Innovative teaching and learning of biblical Greek: A contextualised application of Fink’s taxonomy of significant learning

Abstract

Teaching biblical Greek as compulsory module to tertiary theology students
can be challenging. When students doubt the general value of studying
this ancient language or experience anxiety during the learning process,
they are prevented from attaining higher cognitive levels of learning
with the result of students failing to master Greek efficiently. This situation
emphasised the need for innovation in the classroom. An exploration of
Fink’s taxonomy of significant learning (Fink, 2003a) yielded a flexible, learnercentred approach that could engage students from many subject areas in deep and significant learning. The aim of this article is to illustrate how Fink’s taxonomy can be applied to the teaching and learning context of biblical Greek and possibly other language modules. Two examples from the Greek classroom are also presented to attest the applicability of Fink’s taxonomy as a framework for creating innovative and significant learning experiences for students.

Keywords: Biblical Greek, innovative teaching, Fink’s taxonomy, taxonomy
of significant learning, New Testament exegesis, higher education