Journal: Journal of Transformative Learning and Leadership
Volume: JTLL 01:2 (Spring 2024)
Article: In Effective Preaching Part 2 –Understanding And Nurturing Adult Learning
Author: Randall C. DeVille

In Effective Preaching
Part 2 –Understanding And Nurturing Adult Learning1

Randall C. DeVille

Introduction

In this study, research on adult learning concepts was incorporated with research on communication techniques, especially as they relate to lecture and preaching, and with research on ambient teaching. In the first three divisions of the review, I focused on adult learning and its nature, needs, and nurture. In the fourth section, I concentrated on elements of communication with a focus on relevancy, immediacy, and authenticity. I also focused on physical environmental features that have an impact on adult learning.

I accessed the Trimble, Winterset public, Kraemer family, St. Charles City-County, and the Walden University libraries to obtain sources for this literature review. Databases consulted included ERIC, Medline, ProQuest, and EBSCO. I searched for peer-reviewed articles, dissertations, and books written in the last 5 years. The search terms used in the literature review included andragogy, adult learning, adult religious education, church education, adult teaching, communication, immediacy, relevance, lecture, preaching, ambient teaching, ambient learning, physical learning environment, and transformation.

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Adult Learning

Brief History Of Adult Education

The formation of adult education in the United States is different than from other places in the world. It has developed without defined goals, institutional forms, distinctive curriculum and methodology, or agreed upon goals (Knowles, 1962). Until the middle of the 20^th century, there was no agreement as to the components or goals of adult education or even whether or not it was a movement (Knowles, 1962). Only within the past 50 years has a theoretical framework emerged that separates adult learning from children’s learning (Knowles, 1984). According to Knowles (1962), the one institution that was most influential for the first 2 centuries of the United States’ national life was the church. The church continues to be involved with adult education into the early part of the 21^st century but has not integrated adult education philosophy and techniques (Knowles, 1962). Before 1861, three other institutions formed the basis for the adult education movement in the late 20^th and early 21^st centuries. The three institutions were the Lowell Institute and Cooper Union, the library, and the museum (Knowles, 1962).

Lai (1995) suggested that adult education in U.S. churches generally include a teacher-centered or lecture approach and incorporates the Biblical mandate to use preaching as the means to instruct churchgoers. Knowles (1962) argued that while the ...