Active learning for Russian Evangelical educational institutions

Abstract

This article briefly presents the factors that influenced the formation of spiritual and secular pedagogy in Russia. The author presents a brief analysis of the basic characteristics of a widely-accepted approach to pedagogy, characterized by the effort to impart knowledge to students in the form of previously organized and highly controlled presentations. The author notes the strengths and weaknesses of this approach, including an easily controlled outcome; the impartation of knowledge in concentrated form; a passive type of learning; and the acceptance of knowledge by the students without adequate absorption. Further, the author discusses an active approach to learning that assumes active participation in the educational process by those being taught; the transformation of the role of the teacher into the role of the facilitator; direct knowledge of the God of Truth and not simply knowledge about Him; and the preservation of pure evangelical faith through open dialogue and discussion centered around God and Scripture. The author also makes several practical recommendations concerning the transition to more active forms of learning. The bibliography includes a list of useful literature for further study of active learning methods.