The previous teaching paradigm argues that information is conveyed from instructor to student, with the student considered a passive receiver in the approach (James et al., 2015). The modern radical change is one in which students are actively involved in the experience, and individuals are responsible for student engagement. Therefore, under the paradigm shift of learning, knowledge has become a social endeavor in which the teacher’s goal is not just to pass on information to the learner, in addition, to assist the student in developing themselves. As a result, faculty are not isolated from students but rather involved with them, and learning is viewed as a collaborative endeavor among students and faculty. This paradigm change necessitates collaboration among educators and intense training to empower educators to accomplish the objective of transformative teaching.
In his days, Jesus employed this approach of transformative teaching in his relationships with individuals. His teaching approaches included parables and narrative parallels, visual aids, unusual timings, sets of questions, situations, critical reasoning, and case studies. Jesus utilized case studies to push His audience to address questions and make judgments by weaving actual cases into the narrative. Case studies, according to Hodgetts and Stolte (2012), provide opportunities for explanatory interchangeability, possibilities for their listener to reevaluate their preconceived notions, and “for community and social psychotherapists trying to grapple with the intricacies of socialization, case studies have offered a way of bringing occurrences to life while conserving the context, intricacies, and contestations inherent in interpersonal life” (Hodgetts & Stolte, 2012). From Luke 10:29-37, Jesus showed this in the tale of the Good Samaritan. He developed several teachings for his hearers and disciples via this one case study, as was His custom. In this story, Jesus used the familiar background of racial and social strife in their day to confront the Jews’ conventional conceptions of who their neighbor truly was.
By presenting this research report to His audience, He attacked their racial prejudice and intolerance, as well as religious hypocrisy and passivity. He concluded His teaching by asking His audience a question that challenged people to decide based on details of the study case He had provided. It was a successful approach and transformative teaching since it captivated his audience and remained an interest to us to this day, even creating the foundation for the Good Samaritan rules we have in society and being a component of our vocabulary in referring to someone as a ‘Good Samaritan.’
In my social psychology course, I will involve my learners by using case studies to offer them real-life situations that will push them to study the facts presented to them to arrive at conclusions. As previously said, these advantages include that my students will have the opportunity to develop transferable abilities that will allow them to examine circumstances they have never experienced before and give answers. I would give my students a hypothetical in which a waiter in a restaurant starts to chastise a client for dating beyond their race when they witness their important other of a particular ethnicity come in and exit. The goal of the given scenario is to observe onlooker reactions and then use them to investigate the issues that still linger in the domain of interracial relationships to determine why individuals respond in various ways. An issue that this raises, and which I want to pose to the students in this debate, is whether supporters or critics of the lambasting bartender will do so depending on sex or ethnicity and if they will ever do so relying on their own experiences in the realm of interracial relationships.
References
James, G., Martinez, E., & Herbers, S. (2015). What Can Jesus teach us about student engagement? Journal of Catholic Education, 19(1), 129-154.
Hodgetts, D. J., & Stolte, O. E. E. (2012). Case‐based research in community and social psychology: Introduction to the special issue. Journal of Community & Applied Social Psychology, 22(5), 379-389.
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