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5 Principles That Could Change How You Think About Learning
Most of us have a general idea of what to expect from an online course, especially in the realm of spiritual studies: a structured curriculum with formal enrollment, a focus on specific doctrines, and the goal of earning credits. However, a deep dive into the philosophy of one particular program—the Church of God Mission Academy (COGMA)—reveals a radically different approach. Its student handbook outlines an educational model built on a set of surprisingly counter-intuitive principles that challenge these conventional ideas, shifting the focus from simply transferring information to transforming the learner and equipping them to transform others.
This article explores five impactful takeaways from COGMA’s framework. These principles offer a compelling alternative for anyone interested in education and discipleship, providing a powerful model for what it means to truly learn and grow.
1. The Goal Isn’t Doctrine, It’s Independent Discovery
The first counter-intuitive principle is the program’s official stance on doctrine. In a world where religious education often focuses on instilling a specific set of beliefs, COGMA’s stated purpose is not to indoctrinate. Instead, its mission is to inspire and prepare each student to study the Word of God for themselves. The program operates on the core belief that the organization itself is not infallible and that ultimate authority belongs only to God and His Word.
Students are strongly encouraged to adopt the “heart of a Berean,” a reference to Acts 17:10-12, where the people of Berea were praised for diligently examining the scriptures daily to verify what they were being taught. The pedagogical implication here is significant: it prioritizes the learner’s independent journey and spiritual discernment over the enforcement of a pre-packaged theological system. This model suggests that authentic faith is not received but discovered.
2. The Mission Isn’t Just Learning, It’s Creating More Learners
Perhaps the most surprising shift in philosophy is that the program’s ultimate aim is not education, but replication. While it offers a “Certificate of Biblical Studies,” its focus is not primarily academic but life-focused, centered on the concept of discipleship. The word “disciple” comes from the Greek term mathetes, which simply means “a learner or a pupil.” From this perspective, the goal is not for a student to absorb knowledge, but to become a faithful person who can then effectively “teach others also,” as outlined in its foundational verse, 2 Timothy 2:2.
This structural decision reveals a core priority. Discipleship isn’t just a program goal; it’s positioned as “the commission and method Jesus imparted for the expansion of His Kingdom.” The entire educational model is therefore designed to be an engine for missional growth. This reframes education from a terminal activity into the starting point of a self-perpetuating cycle of mentorship.
This philosophy is powerfully summarized by Brother Gil, a key figure in the program:
“As a disciple, a learner myself, I encourage you to become a pupil, a learner. As you progress as a disciple of Jesus Christ, do as I do: use the Certificate of Biblical Studies as a tool and guide to make another disciple. COGMA is here to support you in this journey.”
3. You Don’t Just Pass a Test—You Demonstrate Mastery
Another counter-intuitive principle is the program’s rejection of conventional grading. While traditional education allows a student to pass a course with a 70% or 80%, implying a significant gap in understanding is acceptable, COGMA employs an educational model known as “Mastery Learning.” This method requires students to complete their assignments “comprehensively and correctly before progressing.”
If a workbook or test contains errors, it is returned for corrections and resubmission until the material is fully grasped. The handbook is explicit: “Students must not proceed to the next Workbook until this level of mastery is reached.” This approach promotes not just deep understanding but also “practical application,” connecting the learning process back to the life-focused mission. The strategic implication is a profound rejection of educational mediocrity; it insists that a solid foundation is non-negotiable before a student is permitted to advance.
4. Access is Open to All, Immediately and for Free
In an era where education is often locked behind paywalls and registration forms, the program’s approach to access is strategically radical. The entire Certificate of Biblical Studies is delivered online and is available as a free resource for anyone. Crucially, the student handbook states, “It is not necessary to register in order to access the course resources.” Anyone can download the materials at any time.
From a strategic standpoint, this open-access model serves to prioritize the viral spread of its teachings over institutional gatekeeping. By decoupling knowledge access from formal enrollment, COGMA ensures the core message can travel without friction. The credential becomes a secondary layer for the highly committed, but the primary goal—widespread distribution of knowledge—is achieved by default.
5. The Highest Level Requires You to Teach Others
Finally, the program’s core philosophy of replication is embedded directly into its credentialing structure in a way that is both simple and profound. The curriculum is divided into two stages: the Silver Certificate and the Gold Certificate. While the Silver Certificate focuses on foundational study principles, the Gold Certificate introduces a critical requirement: a student must “demonstrate ability and willingness to introduce and mentor new students.”
This design makes mentorship a non-negotiable component of mastery. In this model, one cannot be considered to have reached the highest level of learning without actively turning to teach. It brilliantly transforms the educational journey, ensuring that the ultimate test of what a student has learned is their ability to help someone else begin their own.
A Final Thought on Learning
COGMA’s model isn’t just an alternative; it’s a powerful critique of passive learning. It suggests that true education is never a solo pursuit of knowledge, but a communal cycle of mastery and mentorship. Its principles challenge us to reconsider the very purpose of learning itself.
What could our modern educational systems—both spiritual and secular—learn from a model where the ultimate goal of learning is to teach?