conjunction with so many other subjects at the grade school level. Maybe a class that would teach to integration of a class within a class. Such as, art included with History or English or even Math! We can't be afraid or too proud to ask each other for help in those areas. We have to remember that our main purpose on this earth is to spread the gospel and one of the tools in which we could do this would be with Music and
the visual arts.
I also think that we should require for all students a basic Geography class. It is suprising how much teachers and students are clueless as to where places are in our world.
Students need strong interpersonal skills - not only for dealing with classroom issues, but also for adjusting to new areas where they may not know many people. Students must also possess strong critical thinking skills to help think outside of the box and apply their training in practical ways to their positions.
ReplyDeleteAs a music teacher, I was not going to comment on the music requirements, but after reading the previous comments, I think I must.
ReplyDeleteI sincerely believe that the study of music is essential to the health of our church body. Remember, Luther himself made a conscience decision on the role of music in the church. Why? Music teaches, music communicates, music is a language. I also believe that it is "core" to Lutheranism.
That being said, I agree with some of the previous comments on the music requirement at MLC. It is far too homogenous. The current curriculum at MLC more or less forces all students into the same skill set, that being piano, organ or choir. Romans 12:6 says "We have different gifts, according to the grace given us." Yet at MLC we expect that all musicians have the same gifts and that is just not realistic. Moreover, this one size fits all approach has far reaching effects. I think back to the most recent Worship conference and hearing the festival orchestra. So much ability, so much faith, yet how many of those instrumental musicians were trained at MLC? Only a handful. Why? Because MLC does not provide the choice in the curriculum to make it easy to further study an instrument other than piano or organ. Don't get me wrong, students do, but that is in addition to their already substantial class load and on top of their piano and/or organ lessons.
But the argument will come along "we need piano and organists!" That is very true, but I think MLC would better serve the church by producing a slightly smaller percentage of high quality pianists and organists, rather than a large percentage of mediocre or incapable pianist and organists (even after four semesters of lessons).
My point is that music should continue to be emphasized in the General ED curriculum, but provide students with a choice in their music training. If they are an avid trumpeter/flautist/clarinetist/violinist/saxophonist, why not give them the opportunity to take four semesters of applied instrument lessons instead of keyboard? I for one feel they would be far better served as a future musicians/leaders in the church than to sit through four semesters of lessons and end up resenting music (as it is clear a few of the previous comments do).
At the end of the day, all our students as Christians and Lutherans should be able to do two things: 1. Be able to open up the hymnal and understand what is going on and 2. Have a basic singing ability, for singing is important for the study of all music.
Other than that, MLC students need to have the ability to communicate and write effectively. Have at least some exposure to the arts, have to ability to think critically (not just regurgitate facts), understand the effects of history and be able to do math and science at least at an 8th grade level.
General ED curriculum is very important, but should not be so burdensome that students have no ability to take elective classes that build on their own interests and increase their skill sets. Hundreds of teachers with varying expertise, in my opinion, is much better than hundreds of teachers with the same average level of the same skills.
Starting from scratch in the 21st century I think I would develop more emphasis on teaching/relating to students/adults with special needs. Our schools receive these children with open arms to give us the opportunity to share the love of Jesus. I think in general we are ill equipped to serve these children in the best way possible. I think more electives to cover the areas of autism and ADD/HD as well as some of the other more common challenges would benefit our teachers well. Our pastors, as well, could relate better to these families if they understood the challenges that they face.
ReplyDeleteI also support the earlier comments on technology. Our kids are able to do extraordinary things with web 2.0. Hypothetical students of this new ministry training school should be equipped with an understanding of the usefulness of technology in all modes of learning from the desk to the pew.
A few key things might be beneficial...
ReplyDelete1. Life long learners - When you graduate the learning should change...not end.
2. Non Wels Educational groups are not bad - Look beyond our WELS world for educational ideas...Expose teachers especially to National conferences rather than just our District ones. We need to expand our horizons educationally.
3. People person skills - You have to be tactful, considerat, and servant minded. Ministry is aboutt serving people.
4. Mindset - Ministry is not an entitlement, it's a privilege.
I agree with the previous comment on reminding today's students that ministry is a privilege. I get more of a sense from recent graduates that they demand to be paid nearly the same as public school teachers, that they have more time off, and have other luxuries of those in the public sector, rather than thinking of themselves as humble servants.
ReplyDeleteI also think MLC has come a long way by at least requiring a beginning technology course, but much more should be done so that graduates in both tracks are familiar with the tools that are available and are qualified to use them.
I personally felt that the math requirements at the time I attended ('83-87') were much less than the requirements at my ALHS. More should be expected at the college level as I see many high school teachers who are unable to help the students in their Study Halls with math if they don't teach math themselves.
The current strong requirements in Social Studies, English and other fields should be maintained. Writing and public speaking skills need to be emphasized across the curriculum from the beginning of the Freshmen year.
Although I did not like Music courses when I was there, and still think that Perception of Music was a waste of time and would cut back Music requirements, I do see the need for students to learn at least some vocal and keyboarding skills because most teachers will be called to an elementary school for their first call.
I think there should be an education class that *all* MLC students should have to take. It should include basic topics like how to manage a classroom, grading/weighting grades, how to plan a curriculum or setting up block plans. I've seen too many pastors that come into a room to teach catechism that just stand in front of the room and talk while the kids fall asleep. Also, the curriculum is not the same from one pastor to another. How can we be sure that all of our students are learning the same information to the same degree if not all the pastors agree on what they're teaching and to what extent they're teaching it?
ReplyDeleteI wish I would have known how to do more teaching with technology as a tool rather than just learning how to type a newsletter in Word. One of the most exciting things that I have learned since I've been teaching is how to implement and supplement my lessons with technology. The kids enjoy it and since they are definitely digital natives, they are able to take it and run with it. It's awesome.
MLC Class of 2005
There are two things that I think would be valuable. Perhaps they are more specific than what is being asked for.
ReplyDelete1) class to deal with how to counsel students with different obstacles in their life (family death/illness, divorce, fights with friends ect.)
2) more on how to work with special needs like ADD and ADHD and what not. As well as more on how to work with below level students.
Yikes-- lots of deep emotions on the music issues.
ReplyDeleteHow about starting with a course on the keys to learning. Some sort of hybrid of Intro to Ed and Developmental Psych. It could start with students figuring out the mysteries of how they best learn and apply that to their future studies. Then go into other styles of learning. Topics like: What is developmentally appropriate; how do you tap the abilities of the disengaged learner; how can inquiry learning be introduced into lessons that traditionally use another format; etc. could be a part of it. If you could get the whole staff onboard for the premise of this course, it could be a keystone course for all departments, not just ed. Since the ultimate goal of MLC is to produce pastor, teachers, staff ministers, etc. that can share the Gospel or whatever subject is at hand, get the right focus from the start!
Something to consider with general ed classes is how some classes can transfer in/out of MLC. I wish we could say that all students who enroll at MLC finish with a degree. The reality is that some students are lead to pursue other careers and serve their Lord in a different capacity as a lay person. I also have heard of the struggles those people deal with in getting the classes they have taken at MLC to transfer to a public college. If someone leaves MLC after two years the gen ed courses they have taken should allow them to pick up at another college and not have to completely start over. At the same time, those who enroll at MLC after attending another college I'm sure would appreciate if some of their gen ed classes could be transferred into MLC.
ReplyDeleteI will second all talk of learning technology, especially how to use a SMARTBoard in the classroom. Not just as a glorified whiteboard but as a valuable and effective teaching tool. More and more of our WELS LES and ALHS are being equipped with this technology and using it effectively will save a future teacher hours of prep time in the long run.
In my opinion, I feel MLC's current gen ed classes are strong in the areas of Social Studies, Language Arts, and Religion and could use a boost in Math and Music.
I agree that music is indeed important to a well-rounded curriculum. I also agree that certain skills like playing a piano or singing aren't a necessity for certain calls. However, let's not forget that studying to become a high school teacher does not mean you will receive a call to be a high school teacher. Anyone studying to become a teacher of any kind could be called to serve in an LES classroom, which normally requires some skill in piano or voice. However, I think there is a way that these skills could be taught in one "Musicianship" course for those who only possess very basic skill levels and are probably headed somewhere that won't require those skills. Basically, have a course where you teach basic piano playing and singing all in one semester. This way you can relieve some of the pressure on those who are less gifted.
ReplyDeleteI would love to see a financing class for anyone, not just pastors. Lots of financial things are foreign to a college student who is going out into the "real world" for the first time. Insurance, housing, taxes, etc. would all be valuable things to learn about.
I also have thought it would be good to have all students, pastors included, to take a teaching methods course. Granted, education majors get this in other classes already, but many things like management and organization, as others have previously posted, aren't explicitly taught in the current curriculum. Often times they came up in education classes, but they weren't necessarily on the syllabus, if you get my drift.
If I understand the question correctly, you are looking for input regarding gen. ed. courses for all students regardless of their major (education, music, mathematics, social studies, theology, etc.). Therefore the knowledge, abilities and skills apply to all graduates.
ReplyDeleteFirst, it is Lutheran. WELS Lutheranism has deep-rooted, and I believe unique, philosophies regarding worship, doctrine, education, outreach, etc. Graduates need to know their Bible and doctrine, be able to apply it to a variety of settings and situations, and have the skills to teach others.
Second, it is a college. It has been over 12 years now since I've graduated from MLC, and I've come to realize the purpose college played in my life. College should give its students a broad and general background in each discipline (science, literature, mathematics, music, etc.). College should also prepare its students for a lifetime of learning. Learning truly begins when you begin to apply knowledge after graduation.
Third, it is about ministry. Many students at MLC (myself included) have had very limited exposure to dealing with unbelieving people. I see this weakness exposed when talking with other called workers about the role their church's ministries have not just in their congregation but in the community. As the apostle Paul said, "I have become all things to all men so that by all possible means I might save some." (1 Cor. 9:22) Because I am involved primarily with our elementary schools, I will say that anyone who tries to limit children from coming to hear about Jesus need to read Mark 10:13-16.
Last, it operates in the 21st century. What challenges do our churches, schools, and other ministries face today? Is it doctrinal, social, academic, financial, personal? Our world changes at an incredible pace and graduates need to know how to welcome change, incorporate it into their ministry, and help others through it.
I believe that the Social Studies curriculum must be strengthened with at least addition of macro and micro economics. How can our teachers accurately portray history without an understanding of the various ways that people have made choices about land, labor, and capital since the Fall.
ReplyDeleteAlso, most of our schools are scrambling to meet state standards for financial literacy. How are we preparing our future pastors and teachers to personally handle and also teach and counsel others about good stewardship in managing the money and other material blessings we receive from our gracious Lord.
Robert Becker
Teacher, Fox Valley Lutheran High School
Classroom discipline courses. Whether the graduate is a pastor or teacher, he will have to teach classes. Sure, we understand that we discipline in love as Christians. But nowhere at MLC was there a class containing specific examples of possible classroom issues, or strategies to deal with them. It would seem that some forewarning or insight would serve to prepare future teachers mostly, but also pastors in their confirmation classes.
ReplyDeleteAside from the music comments there are other concerns that need to be considered. After struggling with two recent assignees--one by emergency, the other on the third assignment, I see needs in two areas: classroom management and interpersonal relationships.
ReplyDeleteThe early field experience is definitely beneficial and is a vast improvement from 30+ years ago. But even in student teaching experiences the students do not have to establish a classroom climate or rapport on their own. All they need to do is maintain an atmosphere that already exists. I believe it is critical that a Christ-centered philosophy of management permeates the entire curriculum of MLC along with courses dealing specifically with management.
For interpersonal relationships students of MLC must understand Law and Gospel, Sin and Grace. It is necessary to understand that students and their parents are forgiven sinners who are growing in God's grace. Graduates likely do not have children of their own and cannot relate to the kind of love parents have for their children. Parents do want what is best for their children; sometimes they need to be told what is best.
"Always be prepared to give an answer..." for anything you do in the classroom or congregation.
I definitely agree with the preparation for classroom management. During student teaching, you are managing something that already has a management plan. When you are put into your teaching call, you can be thrown into multiple situations such as a one grade classroom, a multiple grade classroom, or a one room school. Having different techniques for different situations would be very helpful.
ReplyDeleteNow days, students face so much more than I ever did. I think a class to help students learn practical skills such as decision making would be a great benefit.
Suggested Gen Ed course: Foundations in Personal Finance.
ReplyDeletePaul Wichmann
JEROME
ReplyDeleteMUSIC
Music shouold be reduded to teaching music and elements of music. Teachers, and pastors, because of our rich heritage and ministry focus ought to grasp a general knowledge and appreciation for music. Skill ought not be part of the criteria. We must distinugish between knowledge and skill.
Music majors should be proficient or superior in both knowledge and skill.
TECHNOLOGY
We need a greater emphasis on technological literacy.
CURRICULUM
We need a greater practice of long range planning.
We need to practice practically locating, and reading national, state and local standards so that we can organize and communicate what we teach across subjects. Remember we go to so many states, that baseline skills in reading currilumn information are a must.
ADMINISTRATION
Learning administrative skills, like how to organize and conduct an effiecnt meeting are important. Perhaps teaching these skills within a basic professional development course would be wise.
MLC alumnus, 2003
ReplyDeleteI'm glad to see such good discussion on the importance or unimportance of musical training for our teachers (and pastors, too!). This is a discussion worth having, indeed.
Should all WELS general ed teachers sing to/with their students? I hope we would have a strong majority here saying YES!!! Other writers have clearly indicated why music is so critical to the mission of our churches and schools (and therefore our classrooms and the teachers in them).
Do all WELS general ed teachers sing to/with their students? I'm guessing the answer is, sadly, no. And I'm guessing that those who don't sing to/with their students avoid it because of two misconceptions:
(1) Anyone who can't sing like the "stars" and "idols" on TV shouldn't be singing. (A lie promoted by our American "pop culture" -- remember God's encouragement to make a joyful noise!)
(2) Not everyone is musical and music is not for everyone. (A common misperception which is becoming all to common among some of our teachers -- EVERY CHLID IS MUSICAL (some more then others, but music is God's GIFT to every person) AND MUSIC IS FOR EVERY CHILD. And it follows then that music is for EVERY GENERAL ED TEACHER, too.)
Look at it this way: If a general ed teacher was apparently taught as a chlid that they were not musical or that music was not for them, then the worst thing they can do is pass the same misperceptions on to there students!
Music is such a "hot topic" of discussion on this blog PRECISELY BECAUSE IT IS UNDER ATTACK IN OUR CHURCHES. There are far too many teachers and congregations who have bought into the popular but severely incorrect notions that music is not for everyone and not everyone is musical.
We must let God remind us, through his Word and the example of the Church, that music is indeed central to Gospel proclamation, that in fact removing music from Gospel proclamation is counterproductive at best and destructive to our mission at worst.
In summary, I agree whole-heartely with those who have spoken up for these objectives for MLC:
(1) EVERY WELS CALLED WORKER SHOULD BE A LIVING EXAMPLE OF THE REALITY THAT GOD MADE MUSIC TO BE AN INTEGRAL PART OF GOSPEL PROCLAMATION AND A NATURAL PART OF OUR LIVES OF FAITH.
(2) WELS GENERAL ED TEACHERS SHOULD ALL TEACH THEIR STUDENTS THAT MUSIC IS FOR EVERYONE AND EVERYONE IS MUSICAL, ESPECIALLY BY THEIR PERSONAL EXAMPLE IN THEIR CLASSROOMS AND CONGREGATIONS.
(3) WELS GENERAL ED TEACHERS SHOULD ALL BE ABLE TO RECOGNIZE HOW SATAN ATTACKS THE CHURCH BY ATTACKING GOD'S GIFT OF MUSIC, AND TO TEACH THEIR STUDENTS TO RECOGNIZE THE SAME.
Interpersonal Skills
ReplyDeleteCollege level (transferable with other universities) math, science, and social studies courses. I felt less challenged in some gen ed content classes in college than I did in my ALHS. A class should either be designed to teach college students college level content or how to teach lower level content, NOT teach college students lower level content.
Experiences with other cultures and beliefs- This is hard to do in New Ulm, but called workers and those who transfer to other colleges will be interacting with other cultures and people who do not believe in Jesus. I fear some people may have never worked with, served, or talked about Jesus with people other than (TOTALLY STEREOTYPING) white English speaking lifelong WELS Lutherans. As I hypothetically design a college to prepare people for service to a diverse and heathen world, I don't want my students to be scared to dive in and make relationships with these amazing people- that's what gives us the opportunity to share Jesus!
Essential components of any college education:
ReplyDeleteCommunication: professional writing, public speaking and debate
Fine arts: appreciation of art, literature, music, and theatre
Mathematics: basic problem solving, statistics and accounting
Philosophy: apologetics, logic, ethics
Social Science: development & aging, learning & memory, common psychological disorders
Physical science: geology, chemistry, physics, and astronomy
Life science: genetics, cytology, physiology, ecology, and evolution
Additional needs of future WELS called workers:
Theology: church history, Lutheran confessions, Lutheran hermeneutics, etc…
Education: curriculum, management, motivation
Leadership: administration, persuasion, organizational strategies, etc…
Things I would de-emphasize from the current curriculum:
Instrumental and vocal performance (I still can’t believe there are more required credits in music performance than science and philosophy!)
Classroom Management and Apologetics.
ReplyDeleteI agree with Anon 2:45 about having a basic requirement for fine arts. Vocal Musicianship may not have been necessary for a high school English teacher, but if you look at a majority of secondary ed graduates, you will see that they are not teaching "high school (fill in the blank)". Our system does not produce specialized teachers to the level of secular universities because that is generally not the situation into which they will be called. This basic requirement would not necessarily garner proficiency, but a general exposure consistent with other subject areas.
ReplyDeleteWith that being said, I also agree that the curriculum works under the assumption that if students take enough keyboard/choir/teaching music they will be able to become functional musicians. This is simply not the case, based on both anecdotal evidence and scientific research.
I do not have to be a genius in Math to explain to my fifth graders how to divide. I don't need a doctorate in Social Studies to explain the Bill of Rights to eighth graders.
But to effectively train a child in music however, one requires musical aptitude, skills and a capable ear.
Musical Aptitude:
Musical Aptitude is the potential for musical ability. Reading the work of Edwin Gordon the many studies he did researching musical aptitude in young children, the growth of musical potential freezes around age nine. Of course, this is not saying that someone can not improve musically past nine, but their well of potential does not increase or decrease.
The assumption that someone who is coming from a non-musical background, especially a non-musical background pre-age nine, can take a few college courses and graduate being able to teach kids Kodaly, sight-reading, sight-reading, elements of pitch and rhythm as well as vocal technique, is evidence that the curriculum does not grasp the specialized abilities that are necessary to successfully teach music or the necessity of educating specialized music teachers.
A teacher hands out a social studies test, and they can collect it and check the answers. A teacher can ask a student a question in math and the answer can show whether or not they understand a concept.
If a teacher has students sight-sing a line using Do-Re-Mi-So-La syllables, the teacher needs to first have an extensive background of sight-singing, be able to sight sing it themselves, and then musically "understand" the sound that is coming through their ear in order to evaluate if it is sung correctly. The line may sound incorrect, but the pitch was right and it is a vocal technique that is being performed wrong. One could use the argument that there is such a thing as a music worksheet for objective testing, but using them for assessment above an occasional use would be relegating music to an abstract code, where notes that are filled in equal 1, notes on a line could be G, B, D, F, A, E, or G , or the line with those little dot thingies means "repeat". One could learn to teach the theory, but music is not theoretical. If someone does not have the aptitude, skills, even the ability to listen and process musical information, you can't expect them to be successful.
Sorry for the long post, and I don't want to propagate the feelings that all the responses have to be about music. Just my two cents.
I should also clarify for the sake of any possible misinterpretation, that my post is not meant to discredit or devalue as "less difficult" other subject areas.
ReplyDeleteAs a principal of a small, but quicklhy growing school, there is no one on our staff of once 2 teachers, now 3 teachers who have any knowledge in the area of technology. If I could do everything all over, I would definately spend some time and money in learning more about computers, networking, and other important technology.
ReplyDeleteLiving in a world where technology pretty much operates our daily lives, it would be nice to know a little more about it. People always say that a lay person in the congregation could do it, but in reality, there needs to be someone on location that can deal with it daily, not wait for weeks, sometimes even months.
It is interesting to see everyone's comments, and thank you for them. But in reality, sometimes things that we wish we could have are not possible due to our source of funding. But if MLC could train its graduates in some of these areas maybe a little more, that would be great.
God bless all your ministries and keep guiding our little lambs!
2004 Mid-year grad.
My suggestion would be an urban studies course or courses with practical experience requirements for all tracks at MLC. My practical experiences through MLC took me to a small farming community school south of Green Bay. I learned how to teach there, but I really had no practical application with discipline and management just because the students were all WELS church members with faithful parents who raised their children well. The only exposure or "How to" guide I had to discipline and management was the Dr. LaGrow video we watched in one of the methods courses. As nice and as easy as it sounded when I saw it, putting it into practice in an urban setting did not work. Immediate responses never helped me -- they just hurt the learning environment.
ReplyDeleteI know that my experiences don't mirror everyone else's, but I would have greatly appreciated having more background knowledge and a better repertoire of discipline and management strategies that work for an urban setting my first year out, instead of learning through trial by fire.
The bottom line: Our society is not becoming more rural (i.e. -- not like New Ulm, as much as I enjoyed it), and that means we need to know how to live, act, teach, manage, discipline, and minister to members of the inner city of all cultures. ESPECIALLY, we need to know the why and how behind behaviors and attitudes that are carried by people of all ages who live at and below the poverty level, and then how to react to them. One class in Minority Cultures and Interpersonal Communications isn't enough to meet that need.
I think one of the most important things that should continue to be taught is ways to obtain and apply information. This applies to all aspects of the curriculum and varies from religious doctrine to the sciences. I still see too many teachers relying on the "spoon feeding" method of teaching. Is this because that is the way they have been taught? It does not lead to further growth and inventiveness. Technology enables us all to have facts at our finger tips, but how are these then applied in life? This also needs to be considered when assessing. Tests should not be mere spitting back of facts, but rather demonstrating how these facts affected the past and using them to predict future outcomes. This method requires active learners--and active learning is the most productive. Anna Bartsch, alumni, teacher
ReplyDeleteThe general eds at MLC should maintain their classical liberal arts approach to education, with the corresponding emphasis on language skills and critical thinking. There is simply nothing more valuable for future full-time communicators (ie, pastors and teachers) than the ability to think critically and communicate with cogent, logical thoughts.
ReplyDeleteThat the ability to think critically and communicate cogently is quickly slipping away in this country and in our midst is not a shocking or surprising bit of news to anyone who comes in contact with students' work in writing assignments.
Leave the specifics (ie, technology, finances, etc) to electives, seminars, workshops, and upper level courses. Let the general eds build the foundation on which practical knowledge/skills can be built.
I think that this distinction is largely misunderstood. Students (myself included) complain about why they have to take such-and-such a course that they don't like. They fail to see the practical value of a well-rounded liberal arts education that at the least acquaints them with the breadth of western thought in history, science, mathematics, and, yes, music. They fail to understand that the literature and history and music courses do more than bore them to tears--they teach them to think critically and to express themselves with lucidity.
Maintaining a broad liberal arts emphasis in the general education courses will be of the most value to the future of the WELS.
As a witness to how much texting high school kids, and even grade school kids do these days, I agree with classes that stress interpersonal skills. We are forgetting how to communicate with each other!
ReplyDeleteI think that future teachers need to learn how to work as a "team" with their faculty. A number of the recent grads we've had seem to have a "design a job" attitude. Maybe a few classes along the way that deal with the reality of teaching (tact, consideration, and servant minded attitude) would be helpful. Teaching is not a 9-5 job, it's an honor and a privilege. This is obviously a "core curriculum" course, but some of us experienced teachers have discussed the need for something of this nature.
ReplyDeleteI cannot stress enough the importance of urban teaching experience and exposing students to working situations in multicultural situations. We have so much work to do in this area. The population of the United States will soon be over half "minority" (the majority of the World's population) and I can name on one hand the number of "minority" WELS ministers and teachers in the greater Milwaukee area. I have a 150 African-American students in my religion class that are eager to learn more about the Bible. There are tons of teaching candidates and many that will be ministers. They keep asking me, why are so many of the teachers and pastors white? In 16 years of teaching, that is the best question I've been asked. And I can't look them in the eye and give them a good answer, because I don't have one. And that is a TRUTH that has to change!
ReplyDeleteWe are just at the tip of the iceberg here in Milwaukee. We have tons of Latino neighborhoods on the South Side of Milwaukee. The North side is a mission field that is extremely ripe for harvest. What about Chicago, LA, New York, Atlanta and a plethora of other urban centers. A few decades from now one out of two of our students will be working for a Chinese Company. Technology, the interpersonal skills, being able to work with people of many faiths, cultures, and races will become increasingly important. We have to live up to our mission of making desciples of all nations. Frankly I don't know how we reach urban youth on the "streets of Philadelphia" by having a once size fits all teaching and minister college in New Ulm, Minnesota. We have thousands and thousands and thousands of minority students in Milwaukee alone, many of whom have great potential to be candidates for the ministry. What are we doing to meet their needs?
Coach Lance Meyer
THE HOPE SCHOOL
I believe that MLC gives a solid foundation, but as others have stated I believe that we need to incorporate more training geared toward working with other cultures. Urban EFE would be a good way to get started, and then a series of classes on teaching children in poverty would be a good way to expand.
ReplyDeleteI also feel that when I left MLC, I had a good idea of how to teach, but little or no idea on how to manage a classroom. Discipline isn't necessarily a debilitating issue in every call, but when it becomes an issue I found myself floundering and learning on the fly. A class specifically geared towards postitive management strategies is essential for any new teacher, especially one who is considering an urban ministry. After all, you can have the best pedagogy in the world, but little or no education takes place when the classroom is in chaos.
Joshua Nelson
7th Grade Siloah Lutheran School
I disagree with a previous comment that general education should be at a level just above a grade school education. In my opinion, the overreaching goal of general education is to teach critical thinking. It is no mistake that regardless of what university across the world you attend, or what your major is, you are required to take general education courses, to a certain extent. General education is not just to "bring everyone to the same page content-wise." Of course, it does that. But it should do so much more. I find this to be extremely practical in ministry. None of us will be able to pull out a book when we are or will be in the ministry that explains perfectly "How to create a growing church" or "How to create an engaging classroom." These are highly complex and situational topics and require critical, independent thinking. That should be the primary goal of any calculus, history, or biology class offered as a general education course or as an elective.
ReplyDeleteSome practical notes: I definately agree that culture is something very profound in our society today. Any practical, cross-cultural experience would be extremely beneficial. I would like to see some sort of immersion experience required, even though I completely understand that may be simply not feasable.
I also appreciate the present emphasis on science in the general education curiculum. It is such a prominent thought-process today, and even more classes (if that would be possible) would be beneficial.
Jacob Haag
Current MLC SPaM student, class of 2010
I agree with an earlier comment that stated MLC needs more "cultural" based courses. Society and culture are constantly changing, and a broader sense of these changes is more than helpful for those planning on being in the ministry.
ReplyDeleteMany educational institutions are struggling with the core group of general education classes because “we” are transitioning from the industrial age to the information age. Unfortunately, the world has changed, but the “we” refers to academia and we are last!
ReplyDeleteToday’s information age education needs to get back to the classics. The classics are where critical thinking, personal skills, and leadership are learned (http://www.tjed.org/ Dr. Oliver Van DeMille). Those are skills that employers are missing and are looking for in a society where the average person has more than 14 jobs in their career life time (http://www.youtube.com/watch?v=N3rqW_n1Y8o ). Then there is the technology aspect of the information age—see previous reference—and you can see what educational institutions are struggling to keep up and not setting the tone for this change.
Classics (http://www.tjed.org/tjed/intro )
Three types of education, the four phases of learning, the seven keys of great teaching, soft skills
Technology Literacy (http://novemberlearning.com/resources/information-literacy-resources/ & http://novemberlearning.com/resources/archive-of-articles/ )
access, evaluate, organize and use information in order to learn, problem-solve, make
decisions
In summary, when these two subject areas are taught, critical thinking, personal skills, and leadership are going to be produced as outcomes.
Challenges for setting up this type of program:
This is not what parents are used to in today’s society
Money, money, and money to install new methods and course methodology
MLC wouldn’t only lead synod schools, but they would be on the forefront of changing education in
America
As long as you are looking at starting fresh, you might as well go big.
Andrew Willems
(D)MLC 1989
As a second-time around collegate, I draw on both experiences to address this issue.
ReplyDeleteFirst, however, I'd like to note a difference between my first experience and my second that plays an intregal part in my opinions on this topic...
Daily homework and expected credit load. At most institutions, students are discouraged from taking any more than 18 credits, and at many universities, 16 is considered a heavy load, whereas at MLC, it's commonplace to find 19-24 credits per semester. Which I have been told is necessary in order for them to fufill all their requirements. Many of these classes assign a plethora of daily work, whereas other colleges tend to assign papers or projects with a weekly, bi-weekly, or even monthly deadline, dropping the daily work, and substituting with daily discussion and events/conferences with written response, and internship-type experiences. I understand the value of daily work, especially as it applies to preparation for teaching, however I know many students who are struggling to keep their heads above the water. These students are also missing out on possible extra-curriculars and social activities that are supposed to be a part of a healthy student's life. If not given the time and encouragement to pursue these valuable opportunities, the students are missing another crucial piece of the well-rounded puzzle.
As for curriculum, I recommend for requirements:
-Music: Some form of music basics and effective teaching methods thereof; choir and instrumentals should be encouraged, but not required.
-Art: Fine art, as well as a basic history, and curriculum instruction as to its incorporation with the other subjects, such as looking at fractals in Mathematics.
-Mathematics: the basics through teaching 8th grade required, and an accounting/financial management course that can also demonstrate teaching methods for these applications of math to daily life.
-Science: the Physical Geography course in place right now seems to do a good job of covering both global geography and a the many facets of science. However, a yearly day set aside to study the worldly view of Evolution and other ungodly notions set in place by man's reasoning, as well as how to present the information and counter it in our classrooms would be helpful (set up like our evangelism day).
-Social Studies: The American Geography seems to pick up well where the Physical Geography leaves off. I believe Minority Cultures covers a good deal of topics.
-Psychology: The classes implemented now seem to structure everything as needed.
-History: Basic world history, basic US history, based on themes, ideas, events, and leaders, not dates.
-English: A basic literature appreciation class, a creative writing class (to include revision and grammar), and speech.
-Religious Studies: BHL1-3, A class studying the different religions (including a chapter on the Lutheran divisions and the history associated therewith), a class that teaches Lutheran doctrine and studies worship practices.
-Health: A class that allows the participant to choose the activities that they are interested in, and feel they will continue in for extent of their life, as well as covering basic nutritional health, and touching on wholistic and preventative medicines, such as message therapy, household remedies, etc.
-Technology: A class covering what is essential to daily life, as well as classroom.
-I believe I covered all the basics. Everything else should fall based on specialty and electives, and a variety of those would be of great benefit to the students.
Sorry for the length. Hope this helps.
Students need to know the fundamentals of music and the basics of directing; perception of music is not essential.
ReplyDeleteTeachers need to deemphasize factual knowledge and focus on how to solve problems and how to find information.
Students need to be taught the budgeting process, personal finances, Robert's Rules of Order, and time management.
Teachers need to teach active learning by engaging students in active learning.
Students need to be practiced in counseling students and adults as well as basic interpersonal skills.
Students need to have the fundamentals of math mastered: skills through Algebra 1.
Students should be take an online learning class and be taught how to teach one. They all should be well-versed in basic applications.
CLHS Faculty: covering decades!
So many student teachers that I've had are weak in knowing grammar. That would be a great start.
ReplyDeleteAlso at least a technology course or two so students know the basics.
And how about a course on the "servant mentality"? A call is that... a life style, it seems that some feel they must do the least they can do.
This may seem very elementary, but perhaps a class on manners, etiquette, communicating with others, etc. would be beneficial. We also need to serve the Lord and others with joy. Being a called servant of the Lord is not a job or a chore, but it is a blessed privilege.
ReplyDeleteI think that the idea of a technology course would be great. To incorporate that could any classes be combined? Perhaps a communications course and the minority cultures class could be combined. Why not bring all the elemnts of comunication into one course? Things like manners, etiquette, communicating, and others could be brought together with the ideas we are taught about interacting with minority culutres. This would allow another opening for a technology course.
ReplyDeleteI hate hate HATE hearing people whining about courses. Particularly music courses. While I do understand that some have talents and/or interest for music, and others do not, does this mean that we should make it optional? What if we applied this principle to other areas of general education? Perhaps I'm not into biology... So make it optional for me. Sound reasonable?
ReplyDeleteNow you may assume I am just a defensive music major who is trying to legitimize my course of study by making it seem important enough to require of all students. Well, I'm not. In fact, I'm hardly involved in music at all, here at MLC. What I am trying to defend is the appreciation of knowledge. As called workers (particularly in the teacher track), we owe it to our pupils to be a fountain of information and instruction. Why should we cheat our students out of particular areas of education just because we ourselves were not interested in them at the time of our instruction? That, to me, is an injustice to the future of our society. Every area of study deserves to be studied, purely for the sake of our efforts to fully utilize our God-given abilities. You may not like it after all is said and done, but you must first give it at chance.
(I must make one concession here, as some may have their opinions about the music requirements due to this point: some classes - and not just music classes - are definitely due for some revamping. It is perhaps a classic case of "Johnny hates math because his teacher didn't teach it well.")
Please please PLEASE give every area of study a chance. You will be smarter for it. You will learn more about yourself, and more about the world. Don't live in a box. Expand your horizons. Stop whining.
"An MLC Senior"
What about political science? So what if people aren't interested in it now. We WILL be as homeowners, employees, and families. We've got to learn the right way somewhere...
ReplyDeleteAn MLC Senior
I agree that we should be getting a healthy dose of all courses but we also need more of emphasis courses. It seems that there are hardly any options for electives. I also agree with a lot of the comments out there. We should leave the music to those gifted but we still need to be able to play piano. In all grade school settings you will need to know that. Also, I think that political science courses would be very useful. I also agree that we should have college level courses or course that teach how to teach the basics in a classroom, but not a class that it teaching you about the basics in math, or science, or history. Give more courses that teach you how to teach.
ReplyDelete2006 Graduate
ReplyDeleteI agree with those who are calling for a Classroom Management course. I taught in an inner city school which was a far cry from student teaching in South Dakota. I succeeded in the inner city, but not mainly due to my training from MLC. It was due to my training from teaching/working in an inner city day care and learning from the experienced teachers/workers there. Even such a simple tip as giving a child two choices instead of asking them a question with a yes/no answer helped my teacing. There are so many management techniques out there--Love & Logic, token ecomonies, behavior self-monitoring, etc... it is good to have a handle on them so that one can pick which works best for their classroom and individual students.
Also I think students need more background in how to continue their education. There are seminars and classes taught throughout the school year and the summer that greatly benefit continuing education. Some administrations are good at making continuing education courses known, but I believe students should be able to find these opportunities on their own.
Wow! Lots of good stuff to read! Very cool.
ReplyDeleteOne thing that I would mention is how do we address the issue of getting a call that is not is your "realm?" For example this is my 4th year teaching and I have yet to teach what I'm licensed to teach. I have my degree and license in elementary ed and I was assigned to be a Tutor at a Prep School and then my husband's assignment moved us and then we started a preschool and I'm the Director.
Luckily, one of my best friends was a preschool director at the time and I could steal bunches of her stuff and she lead me in the right direction as far as websites go, etc. But if someone was in the same position and did NOT someone like they that they could turn to what would they do? Is there a way to set up a mentoring program via MLC or the different districts? It is very scary to step out on your own like that and I think we could improve our support systems.
As far as classes go, I completely agree with the other posts about having technology incorporated classes, budgeting/finance classes, and family help/counseling. I think these are areas that sometimes get forgotten about while we try and hit all our standards (which are also important).
I think a great start to all of that is this blog. Very cool and 21st century idea. Nicely done, MLC!
Becky Huebner
Christ the King Preschool
As a relatively inexperienced teacher (2006 grad) I've found that the most successful days are when I step outside the box and drag my students along with me. Some days I fear that my classroom doesn’t “look like learning is taking place” in the usual sense. However, that is exactly what I’m talking about. What is true education? What are the indicators of learning? What does “learning look like”? For my students and me it looks like this: we have the best dialogue, they think the clearest, they try the hardest, they “learn” the most when I get them to internalize the goal and process of learning material for themselves. When I “get in the trenches” with them, when they realize that I’m on their side and we’re going to be co-workers they engage fully. Suddenly there isn’t a class and a teacher and some textbooks and a worksheet. It becomes a much more authentic, organic experience for us. And their gains are extraordinary.
ReplyDeleteIf I were starting a new college, I would keep the classic studies but teach them with the goals that so many people have already talked about in this blog. In other words, don't just have a technology class, use technology in the classroom; don't just have a class on intercultural interactions, promote and facilitate those interactions at every opportunity. These things have to be part of the culture of the college in order for them to be learned and put into action later. Anybody can go anywhere to learn anything. It's what the college promotes, values and believes in that will carry the student when he or she is put into the "real world". My new college would tell you who you are in Christ and to Christ and insist that you question the rest, because that is a real world skill. My new college would push you outside of your box because if you've never been outside of it, you've never seen what it looks like to everyone else. (That doesn't mean we have to throw the box away - it's good to have a comfort zone too.) My college would help you find out how you learn best. (Such as the anonymous comment above discusses with the idea of a class that everyone takes at the beginning of their career at college.) If you want your students to be comfortable talking to unbelievers, then you are going to have to seek them out. If you want to have your students prepared for urban ministry then you are going to have to go to the city and absorb that life. If you want your students to know how to use technology, then you need to have and use it daily in the classroom. Moreover, all of these things must become a way of life for all people at the school. From the President to the custodians - each person must buy in and move in the direction of those goals. They must be implicit in all interactions and they must be explicitly promoted. Finally, it should be understood that the college degree is not going to be the end result. It will be every student’s job to continue learning throughout their lives and they will learn that, too, by osmosis, because my new college will continue to grow and change and re-shape itself also. Why? Because that is what we do at my new college.
Now, is it going to be easy for MLC to “go to the city”, to find unbelievers, to use technology in every classroom? Will it be easy to promote such an idyllic school culture? Will everyone buy in? No. Does MLC lack all of the things I’ve cited above? No again.
I cherish the “classical” education that I got at MLC. Could it have been better? Of course. Could it have prepared me for more things? Yes. Was any of it (music, social studies or science) truly a waste of time? Not at all. Did it prepare me for my life as a teacher and a Christian? I believe so. The question here isn’t how bad or good it was or is, the question is how to use what that school has as a foundation to build an even more effective training facility for each individual’s personal and professional needs.
Thanks for reading such a long post.
1) Music is a must regardless of talent or skill. Being flexible in this area also would be wise. We will lose the musical heritage by not requiring this of all our students. Even if someone is not good at music, they can learn to appreciate and understand the role that music plays in the lives of God’s people. This in tern might cause them to promote music more among students and members,
ReplyDelete2)English Lit. is also a advantageous. Being cultured is always a good thing.
3) Psychology and logic were not required, but I think they should be.
4) Bible History
5) I have read a few comments about workload being too much. I would disagree. Make students work. In an age where requirements everywhere are being “dumb-ed” down, it is nice know that our worker training requires some effort. This helps keep people faithful, and also gives a clear picture of what it means to be a called servant.
1. Students all need a strong Biblical background similar to the one we currently have, but it should be less formal and more devotional. Perhaps credit could be earned by attending Bible studies at local churches or with small groups.
ReplyDelete2. The program would need a stronger emphasis on writing/independent research/presentations and less emphasis on tests.
3. Students should all feel comfortable setting up a basic website and updating it. That will come in handy for any teacher or pastor. Perhaps you could even encourage blogs and use them as a medium for writing assignments which could then be peer reviewed?
4. Ideally both pastor and teacher track would be possible via distance learning.
5. Students need to know more about American history since about 1890. The impact of ancient and medieval European civilization is important, but the impact of American history touches our lives in more ways and will be more interesting to most students.
6. Students should graduate with personal finance knowledge. They should know how to save, invest, insure, and other basics.
7. Physical education should not be part of the curriculum.
8. All students need a strong humanities base, but not all students need much math and science. 9. They should all be able to sing well, which is probably accomplished through chapel. Students need some acquaintance with the fine arts, but attending the symphony, visiting an art museum, etc., should be an option for satisfying the requirement.
Whatever comes up, I'm very thankful that MLC gave me such a broad-base background. MLC's SPaM program did for me exactly what Dean Balge said it would - enable me to talk intelligently on a variety of topics. Last week, a prospect started talking about mitochondria & I didn't look like a doofus.
ReplyDeletevicar - MLC '07
Keegan J. Dowling
ReplyDeleteSeminary Student (Finally...)
Students should take a course exploring great works of literature from around the world, with an emphasis on European literature. A student might choose three novels (and write a short paper about each novel) from three of these regions: France, Russia, Africa, Germany, Middle East, Latin America, Spain, Southern and Eastern Asia or British Isles. (Of course, the works of literature need not be limited to novels, but would be weighted in that direction.) Lecture periods would be devoted to ensuring that students received an introduction to the literary traditions of each of these regions.
It is very important to be able to put yourself in another's shoes. A course exploring several models of classifying personality types would go a long way toward developing a habit of thinking of others in a more understanding way. It is also necessary for students to be made aware of racial stereotypes that are often held unwittingly, only to surface later on in insensitive words that were never meant to be offensive.
History classes should make students aware of the great variety of challenges that have made themselves felt in relations between Church and State. Besides learning the important facts and players, students should also explore popular attitudes toward these relations. Nationalism, populism, progressivism, dialectical materialism, nihilism, symbolism, patriotism...and ism upon ism: all are attitudes held by various people you will meet!
Finally, an oral seminar class, based on required readings, would be invaluable for all students. This kind of class need not be limited to the History Department, (though you've got to love a good historical debate!) Students could participate in, say, a sort of "Prepared To Answer"--in words. We are very good at writing papers, but we need to work on our oral apologetical skills. We need to learn how to defend a thesis in words with strength, while at the same time treating our opponents, however odious, in an honest way (no more setting up straw men, even if faced with an evolutionist or a Mormon!) Perhaps students could be invited to choose the most interesting from a palette of oral seminar classes on various subjects. The technique would be the primary focus, while the subject matter would be of secondary importance.
Finally, "Go, Knights!" A city on a hill cannot be hidden!
Some sort of music course, leading to an appreciation or at least an understanding of different types of music. A "learning how to sing" course could be very handy so that future called workers have the knowledge to know how to sing; very often in congregations, the called workers are the ones that "lead" the singing. This does not mean making professional singers; "merely" competent ones. Both courses might be rolled into one, depending the depth of the "musical appreciation" part of the course.
ReplyDeleteA basic writing course is necessary. How do we write papers? At MLC I edited many papers for classmates and was apalled at the non-level of skill in what a paper should be. This would have to be early on; by the time students leave, they should be able to put together professional papers, at least as far as thought organization goes. Organizing the thought process will be handy especially for pastors as they learn to put together sermons that aren't just strings of thoughts but actually shows a development of thought.
By the time students leave, they should also be able to balance their own budgets. This may be a required math course.
Interpersonal Communications should never be dropped from the curriculum; learning how to speak to others is necessary for any called worker.
On another note, thanks for setting up this site! It's great to be able to give input.
If I were starting a college from scratch, I would beef up the education program at MLC for pastor track students. Education courses are done very well at Seminary but MLC has much to offer the pastor track when it comes to educating.
ReplyDeleteWe keep saying that our catechism students are not interested or are dropping out after catechism. I think pastors could improve how they teach. So much of what a pastor does is teaching.
I agree with everything Aaron West said. More hands on. Tests are not bad but when do we learn the most? directed research, hands on.
ReplyDeleteAlso, I agree with Aaron. Let's look for ways that we can use God's Word intellectually and devotionally.
I agree with Ben Sadler on the education thing. We pastor-track guys get a lot of crash-courses at MLC, which is a good thing. We get Fine Arts, Psychology, Math for dummies, etc, etc. The least they could do is give us a crash course in what the other half is studying. Swap that out with a Shakespeare course or something. I like the courses here at the Seminary on education, but I think we have the resources and capabilities to elevate the standard.
ReplyDeleteA college of ministry should first and foremost have God's Word in focus, both its historical and doctrinal aspects. As probably has been stated prior a general liberal arts education is also good. Students cannot go into the world in which they know nothing about the world. Some of these subjects would include:
ReplyDeleteAncient and modern history (possibly touch on politics) - learn from the successes and failures of the past
An overview of the sciences (again)
A practical financial course (useful for both future pastors and teachers)
A music/arts class.
Now that I think about it, MLC has many of these, although I didn't appreciate them as much as I should have. Maybe more emphasis should be made on the importance of Gen-ed courses.
MLC Grad '07
I believe that everyone studying for the public ministry should be exposed to some basic teaching principles and ways to teach. If you are looking for things that would apply to all then that would be included because one of the qualifications of ministry is the ability to teach. Yes the seminary has education courses, but it would be nice to have a little more background in that before coming to the Seminary.
ReplyDeleteWriting and Literature--The world's most influencial people are well-versed in literature. I never really understood that until after I graduated. Reading provides a context of valuable insight, from which our own thoughts can grow. A person who is not well-read operates on an island by himself. If we are training leaders for the church, they really should understand the importance of solid, thought-provoking literature. I know plenty of graduates who would agree with me on this principle, but very few who put it into practice. Most never read anything beyond Sports Illustrated.
ReplyDeleteOne unfortunate result of our collective illiteracy is that many of these folks are also unable to write. Every leader needs to be able to write. Many of our church's leaders, however, are unable to produce a logical paper. Some struggle to put together a logical sentence.
Respectfully submitted to those who truly are giving their best work to train men and women for the Lord's service,
Jonathan Loescher
I think MLC should drop "Intro to Minority Cultures" as a required course because everything taught in it was common sense, and the course didn't really introduce anyone to others cultures.
ReplyDeleteI think instead MLC should require a gen-ed course on education. Every called worker needs to be able to teach and I think education at WLS could improve if education is introduced to all students at MLC.
I'm currently a vicar in one of the most diverse cities in the world. Intro to Minority Cultures was good for its thought-provoking aspects. I cannot begin to put into words the vast difference between the Midwest and this place, even though this city isn't too far from the Midwest. MinCu helped, but not nearly as much as I may have hoped. Pres. Wendland's paper on diversity and culture proved to be far more practical. Prof. Sorum's chart on culture shock proved to be far more practical. "Blink" and "Outliers" (Malcolm Gladwell) proved to be far more practical than MLC's token course on Hispanics & African-Americans & Native Americans. But even then - the practical aspect of what Prof. Sorum teaches is how to reach across cultural barriers in inner-city Milwaukee.
ReplyDeleteI agree with Jon Loescher's comment - at the Seminary, I was shocked at how many guys only read SI or watched sports broadcasts or visited espn.com. How does one communicate with others - read, write, talk - if one's only exposure starts & ends at the stadium?
ReplyDeleteSomeone above mentioned manners, etiquette, communicating and working with others..I agree. Over the last few years, some grads seem to be of the opinion that it's an 8-4 "job". While I understand that health, both mental and physical is important, the "me" time almost seems to take priority over their ministry. Maybe a class depicting what it's REALLY like to to be a called worker would be good. Please give them some help with talking to the parents of their students, such as PT conferences, etc. They need to know that any teaching, whether it's a call or in the public school is not like student teaching and clinicals.
ReplyDeleteI did not read many of the above posts, so please forgive me if I restate. I believe we need to have our students better prepared to give an answer for the hope that we have. We need to understand the issues in the world and what God's Word says about them. We need to be able to communicate this clearly with our students, parents, parishioners, and the unchurched. This could come about focused Bible Study, review or memorization of Bible passages, student led devotions, and evangelism opportunities to name a few.
ReplyDeleteThere also should be more pastoral care at the college. It is a challenging time in life. Many sutedents carry with them scars from their pasts that need to be addressed before they can share God's love effectively with others.
I don't see it mentioned so far and I'm not sure what course it would fit in, but I think it would be invaluable for all students coming out of MLC have experience in and a mindset for working with and sharing with each other on a professional level. In my years of teaching I have seen so many classrooms that appear to be islands unto themselves and so many unused opportunities for collaboration between called workers both within the same church/school and especially between churches/schools. Technology makes our world 'smaller' or 'flatter' (or whatever buzzword you prefer). Whether its through technology or not, students coming out of MLC need to know how to work together and to use each other as resources.
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