Adult learning in a Bible study group: an Apostolic Faith Mission case study in the Bulwer rural area.

Abstract

The way in which adults learn the Bible depends on the approach that the church uses when it comes to Bible teachings. This study explored what keeps adults coming to Bible study group meetings, and what and how they learn from their involvement in the group. The study focused on the Apostolic Faith Mission (AFM) of Southern Africa in the Bulwer rural area within the Harry Gwala region of KwaZulu-Natal, South Africa. This study was located within the interpretative paradigm and used a qualitative approach. The data of the study was collected through the telephonic interviews with five participants who are active members of the AFM Bible study group in Bulwer. The study adopted Schugurensky's (2000) conceptual framework regarding the forms of informal learning and Wenger's (1998) communities of practice as its theoretical framework. The findings of the study indicate that adults joined the Bible study group to learn about God, because they are hungry for God’s Word. Members of the group believe that they learn to develop their spiritual being and to dwell in God’s Word. The data showed that the group assists its members to share information with each other, and that members believe that you cannot learn the Bible well by yourself – learning the Bible is better when you do it within a group of people. This is particularly so for the members who cannot read. Additionally, it was revealed that the leader of the group plays an important role in the group, particularly because he is responsible for reading the Bible to the group. The members feel happy coming to the Bible study meetings because they are all treated equally. The major recommendations arising from the study are that the AFM in Bulwer needs to carefully consider the scheduling of Bible study group meetings, as well as look at ways in which it can better support adults who are not literate. Keywords: Bible study group; Adult learning; Informal learning; Community of practice; Adult learner motivation