Learning contracts are becoming more important in higher education today.
This is partly driven by the current emphasis on the student learning rather than just the teacher teaching. Constructivism and reflective practice are concepts which require clearer definitions of the roles of the teacher and the learner. Such contracts can be individual, especially at postgraduate level, or for a class or cohort together. They are usually very practical and spell out what the student can expect from the teacher and what the teacher can expect from the student. They help to define the relationship between the two.
Are these useful in theological education? Of course. Clarity of the relationship and expectations between teacher and student is a good thing, whether written down in a course document, agreed in the first class together or put into a contract.
But is it a contract we want? A contract is fundamentally a business arrangement and surely we want more than that. And there are other problems. On the one hand they elevate the idea of the student as consumer, and the attendant growth of a sense of entitlement by the student. On the other hand, they emphasise the idea of the college/seminary as a business. Driven by forces within our contemporary societies, both of these are getting out of hand.
There is a more specifically Christian concept for this, the idea of covenant. Christians know about covenants; they are binding expressions of love. God had one with his Old Testament people and then a new one with us in Christ, renewed as we take bread and wine. Christian marriage is another expression of the same concept.
Covenant for the Christian then is the ultimate expression not of business, but love. Love, whether hesed or agape, is not primarily about emotions (although who has not become emotional at times about our teaching and those we teach?). It is about attitudes and deeds promised. We can see it as possessing three elements;
- A selfless preferring of the other, their happiness and development.
- The giving of yourself to the other in reality and open-ness.
- That these attitudes and actions do not depend on the attitudes and actions of the other, but are from grace.
It is the experience of teachers who see the relationship in this way that many students reciprocate with commitments of their own towards you. I don’t think we can put all this on paper into a learning contract, but we can see it as our fundamentally Christian way of relating to our students.
At the end of the day, theological education is not a business, it is an act of love.