Book
John D. Roth. Teaching that Transforms: Why Anabaptist-Mennonite Education Matters. Scottdale, PA/Waterloo, ON: Herald, 2011
Reviewer
David M. Csinos, Th.D. student, Emmanuel College of Victoria University in the University of Toronto
Commissioned by Mennonite Education Agency to articulate a cogent Mennonite philosophy of education, John Roth offers a proposal for why Anabaptist-Mennonite education is important for young people, the church, and the community. For many years, this faith tradition saw education as something that was more caught than taught, more implicit than explicit.
Through Teaching that Transforms, the author seeks to make explicit the philosophical, theological, and pedagogical assumptions implicit in Mennonite communities. The philosophy of education he puts forth is focused on common Mennonite theological emphases, pedagogical practice informed by Mennonite convictions, and educational outcomes that reflect the distinctives of Mennonite communities.
Roth begins with an introduction offering brief foundational information about Mennonite education. He speaks of the current state of Anabaptist-Mennonite education, addresses key aspects of a philosophy of education in this Christian tradition, and notes challenges and limitations of his book.
Chapter one provides a background to the contemporary context, giving a historical overview of developments in North American education as well as Mennonite responses and alternatives to public schooling.
Chapter two guides readers through a proposal for a theological foundation for Mennonite education. Arguing that the identities of Mennonite schools must be informed by “conscious engagement with a theological tradition,” the author states that education that is Mennonite rests on a theology of the incarnation infused into every aspect of education -- from the content studied to the student doing the studying, from pedagogy and outcomes to the ways community is fostered.
Next, Roth addresses the ethos and pedagogy of Mennonite education. The ethos is formed through a focus on worship, attentiveness to tradition, and a community of diversity committed to addressing complexity and conflict through peacefulness. He argues that at least five pedagogical themes are consistent with a theology of the incarnation and enveloped within this ethos: curiosity, reason, joy, patience, and love.
Chapter four addresses educational outcomes. “By what criteria should we measure educational success?” asks the author, and “Can true educational success even be quantified?” (127). Mennonite schools should have six common goals: the ability to perceive details within larger contexts and through a moral framework; an education that is practical, embodied, and engaging; an attitude of discernment; the development of respect and empathy; the search for one’s calling; and a consistent quest for sensing the Spirit.
Chapter five discusses “tough questions” for parents, ministers, congregations, board members, school administrators, and the Mennonite Education Agency. The final chapter focuses on key challenges to contemporary Mennonite education, a topic that would end the book on a harsh note had Roth not rounded it out with discussing new opportunities and visions for a future that is progressive and vibrant.
Readers with an understanding of education, pedagogy, and curriculum theory may find Roth’s use of educational theory somewhat limited. Additionally, the author’s implicit views of the nature of childhood remain undeveloped and his theology tends to express a low view of children.
Both of these points, however, are consistent with theologies of childhood and views of education common in Mennonite communities. Against this backdrop, Roth’s quest for a Mennonite theology of education is timely and admirable.
Although the author is clear that diversity is a growing challenge in Mennonite schools, he does not address the entire spectrum of diversity. He tends to overlook conversations surrounding differences of ability and his discussions about class difference remain somewhat shallow. Without attending to these matters, a philosophy of education remains rooted in and committed to the healthy development and education of middle-class, able-bodied students but neglects children who don’t seem to fit this mould.
Despite these limitations, Teaching that Transforms represents a milestone in thinking and writing about Mennonite education. Roth turns implicit assumptions into an explicit and accessible Mennonite philosophy of education for contemporary schools. He not only reminds readers why Anabaptist-Mennonite education matters; his persuasive philosophical framework offers a catalyst for transforming how Mennonites take up the task of educating the young people in their care.
With personal stories and a firm grasp of Mennonite theology, Roth has made his volume accessible to those who may have never read a book about theology or education. Yet accessibility is not synonymous with simplicity, and he does not shy away from complex and challenging issues.
Though not the definitive word on the subject, this book offers a framework for Anabaptist-Mennonite education and would be an interesting study guide for groups of parents, teachers, or administrators. It deserves to be studied by people involved in Mennonite education at all levels.