E. STANLEY JONES THEOLOGICAL COLLEGE
a constituent college of Union Biblical Seminary,
Pune

‘Demand for the solution of a perplexity is the steadying and guiding factor in the entire process of reflection … A question to be answered, an ambiguity to be resolved, sets up an end and holds the current of ideas to a definite channel. Every suggested conclusion is tested by its reference to this regulating end, by its pertinence to the problem in hand.’ (J. Dewey, How We Think (1910), 11) Problem-orientated courses (POCs) are courses whose content is focused on enabling the learner to address and deal with a particular problem. In the context of theological education, the problem is usually a real-world problem, although there could be cases at a graduate level where a theoretical, disciplinary problem might be in view.   The design of a POC is similar to that of a problem-based learning course, but with one key difference. Problem-based learning involves three key principles: The problem, whether real-world or theoretical, gives direction and orientation to the whole course; An interdisciplinary approach – as needed to adequately address the problem; Group-based learning – learning happens largely as a group of students work together under the guidance of a supervisor. [1]   Problem-orientated courses incorporate the first two principles of problem-based learning, namely that a problem gives direction and orientation to the whole course and that the knowledge and methods from more than one discipline may be included within the course. Group-based learning, in the sense understood within problem-based learning, is not necessarily a part of a POC: while the course will involve an element of group-based learning – in the form of activities such as discussion and reflection in groups, role-playing, presentations and feedback – the course remains teacher directed in that the group-based learning is set within the context of the particular topic or issue set by the teacher. (This is particularly true at undergraduate level for most countries in the world; at graduate level everywhere there is probably a strong case for moving to student-driven project-based work.) One source of confusion with the terminology ‘problem-based learning’ is that it is often conflated with project-based learning, [2]  which may or may not be problem-based learning. But project-based learning is a substantial component of problem-based learning. [3]   An important point for POCs in theological education is who decides what the problems are? For more scientific and technical disciplines in universities, presumably the problems are those being experienced within the industries and professions to which the disciplines are aligned. With societal change and technological development, the problems will change. But is that true of the problems that are the concern of theological education? The problems to be reflected on within theological education can be divided into two categories: (1) the problems that confront humanity in our relationship to God and to one another – these problems are unique in that they can only be known by the Spirit’s revelation through the Bible, and they are unchanging throughout history; (2) problems that emerge within the life of the church as a worshipping community of God’s people, entrusted with a task of service to the world – these problems are context specific and changing.   A POC will usually have one core problem, from one of the two categories of problem above, and the course is shaped and structured to address that particular problem. The table below gives an example of what this might look like, contrasted with a more traditional approach that focuses on building discipline (i.e. Bible) knowledge. Healing Foundations 1 Spring Semester 2025 3 credits Healing Foundations 1 Spring Semester 2025 3 credits COURSE DESCRIPTION (MORE TRADITIONAL COURSE) COURSE DESCRIPTION (POC)   This course considers God’s salvation in Christ in terms of deliverance from the power of sin that is at work within the person. The theme of deliverance from the power of sin is studied through the Bible with a particular focus on the Gospel of Luke and the book of Romans. A good understanding of this course content is essential to a proper understanding of the Bible message.   Any person who has tried to obey the law finds the presence of sin within them that both attacks the mind and enslaves the will to commit sin (Rom. 7.23). How do we escape this rule and domination of sin? How do we escape this predicament, which Paul describes in the following way: ‘Wretched man that I am! Who will deliver me from this body of death?’ (Rom. 7.24). Through a study of various Scriptures, particularly in the book of Romans, this course will develop a response to this that can be applied in a simple way in our own lives. A good understanding of this course content is essential for practical ministry courses.   WHY THE COURSE IS IMPORTANT (MORE TRADITIONAL EXPLANATION)   WHY THE COURSE IS IMPORTANT (POC)   The theme of deliverance from inner sin is a critically important biblical theme, central to the work of Christ at the cross and to what he has accomplished for us. In specific areas of their lives, some, perhaps many, believers, live their lives defeated and sinning against God due to the attacking and enslaving activity of sin within them. This course will help us learn some simple steps that set us on a path to victory.    A POC can help build student motivation to learn by bringing the focus onto valuable and beneficial real-world outcomes of the learning process. It can also help improve character and spiritual formational outcomes.   [1] A. Kolmos, F. Fink, and L. Krogh in The Aalborg PBL Model: Progress, Diversity and Challenges , edited by A. Kolmos, F. Fink, and L. Krogh (Aalborg: Aalborg University Press, 2004). [2] Ibid. [3] Aalborg University in Denmark, founded in 1974, is one of the pioneers of problem-based learning, across all disciplines; their model of problem-based learning incorporates a substantial amount of group project work: ‘The traditional Aalborg model is founded on problem-based project work, in which approximately one half of the students’ time is spent on project work in teams, whereas the other half is spent on more or less traditional lectures’ (Kolmos et al. in The Aalborg PBL Model ).

When designing courses, it is helpful to ask, 'What real-world action is an outcome of this course?' 'What one observable behaviour should a learner do as a consequence of what they are learning in this course?' “It is always legitimate to ask of any theory which claims to be true, what practical difference it would make if we believed it.” (John Macmurray, The Self as Agent , 23) The observable behaviour is sometimes also known as a psychomotor outcome; it is an action that another person can see happening. Let's consider the example of designing a biblical-theological course on the theme of the temple. This course may look at the temple in Genesis 1-2, at the tabernacle in the midst of the people of Israel, at the temple planned by David and built by Solomon. This content relates to events thousands of years ago and seems remote from the experience of the church today. But let's ask, 'In what way does the OT teaching about the temple impact what we, as the temple of God in Christ, do today?' 'What practical difference does it make in the lives of these learners if they believe that they are the temple, the fulfillment in Christ of all that went before in the OT?' And one answer might be that it leads them into prayer and worship of God in all kinds of circumstances and situations. The whole course, in a sense, supports acts of worship because it gives their rationale, namely that in our worship and praise God becomes manifest in a place. So, for example, we can help the learner locate themselves with Abraham as he worshipped God at the oak of Moreh. And in that place, sacred to other peoples, the presence of God became manifest to Abraham (Gen. 12.7). By indwelling Abraham's story and this event, inspiration and encouragement is given to the learner's own worship of God. We can help the learner understand that in our acts of praise and worship, in even the most unlikely of places, the presence of God becomes manifest. And in this way, the learners are building a sense of themselves and their actions that is deeply rooted in the story of the Bible. This motivates, inspires and encourages their own actions of praise and thanksgiving because it gives them a sense of context for what they are doing: 'In worshipping God here, I am doing what Abraham did.' And it gives them a sense of expectation: 'In worshipping God here the presence of God is becoming manifest in this place.' As we have briefly seen, having a clear and specific behavioural course outcome (in addition to the various other outcomes) can give a perspective from which to look at the content of the course and can help ensure that the course as a whole is formative and transformational.