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They include personal photography, original video creations and/or critiques, drama productions (skits, mime, monologues, reenactments, puppet shows), astronomy, original artwork/art critique(s), poetry, prose, songs, clothing, sculptures, models, or preparing food associated with the ancient Near East. The syllabus offers various templates students can leverage for ideas. There is no skimping on imagination, wonder, or ingenuity. Students are highly encouraged to make special usage of the arts and/or other creative outlets. Near the beginning of the semester at a pre–appointed time, I ask students to submit what they would like to do for a You Pick project. The basics of the You Pick project process, as a whole, are as follows: After student(s) and I discuss their ideas, we draft a “contract” that holds them to their commitment (however, some flexibility is always permissible). The remainder of the course-credit assignment hours (roughly 25 percent) are then tailored according to specific, personal arrangements between the student(s) and myself. The function and purpose of You Pick projects is to help match a student’s unique background and degree specializations (biblical studies, general studies, etc.) with their own interest(s) and skill set(s) to enable them to better understand the biblical text itself.Ī certain amount (roughly 75 percent) of the course grade remains devoted to non-optional and non-negotiable assignments (textbook readings, research papers, etc.) that I have predetermined are necessary for all students to learn and master, thus enabling all of the key aspects of course content to be adequately covered. Students take responsibility for their own learning … set their own learning goals, in line with the course or programme outlines, and manage their own learning, again within set goals and guidelines. Heutagogy is the study of self-determined learning, whereby students move beyond curriculum bounded knowledge and skill acquirements towards building their capacity and capabilities. These projects not only facilitate creativity, foster passion, and fuel curiosity but also lead to high(er) caliber work, increased student satisfaction, and more acute opportunities for self-confidence and insight, as students take ownership and buy in. 2Īs my instructing journey has evolved, however, I have discovered the benefits of offering students the chance to “choose their own adventure” through flexible “You Pick” projects-i.e., leveraging the pedagogical discipline of heutagogy (self-determined learning) as part of the syllabus requirements. How does one do justice to all the various areas that contribute in their distinct way to our understanding and appreciation of the Bible?” 1 This assertation resonates deeply with me, as few of my “classroom conundrums” have required more circumspection and pastoral sensitivity than dealing with those matters that concern science, creation, and the Bible (history, literature, and theology), particularly with respect to the first eleven chapters of Genesis. Desmond Alexander once stated, with respect to teaching the Old Testament, that it is “difficult to think of any other academic subject that covers such a wide range of fields. Facebook Twitter Reddit Pinterest Email LinkedIn The Creation by Ori Sherman, 1986-88 Dustin Burlet | Peace River Bible Institute