Welcome to “Deep Learning – Part 2.” Building upon the foundational concepts from Part 1, this session delves deeper into how memory, discernment, and meaningful engagement impact theological education. As educators, we often focus on explicit memory—facts, dates, and definitions. However, in today’s world, the greater need is for implicit memory—knowing how to think, discern, and apply wisdom. This session challenges us to rethink our teaching approaches, ensuring that learning is not just about information retention but about transformation and long-term significance.

Description

This session explores the cognitive mechanisms behind deep learning, beginning with Atkinson & Shiffrin’s Theory of Memory and the systems of long-term memory. It highlights the shift in theological education from a traditional emphasis on explicit memory (who, what, where, when, why) to a more crucial focus on implicit memory—how to think and discern.

Key discussions include the criteria for long-term storage of knowledge, the implications of deep learning for leadership training, and a comparative analysis of surface learning vs. deep learning approaches. The session also challenges educators with critical questions about their “educational imagination”—how they envision their role in shaping students beyond academics.

A thought-provoking quote from Roland S. Barth—“Most of what teachers teach is of no real interest to them; it is only what teachers think someone wants students to know”—sets the stage for a reflective discussion on how to teach in ways that truly engage students. By exploring course-relevant generic questions and their role in fostering deep learning, this session equips theological educators with strategies to make learning meaningful, memorable, and transformational.

Outcomes

By the end of this session, theological educators will:

1. Understand the systems of long-term memory based on Atkinson & Shiffrin’s Theory of Memory.
2. Recognize the shift from explicit memory (facts) to implicit memory (discernment) in theological education.
3. Analyze the criteria for long-term knowledge retention and its significance for deep learning.
4. Evaluate the impact of deep learning on leadership training and ministerial formation.
5. Differentiate between surface learning and deep learning approaches and their outcomes.
6. Reflect on the concept of “Educational Imagination” and its role in shaping effective teaching methodologies.
7. Apply course-relevant generic questions to enhance deep learning experiences for students.