Introduction T he seminary student spoke clearly and de- liberately, as he presented a story that made me re-think my own teaching methods. Even though this class discussion was several years in the past, the memory is still fresh. I can still hear the sincerity in his voice and picture the earnestness in his eyes as he unfolded the following story: A man once owned a baby duck. He wanted to encourage the duck to walk on land instead of swim in water. Whenever the duck waddled close to the water, the man would spank the duck on its backside. WHAAACK! At frst the duck was stunned. Looking at the duck’s webbed feet, it is obvious that the duck was meant to swim in water. After several whacks to the backside, though, the duck reluctantly succumbed to the man’s wishes by waddling behind the man, fol- lowing him on land. As the duck grew, he continued to walk on land, trailing behind the man wherever he went, since he was discouraged from swimming in the water. William Carey International Development Journal Vol 2, Issue 2: Spring 2013 Encouraging Ducks to Swim: Suggestions for Seminary Professors Teaching Oral Learners Jay Moon W. Jay Moon and his family worked with SIM from 1992-2001 with the Builsa people in Northern Ghana doing church planting and water development. He learned about oral learning by participant-observations with the Builsa people, who are a primary oral people. Jay has written two books and several articles that discuss oral learning. He is presently the Professor of Intercultural Studies and Director of the Wesley House of Study at the Sioux Falls Seminary in Sioux Falls, South Dakota. Eventually, the man died. Finally, the duck was free to swim in the water. Te duck was excited for the big day when he could fnally swim again. He inched over to the water’s edge, scanned the surroundings to make sure the coast was clear, and fnally jumped in the water. Te duck foundered in the water since he forgot how to swim. Unfortunately, he had walked on land for so long that he was unable to swim in the water! Te student then looked directly at me and concluded, “Tat is how I often feel during my seminary studies. I grew up in an oral culture but in school we were discouraged from using oral methods to communicate; rather, we are rewarded with good grades for writing fne research papers and other print assessment methods. Unfortunately, when I go back to my home in Korea, they do not understand me any more. I forgot how to communicate using the oral methods that the local people appreciate! I feel like a duck out of water.”