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An introduction to Masonic Learning & Development

A guide to organise and manage Masonic learning and development.

Index
An introduction to Masonic Learning & Development.

Summary
An introduction to Masonic Learning & Development, which explains its relevance and importance to
Freemasonry.

Keywords
Province, Learning, Development, Introduction, Priority

© UGLE 2018 “Solomon” – Fostering Curiosity, Developing Understanding OMxxyyD - 2001 - 18 - V01
An introduction to Masonic Learning & Development:
Why is Masonic Learning & Development a priority?
Freemasons have always been encouraged to make a daily advancement in their understanding of the
Craft. Traditionally, much of their learning came from experienced brethren within the Lodge. Today,
even if the Lodge has knowledgeable members who can provide authoritative answers to these questions,
many of our members want answers more quickly than most Lodges can provide. They look beyond their
Lodge to gain knowledge and insight. They turn to websites, social media, New & Young Masons Clubs,
Metropolitan / Provincial / District Grand Lodges and other groups for answers.
Regrettably, many sources of information are unreliable or misleading. As we have seen when questions
are posed to Masonic social media groups, the answers can be diverse and conflicting, often resulting in
confusion, frustration or disappointment. Some brethren lose heart and give up their search. There is a
risk that such brethren will leave the Craft.
For many brethren, their satisfaction or dissatisfaction with Freemasonry is directly linked to ready access
to opportunities for credible and meaningful Masonic learning. This trend towards user driven enquiry has
created a demand for Metropolitan / Provincial / District Grand Lodges, and others, to organise, manage
and deliver Masonic learning for their members.
UGLE has developed ‘Solomon’, an online repository of credible Masonic learning materials, to support
brethren and to assist Metropolitan / Provincial / District Grand Lodges in the provision of Masonic
learning.
The relevance of learning to Freemasonry
An understanding of learning and its associated concepts has many applications to Freemasonry. For
example: -

• An understanding of the techniques for learning, teaching and recalling information can help improve
the learning and delivery of ritual.
• Stimulating curiosity and encouraging questioning can trigger personal quests for learning and
providing quality and credible self-learning resources in a variety of forms to suit different learning
styles, will help Freemasons satisfy their curiosity and ‘make a daily advancement’.
• It is rarely sufficient to offer learning in only one form for everybody or on one occasion. As with all
communication, often the message has to be offered in multiple forms on multiple occasions for it to
register and be acted upon.
• Long standing members of a Lodge may have forgotten what it was like to be a new Freemason, may
take their own learning for granted, and not appreciate how difficult it can be to develop an
understanding of Freemasonry.
• An experienced Freemason who has absorbed a lot of Masonic knowledge and perhaps performs
Masonic tasks (e.g., delivering ritual or carrying out the duties of a Masonic office) to a high standard,
may well have the skills required to impart their learning to others, in a way that is easy for them to
learn or understand.
© UGLE 2018 “Solomon” – Fostering Curiosity, Developing Understanding 2
• Papers and presentations need to be delivered in an interesting, engaging, even persuasive manner if
the learning is to be retained.
• One to one coaching and group-based training from skilled coaches and trainers can help brethren to
undertake the various roles and tasks involved in running a successful Lodge.
• The introduction of changes, whether in rules, processes or practices, should be accompanied by
various means of delivering learning, including briefings, social media, training workshops, etc, to help
people learn and implement the changes.
• Masonic learning & development programmes could usefully be aimed at future officers and role
holders, who are often more aware of their learning needs and more motivated to learn.
• Sometimes those with the greatest learning needs do not take up the learning activities that are
offered. For example, long serving Lodge Secretaries might not attend seminars if they think they
already know all they need, despite changes in rules and processes creating new learning needs. To
engage such brethren in new learning, they have to become aware of their learning needs so that they
become ‘consciously incompetent’ and ready to learn. Personal feedback delivered in a sensitive and
supportive manner is an effective way to achieve this.
• An effective Provincial provision for Masonic learning & development will be built around the ‘Learning
& Development cycle.’ Such a provision will involve different people with a range of different skills. For
example:
a. The Provincial Grand Orator, Provincial Grand Preceptor, or Provincial Education Officer, may, with
the assistance of others, develop a range of offerings to satisfy curiosity and develop Masonic
knowledge and understanding, making full use of ‘Solomon’.
b. Whilst a Provincial Training Officer, or other members of the team, may be tasked with identifying
learning needs, developing and delivering learning solutions and evaluating their effect.
• Ultimately the Learning and Development Lead will be responsible for ensuring that the learning and
development programme as a whole, works alongside the Member’s Pathway to deliver the overarching
strategic plan, and support the learning and development needs of all the brethren and companions.

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© UGLE 2018 “Solomon” – Fostering Curiosity, Developing Understanding 3

Acknowledgement
UGLE gratefully acknowledges the Tony Harvey as the author of this item and for his permission to include
it in this learning environment.
Disclaimer:
The views or interpretations contained in this document are those of the author. UGLE recognises there
are many different interpretations of ritual, symbolism and history. It does not endorse the contents of
this document or of any external websites linked to within the document.
Copyright:
All rights reserved. No part of this document may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and
retrieval system, without permission from The United Grand Lodge of England in writing.

© UGLE 2018 “Solomon” – Fostering Curiosity, Developing Understanding 4