| This descriptive study with a quasi-experimental element is motivated by the steadily declining number of training programs in Hong Kong churches. The declining number of church educational programs has far-reaching implications on ministry development in Hong Kong churches. This may imply that these programs are ineffective in raising or maintaining the attendance of the adult learners. This also may lead to a lack of development of quality church ministry in Hong Kong since Christian adults are a vital resource in the church. The reasons for the decline may be many, one of which could relate to the dominant employment of the transmissive approach in adult learning. As Christian educators and church leaders in Hong Kong look to the West for the methodological alternatives to address the problem, they are concerned about the social and cultural relevancy of the epistemological theories in the Hong Kong church context.;The purpose of the study is to inquire into the similarities and differences between the dialogical-critical-reflective and transmissive learning approach from the perspective of the adult learners in a select Hong Kong church. Twenty-seven participants were selected for the study from a Chinese church with 600 registered members. They were Cantonese-speaking Christian adults ranged in age from 25 to 54. The rationale for this investigation was based on the precedent literature which indicated a link between the DCR learning approach and meaningful and transformative learning in the Western cultural context. The findings indicated that both learning approaches (1) are significant to adult learning, (2) can enhance meaningful learning and life changing experience in adult learning, and (3) can positively affect learners' interests, attitudes, and motivations in continual learning. The findings, however, revealed that multiple teaching methods, life related teaching content, respectful, personal, sensitive teachers, relaxed, pleasant, cordial learning atmosphere were factors attributable to a deeper level of meaning making, a wider and deeper level of life change, higher interests and motivations, and positive attitudes toward continual learning. Based on the findings, an epistemological paradigm merge of the two approaches as an alternative for Christian adult learning in Hong Kong churches was recommended. |
