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Autor/in | Horner, Jeffrey Michael |
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Titel | Rejecting Dialogue for Perspective: Vygotsky's Zone of Proximal Development and John Calvin's Divine Pedagogy |
Quelle | In: Religious Education, 112 (2017) 2, S.96-109 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-4087 |
DOI | 10.1080/00344087.2016.1223492 |
Schlagwörter | Educational Theories; Sociocultural Patterns; Christianity; Teaching Methods; Schemata (Cognition); Spiritual Development; Religious Education; Dialogs (Language); Biblical Literature; Criticism; Educational Principles; Moral Values Educational theory; Theory of education; Bildungstheorie; Soziokulturelle Theorie; Christentum; Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Dialog; Dialogs; Dialogue; Dialogues; Bibel; Kritik; Bildungsprinzip; Moral value; Ethischer Wert |
Abstract | James Estep's integration of Vygotsky's work on the Zone of Proximal Development into Christian education and pedagogy falls short of a distinctly evangelical form of integration. Using Ken Badley's schemata of Integration of Faith and Learning, this article distinguishes Estep's "paradigmatic" integration from a more thoroughgoing "perspectival" integration. Perspectival integration best displays the connections between Vygotsky's Zone of Proximal Development and evangelical thinking by using the divine accommodation of John Calvin, as described in the work of Arnold Huijgen. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |