Leading While Learning
How understanding andragogy can make pastoral professional development less of an obligation and more of a gift
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I woke up a week after beginning full-time ministry to discover I had entered a different world. The world I had studied for and prepared to serve was not the one that greeted me that September morning. The events of September 11, 2001 reshaped not only global realities but also the context of ministry itself. While catastrophe marks one kind of change, it is not the only one pastors face. Technology, culture, and congregational expectations continue to shift—and the pace of that change only accelerates.
In such a landscape, the question for pastors is no longer whether ministry will change, but how we will remain equipped to lead faithfully amid constant transition.
The Seventh-day Adventist Church has long recognized the importance of pastoral professional development. A global survey of Adventist pastors found that nearly 70 percent felt they needed more training to do their work effectively (Dudley & Cincala, 2013). In response, the North American Division updated its Working Policy to require a minimum of two continuing education units (CEUs) annually, focused on Core Qualities for Effective Ministry—character, evangelism, worship, leadership, scholarship, management, and relationships (NAD Working Policy, 2019–2020; Satelmajer & Williams, 2015). Conferences across the division have taken this mandate seriously.
Yet a persistent challenge remains: many pastors do not fully engage the learning opportunities made available to them.
My doctoral research explored one possible reason why—how pastors’ self-understanding as adult learners shapes their engagement with professional development. This article briefly suggests that adult learning theory, particularly andragogy, offers a helpful framework for pastors as they plan their own ongoing formation.
What Is Andragogy?
Andragogy is a theory of adult learning that emphasizes process rather than prescription. Malcolm Knowles proposed that adult learners differ from children in several key ways: adults see themselves as self-directed, bring a wealth of lived experience to learning, are developmentally ready to learn what is relevant to their current responsibilities, and prefer problem-centered learning over abstract content (Knowles, 1978; 1980).
In later refinements, Knowles added two additional insights: adults need to understand why they are learning something, and they are primarily motivated by internal rather than external factors (Knowles, 1984; 1989; 1990). Together, these assumptions provide a practical lens through which pastors can evaluate their own learning habits and the professional development offered to them.
Andragogy and the Pastor as Learner
My research revealed that pastors generally understand themselves as self-directed learners. They feel personally responsible for their growth and tend to engage learning opportunities that align with their current ministry stage, institutional expectations, or future vocational goals. Conversely, when learning opportunities feel misaligned or imposed, pastors often disengage—even when those opportunities are conference-sponsored.
Pastors also place a high value on lived experience. Learning offered by practitioners who have “been there” carries particular weight. Peer-to-peer interaction, mentoring relationships, and exposure to seasoned pastors who model effective practice were consistently named as meaningful forms of learning. Even experienced pastors expressed openness to professional development when it introduced current best practices grounded in real ministry contexts.
Readiness to learn was closely tied to local ministry demands. Pastors were most motivated to sharpen skills that addressed immediate congregational needs—whether preaching to a changing demographic, navigating conflict, or leading organizational change. When ministry contexts shifted dramatically, pastors demonstrated increased openness to learning new approaches that would help them adapt faithfully.
Problem-centered learning emerged as another key theme. Pastors were not looking for information in the abstract; they were looking for solutions. They sought tools that could help congregations grow spiritually, strengthen leadership, or move toward the next stage of development.
Motivation for learning varied. Some pastors noted that financial incentives or credentialing requirements could strengthen resolve. Others pointed to the power of peer expectations and conference accountability. Still others described a quieter motivation—a desire for reflective learning undertaken not for recognition, but for renewal and joy in growth
Finally, pastors consistently emphasized the importance of knowing why a learning opportunity mattered. Was it grounded in current best practices? Was it shaped by actual pastoral needs? Would it offer skills not addressed in seminary training? Or was it primarily designed to fulfill a policy requirement? Transparency around purpose mattered deeply for engagement.
A Pastoral Takeaway
Ministry will continue to change, whether we are ready or not. As shepherd-leaders, pastors bear responsibility not only to care for others but also to steward their own growth. When pastors and conferences take adult learning seriously—honoring self-direction, experience, relevance, and purpose—professional development becomes less of an obligation and more of a gift.
Thoughtfully applied, andragogy offers more than a theory. It provides a pathway toward renewed learning, deeper engagement, and more resilient pastoral leadership in a world that will not stop changing.
Sheldon R. Bryan, EdD pastors the Williamsburg, Newport News and Hampton Roads Churches in the Potomac Conference.