Examining Attitudes
by Marigene Chamberlain

In any teaching-learning situation, students are affected not only by the words that are said (explicit curriculum), but also by how ideas are presented (implicit curriculum). Room arrangement and visual aids are just two examples of ways church school teachers convey their attitudes.

For instance, a classroom arranged as a lecture hall, with all the chairs in rows and facing a podium, may discourage class discussions and dialogue between the teacher and participants. This message is reinforced when the majority of time is spent listening to a lecture, with little or no time alowed for questions and answers.

Visuals are another way we teach certain messages. If the pictures and photos include people from a variety of racial-ethnic backgrounds and cultural traditions, the message is that diversity is valued. On the other hand, if we show people of a particular racial background involved only in certain tasks, students may reach the wrong conclusions. For example, using only Hispanics to illustrate material dealing with illegal immigration implies — incorrectly — that all illegal immigrants are of Hispanic origin.

We must look beyond our words to question how we plan, lead and use illustrations n church schools and other Christian formation opportunities.

Marigene Chamberlain is former a staff member of the General Board of Discipleship. This article first appeared in the May-June 1997 issue of Interpreter magazine (published by United Methodist Communications). It is used with permission.

Originally posted in November 1998


    Text Only Version