Chaplain (Maj.) Annamae Taubeneck, CAP
The diversity in theories of teaching and learning styles signals that there is no one single or perfect theory that applies to all humans. Within Civil Air Patrol teaching and learning methodologies have been revised, changed and modified over the years to meet the different experiences, needs and learning styles of both the cadets and senior members.
Most recently, changes were made as a direct result of a partnership between Civil Air Patrol and the Center for Character and Leadership Development at the United States Air Force Academy. These changes shifted instruction methods from rule-based as the criteria for “right” actions to instruction focusing on “virtues or the behaviors that define excellence in humans.”19
Building on this model, the Advanced Character Development Course undertook to teach and instill excellence by emphasizing what is common among all specialties within Civil Air Patrol, being a life-long learner and through knowing oneself and others. As Character Development Instructors, life-long learning includes self-awareness of our own personalities, temperament, conflict management style, and understanding of what motivates us. Increasing self-awareness of our thoughts, feelings, behaviors, and beliefs, and paying attention to how these factors impact our teaching style, empower us to choose to make different choices. In addition, paying attention to the same factors in others will enable us to choose to be adaptable to meet the different needs of the learners.
As demonstrated on the Cadet Programs Cadet Super Chart, Civil Air Patrol currently utilizes components of the social context of learning, i.e., phase levels, peer leadership, promotion eligibility requirements, in combination with extrinsic motivation, i.e., grade, insignia, awards. Civil Air Patrol also utilizes synergy programs designed to help cadets build momentum, learn how to adapt, build understanding, and develop their team’s ability to work effectively, sometimes in high-pressure situations, i.e. encampment, where the goal is to ensure the personal success (extrinsic and intrinsic motivation) and group success (group motivation; whole is greater than the sum of its parts), as well as safety of all members.
Experiences gained through the social context of learning and motivation processes contribute to cadets learning the application of the five stages of group formation (forming, storming, norming, and performing), with real-world interpersonal conflict. These moments provide cadets the opportunity to practice conflict management skills with the goal of learning to become assertive and cooperative.
Facilitating Character Development lessons based on the Values for Living 2.0 curriculum, provides opportunity for auditory, visual, and tactile learners, to develop self-awareness, awareness of others, and gain experiences through the social context of learning and motivation processes. This is accomplished through the use of 1) real-world application in videos / stories of factual events in the attention getter, followed by 2) interactive discussions based on pre-determined quality questions for understanding the desired behavior, 3) life application by contemplating through Socratic questioning how one might respond to the challenges presented in the lesson, 4) activities that involve physical movement, and 5) summarizing the most important parts of the lesson, thereby helping the cadets to discern the essential ideas and how to integrate those central ideas in a meaningful way. Furthermore, the small group time provides cadet leaders with time to receive affirmation of experience, develop leadership skills, personal development of virtues, and to learn and apply decision-making methods.
The combination of the methods and experiences described above may also serve a greater purpose. To teach cadets how to transcend themselves to live into the core value of volunteer service. Utilizing Maslow’s Theory of Transcendence, one might say Civil Air Patrol provides cadets the opportunity, within a safe and structured environment, to set aside their personal concerns while learning to see the world from a different and larger perspective when serving others.