From the standpoint of an intentional educator, the difference between “studying” and “learning” is not merely semantic — it is foundational. This distinction becomes even more vital in the field of religious education, where content transcends academic knowledge and touches the soul, identity, and life application of the learner.
In the book Methodology of Teaching Religious Lessons: A Transformative Guide for Educators, the author argues that a successful religious educator should not only focus on what is taught but how it is taught — and more importantly, how it is lived by the learner.
📖 Studying vs. Learning – Two Separate Realms
In educational settings, “studying” typically refers to the deliberate, structured, and goal-oriented process of engaging with content — often to prepare for assessments. In contrast, “learning” is a broader, deeper process. It includes understanding, internalizing, and transforming knowledge into lived experience and personal wisdom.
This distinction is often overlooked in religious classrooms. Instead of equipping students with fundamental study skills, many teaching approaches prioritize memorization, surface-level understanding, and fact repetition.
But is that the true purpose of religious education? Or is it to guide the learner toward reflection, integration, and spiritual transformation?
🧠 Rethinking Pedagogy: Insights from the Book
In Methodology of Teaching Religious Lessons, we are invited to adopt a methodology that transforms the religious classroom into a space for reflective exploration and spiritual growth. The book introduces tools and techniques such as:
- Inquiry-based learning, where students are encouraged to ask more than answer.
- Personal application of spiritual themes, connecting lessons to real-life experiences.
- Critical thinking development, enabling learners to distinguish between doctrine, interpretation, and lived values.
✍️ Building Fundamental Study Skills
A central chapter in this conversation is the cultivation of Fundamental Study Skills, which include:
- Critical reading of religious texts
- Effective note-taking and information organization
- Creating conceptual maps of core teachings
- Reflective journaling and spiritual diaries
- Self-assessment and the development of independent thought
These are not just academic skills — they are tools that help learners become owners of knowledge, not just recipients.
🎓 Conclusion: From Information to Transformation
The ultimate goal of religious education is not simply to teach about religion — it is to guide learners to grow within it. To reach this goal, educators must embrace a methodology that clearly distinguishes studying from learning, and equips students with the skills to navigate both.
The book Methodology of Teaching Religious Lessons serves as a vital guide for any educator aiming to deliver a religious education that moves beyond information — and into transformation.
