TECU Espouses a Non-Traditional Education Model

DIFFERENCES BETWEEN*

TRADITIONAL EDUCATION

NON-TRADITIONAL EDUCATION

1. Awards degrees on the basis of time served and credit earned.2. Bases degree requirements on the medieval formula of some
generalized education and some specialized education.3. Awards the degree when the student meets certain numerical
requirements.4. Considers the years from age 18 to 22 as the period when a first degree should be earned.

5. Considers the classroom as the primary source of information and the
campus as the center of learning.

6. Believes in printed text materials as the principal learning
resource.

7. Faculty must have appropriate credentials and degrees.

8. Credits and degrees are based primarily on mastery of course
content.

9. Cultivates dependence on authority through prescribed curricula, required campus residence, and required

classes.

10. Curricula are generally oriented toward traditional disciplines and
well-established professions.

11. Aims at producing “finished products” – students who are done with
their education and ready for the job market.

12. To adapt the old Chinese saying, gives you a fish and feeds you for
a day.

1. Awards degrees on the basis of competencies and performance skills.2. Bases degree requirements on an agreement between the student and the faculty, aimed at helping the student achieve his or her career,
personal, or professional goals.3. Awards the degree when the studentís actual work and learning reach
agreed-upon levels.4. Assumes learning desirable at any age, and that degrees should be available to people of all ages.

5. Sees any part of the world as appropriate for some learning.

6. Believes the range of learning resources is limitless, from the
daily newspaper to personal interviews; from videocassettes to
microcomputers to world travel.

7. Faculty are judged on competency and personal qualities, in addition to credentials and degrees

(take note: a non-traditional faculty must still be academically qualified).

8. Credits and degrees also take into consideration learning how to
learn and the integration of diverse fields of knowledge.

9. Cultivates self-direction and independence through planned
independent study, both on and off campus.

10. Curricula reflect the studentís individual needs and goals and are
likely to be problem-oriented, issue-oriented, and world-oriented.

11. Aims at producing lifelong learners, capable of responding all
through their lives to their own evolving needs and those of society.

12. Teaches you how to fish, and feeds you for life.

* Rick L. Walston, Walstonís Guide to Earning Religious Degrees Non-Traditionally (Longview, WA: Persuasion Press, 1997). pp 8,9

 

Profile photo of Drs. Paul and Nicole Weyant

Written by 

The Weyants are the Founders of The United New Testament Church, International Ministry Association, Inc., currently serving the Body as President & Vice President of the Association.