The author brings up everything from those who “despise wisdom” (v. 7), to those who think simply (v. 4), to those able to think with discernment (v. 4) and understanding (vv. 5, 6) and apply it to life (v. 5). This is all a portrait of the development of concepts, from knowing the content provided to thinking it through into a mind that exhibits wisdom. It is learning through concept development. The Bible itself exemplifies this, since as God’s special verbal revelation, it calls us to cognitive learning. As Gerhard Bussmann writes, “God has appeared in history via events, appeared personally in Christ, and has also revealed his will via a written record, the Bible. . . . [Cognitive learning] is knowing God with the mind.”1

Levels of “Knowing”

A third-grade children’s church student might say, “I know John 3:16. ‘For God so loved the world . . .’” Yes, they know it, in the sense they have memorized the words. However, if they are still at this level of cognition when they are adolescents or young adults, their knowledge may not serve to advance their faith. A seminary student might be able to say, “I know John 3:16 as it fits into the greater concept of ‘love’ in the writings of John.” Both of these examples are cognitive learning, but they demonstrate the development of the concept. Benjamin Bloom formulated a six-tiered progression of knowledge to help us understand concept development —cognitive learning—from lower to higher orders of thinking.2

Knowledge: like memorization, a rote knowledge of the subject 2. Comprehension: the ability to translate, interpret, or extrapolate 3. Application: the ability to use the information in other situations 4. Analysis: the ability to discern elements and relationships and the organizational

principle(s) behind an idea 5. Synthesis: combining the information with existing understanding; formulating a more

abstract concept from the information 6. Evaluation: the ability to make judgments and to discern; wisdom

Bloom’s taxonomy of cognitive learning demonstrates how learning is constructed, growing in complexity and interconnectedness until it reaches a comprehensive, consistent way of thinking. It allows educators to assess the student’s level of thinking. This is based on a learning theory called constructivism. Constructivism basically emphasizes students’ cognitive assembling of knowledge and understanding to ultimately make meaning. The learner is endeavoring to make sense of their world and construct that meaning. Cognitive theorists maintain that learning is the reorganization of perceptions. Knowledge is constructed when the learner recognizes relationships and makes connections between pieces of information and between bodies of knowledge, moving from isolated ideas to an interconnected concept.3 Perhaps the most relevant theorists for constructivism are Jean Piaget and George Kelly, as well as Lev Vygotsky, who emphasized the role of society in the construction of meaning. How does this impact practicing Christian education? Because faith has a cognitive

dimension, learning about the faith is essential to becoming a Christian and continuing to grow

Learning through Experiences

“Now when they heard this they were cut to the heart” (Acts 2:37). While learning may indeed be cognitive, it is also affective. Not effective, but affective, meaning it changes the heart— values, convictions, priorities, relationships, and commitments. Second Timothy 3 also says Scripture is “profitable for” a Christian life. We are not talking about learning by doing (that’s next) but learning through life experiences. It is not just knowing Jesus with the mind, but “Whoever believes in the Son of God has the testimony in himself” (1 John 5:10). But how does “the heart” learn? It learns through experience. Lawrence Richards describes the Mosaic idea of nurture as one replete with intentional

experiences, all designed to immerse children into the faith experiences of their ancestors.4 The learning in the faith community of both testaments took place through the calendar, festivals, feasts, and activities of remembrance. These celebrations of the covenant relationship with God in Old Testament feasts and festivals were a means of knowing God through his covenant. In the New Testament it happens through the Lord’s Supper. The Bible presents a model of learning based on experiences, designed to shape the heart, such as experiencing God within the fellowship of the church, the Christian family, and the presence of the Holy Spirit, as well as on Christian holidays that are celebrations of the covenant.5 Similarly, relationships provide a catalyst for affective learning through experience. Bussmann observes, “God has also chosen to make himself personally known to humanity. . . . Knowing God not only involves remembering his great acts in history, but experiencing the relationships he has desired for humanity.”6

Levels of Affective Learning

As with cognitive learning, some have undertaken to describe the process or level of affective growth in the learner. David Krathwohl formulated a five-tiered taxonomy for explaining and evaluating learning in the affective domain. His model is as follows.7

Receiving (attending) occurs when someone is willing to listen, shows an awareness of another, and basically is willing to give someone or something attention. It’s willingness to hear a new value.