Ministering to Youth in a Changing Culture - Assignment Example

Introduction Youth has been defined by UNESCO (2004) as persons between the age of 15 and 25. They are a heterogeneous group consistently unstable and undergoing the process of evolution. It is the transition from childhood to adulthood and the youth are tossed from one state to another either through the condition of their own mind or by the norms of the society. Ironically, this is precisely the age when they need the right guidance to channel their energies in the right direction. While they are full of vigor and energy they also undergo an inner turmoil; they reel under the agony of indecision repeatedly. As a youth leader for the last two years, I have worked with the teenagers and encountered many situations, where I could apply my previous teachings. There have also been times when I derived lessons from incidents and experiences while working with the youth. Based on the Kolb model, in this essay I will discuss the numerous experiences and what I learnt from them. I will also reflect on the learning concepts, ideas, logical conclusions and the interactions with the reading that I have been doing. I will also demonstrate how I derived and applied the knowledge learnt through various experiences. Background and experience Memories of my teens have not yet faded. In fact, I derive inspiration from my youth and apply them in life as a youth leader today. Each experience has something to teach us as Kolb describes, “Learning is the process whereby knowledge is created through the transformation of experience” (Shields, Aaron & Wall, 2002). It is up to the individual to disseminate the information and derive meaning from every experience. This is the experiential way of learning which involves the application of the learning. The information and experience is transformed into knowledge. My husband and I work with teens between 15 and 19 – he with the boys while I mentor the girls. We realize that is the age of rebellion and the teens struggle with peer pressure, alcohol, sex and drug experimentation. We do not strive to steer them away from any of these. If we tried to impose the biblical morals, today’s teens would even turn away from spirituality and God. Hence we used a different approach. Going by Kolb’s model, we first involved them in a concrete experience, as a role model. We thoroughly enjoy dealing with the youth. Globalization has made the environment volatile and vulnerable. Changes take place very often and the youth without proper guidance can feel lost. Rose (2004) says adolescence being the most vulnerable and impressionable age, the youth need role models and adapt from anything or anyone that is closely available – the media, parents, family or teachers. The aim of role model education is to expose the youth to specific attitudes, lifestyles or outlook. I realized that as youth leaders we have to embody the values and provide a frame of reference for the youth. At this age, youth as mentioned, are vulnerable and they can see through if the role model does not believe in the values that he is trying to inculcate in them. Role model helps to bridge the gap between the ideal and reality and learning becomes experiential. It even becomes interesting for the youth. Reflecting on these thoughts, my husband became the role model for the boys that he mentors. He shared his testimony of when he was in jail at 18, and today how he is transformed. Lectures and preaching are difficult to conceive but when the boys actually see my husband and the transformation that he has undergone, they too feel motivated to follow suit. In developing conflict resolution skills, the Teach and Govahi survey found that role plays were the most effective method (Harriss, n.d.). Boys were given an opportunity to analyze the process and the outcome of each week’s role playing by my husband. They heard and derived inspiration from my husband. A teacher does not teach but merely support. Most of the teaching is done by the self. In Kolb’s learning cycle, the learner is active. Everyone’s circumstances are different and each one’s learning is also different. Educational researchers have highlighted the limitations of lectures even in higher education. In this case, which requires inner awakening, and which cannot be tackled by mere preaching, role playing can be very effective. Rose further emphasizes the importance of role model in mentoring. Through support and challenge, a mentor can ease the transition for the youth. This is not merely because the youth learns from the experience of my husband, but more importantly because my husband urges them to invoke and evoke their feelings from within. He motivates them to learn through their own experiences. The youth today are very perceptive and can see through the integrity of their role model. Chivers (2003) also agrees that everyday experiences are opportunities for learning and reflection on experience leads to self-knowledge. Based on the assumption that most effective learning results from a dialogue between the learner and the mentor, we launched this program. When we got a positive response to role model, we used another approach to make them conscious of their actions. We asked them in a group whether taking drugs was wrong. We found some of the teens agreed, while others refused to accept that there was anything wrong in it. Yet another group declined to answer. So, we formed two groups the next day and allowed one group to have drugs for a week while restrained the other group. We then asked each member of both the groups to observe what happens to the ones who had taken drugs and who had not. We discussed and reflected on the outcome after a week. The revelations were amazing and the learning outcome very strong. Experiential learning exercises require the youth to observe their own behaviors as they occur and to reflect upon the causes and effect of their behavior. The four phases would mean – what happened, reflecting on the episode, what led you to feel what you feel. What are the thoughts for the future that will bring about changes in you? We wanted the students not only to examine but critique their own actions. Both boys and girls brought forth their own experiences. We asked them to review their opinion of the previous week on the issue and found that the opinions had undergone change. Most agreed that it was wrong while only some could pinpoint why it was wrong. Most had realized the ill effects it causes and many instantly decided to give it up. Many understood how these distractions take them away from their duties and responsibilities and the dent it makes on the pocket. On our part, we realized how freedom can help the youth to become independent. Constant nagging, scolding, and restrains would not have been able to evoke this feeling what freedom could. When a person is given the freedom to choose what to do, he will do only what is right. The rebellion in him does not work any more; the God in him starts guiding him; he starts listening to the inner voice. This was the learning out come for us as youth leaders. I had read Burgoyne (1995) according to who, learning from experience (LFE) is more closely linked to the creation of knowledge and affective knowing learned through the interpretation of experience. LFE pertains more to collective learning in social context. The transition from one phase of life to another becomes smooth. Sharing experiences in a group works better than individual learning by discovering alone. This concept when integrated with Kolb’s model works better. Ideas and action remain individual learning while the individual action harmonizes into collection action during operations and action. Nevertheless, there has to be space for creativity, initiative and individual learning. Having realized this, we went to the next step and made them introspect on their own attitudes and lifestyle. It has made them look within and this comprises the second phase or the reflective observation. We then asked them to explain what they had learnt to others. This revealed whether they had personally reflected and what their reflections were. This also helped in ensuring that the next time all would make an effort to discuss their personal reflections. Initially it was difficult for them to accept any learning without lectures or books but they gradually realized that they did not need theories and it was easy to retain when learning took place through discussions, reflections and most importantly role play. Many revealed how they had realized their past mistakes and what they learnt out of it. Anger is a negative trait which everyone suffers from. One of the boys realized that he had not been angry for the duration that he abstained from drugs, which immediately made him conscious that drugs increased his physical demands. These demands when not fulfilled resulted in expression of the frustration. While some were deeply involved others were resistant. I wanted the youth to eventually be able to assess their own actions. We thus moved on to the next step of evoking the God consciousness in them. Interest in spirituality is a normal human tendency and each one of us experiences this urge at some point in life. We realized the youth have an inner urge to know more but the education and home environment do not provide for this. The youth cannot accept something if it is thrust on them or they are forced to accept it. Spirituality is a common human experience (McQuillan, 2004). We then started a discussion on the role of the Church and their views on God. We learnt that the youth found themselves unfit for the church. This was a great lesson for us and this urged us further to make them understand that God loves everyone equally. We found that the youth have a strong sense of meaning and purpose in life. What they lacked was direction and the confidence to forge ahead. We also came across a small section of the youth who has personal relationships with God but found none of the family supported this belief of theirs. Others believe in destiny which made us realize that they lack in focus and direction. A third group demand a scientific explanation for everything and wanted us to prove the existence of God. We asked a counter question – why do you believe that 2 plus 2 is 4. What proof have you got for this? Why does the season change? Why is the sun at such a distance from the earth? Were it closer we would all melt. We realized that questions like these gave them a jolt and made them ponder over the questions. As McDowell (2006) says rules without relationship lead to rebellion. It was the rebel in them that we wanted to diminish. We first built a relationship with the youth; we were friends and we never imposed anything on them. We organized church outings such as Christian Concerts, Barbeques, Camping, and just hanging out with them at our home. We made them feel that life is fun even without dating and sex, without drugs and smoking. We gave them responsibilities and urged them to work as a team. This helped to bring out their latent talents. Once they realized they possessed certain talents, it boosted their self confidence. Camping, we realized is a great opportunity to bring out repentance in people. At the same time, we found the youth had faith instilled in them and this also connected them to the creator. For us too, it was an eye-opener. We never judged them but allowed them to understand who they are. We made them introspect and justify their own actions and reactions. We made them feel important and accept that God is in each one of them. Rowley (2006) cites various authors and says wisdom is the awareness used by the self to relate successfully to the environment. According to philosophical and religious literature, one who exhibits wisdom knows a lot, is flexible in nature, recognizes the uncertainty of life and knows the limits of knowledge. They usually view problems from a broader long-term perspective. Wisdom gives one the discriminatory and discretionary ability. Wisdom is exhibited in action and involves the use of knowledge. Once they had certain realizations, it was important to conceptualize what they had learned. The third phase is the abstract conceptualization where they develop theories and look at patterns. What does learning mean and how can they account for what they have learned? We gradually found the youth started conceptualizing what they had learned. They realized the true sense of freedom and ignorance. Ignorance does not lie in not knowing something but it means to ignore the knowledge that lies within each of us. They could understand how it feels to accept that God loves us all equally and that we are all men and women of god here on earth for some mission. Having reflected on their own actions, they were now in a better position to discern between the right and wrong. We did not preach theories on morality but allowed them to understand and assimilate the values in their life. The youth need supportive relationships, closeness, warmth, connectedness, good communication and responsive attitude. As youth leaders we realized we need to provide opportunities to feel cared for and that belonged to God. We had to make them understand the morals and values, the obligations for service. We have to instill a sense of confidence in them that they can contribute to the society. They have the power and all they need is the courage to take the plunge. We had to teach them to first learn to respect their own self. Coping skills and conflict resolution skills is essential. They must possess a strong moral character. The fourth and final phase is the actual experimentation. By this time the learners suggest ways they can apply the principles they have learned. One can draw from past experiences to acquire new knowledge, skills or attitudes, which can be applied in various settings. We find gradual and regular changes in the youth we minister. Kolb’s experiential learning theory of development focuses on the internal characteristics and the external environment, between personal knowledge and social knowledge (Sheehan & Kearns, 1995). We used our personal experiences to take the boys through the four stages of learning. Working as youth leaders has been a wonderful opportunity for us to gain insight into how the young mind works. It made us realize how vulnerable this age is and what capacities they have. This is the age where they can be molded in the right way. This is the time when their inner consciousness needs to be awakened so that they place each step carefully in the world external to them. The youth needs support, understanding of their desires, emotions, feelings; they need someone to care for them; they do not need sympathy. They are wonderful people to be with and I enjoy mentoring because there is so much to learn from each of them. I am thankful to God for giving me this opportunity to be of service to Him through the youth. References: Burgoyne, J. G. (1995), Learning from experience, Personnel Review, Vol. 24 No. 6, 1995, pp. 61-72. Chivers, G. (2003), Utilising Reflective Practice Interviews in professional development, Journal of European Industrial Training, Vol. 27 No. 1 2003 pp. 5-15 Harriss, C. (n.d.), Use patience in Teaching, 28 Sep 2006 McDowell, J. (2006), Ministering to Youth in a Changing Culture, 28 Sep 2006 Rose, D. (2004), The potential of role-model education, 28 Sep 2006 Rowley, J. (2006), Where is the wisdom that we have lost in knowledge? Journal of Documentation Vol. 62 No. 2, 2006 pp. 251-270 Sheehan, M & Kearns, D. (1995), Using Kolb: implementation and evaluation of facilitation skills, Industrial and Commercial Training Volume 27 · Number 6 · 1995 · pp. 8–14 Shields, R. W. Aaron, D. & Wall, S. (2002), What is Kolbs model of experiential education, and where does it come from? 28 Sep 2006 UNESCO (2004), UNESCO : Acting with and for youth, 28 Sep 2006 Read More