Learning beyond the Surface: Engaging the Cognitive, Affective and Spiritual Dimensions within the Curriculum

Autor/inn/en	Buchanan, Michael T.; Hyde, Brendan
Titel	Learning beyond the Surface: Engaging the Cognitive, Affective and Spiritual Dimensions within the Curriculum
Quelle	In: International Journal of Children's Spirituality, 13 (2008) 4, S.309-320 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-436X
Schlagwörter	Foreign Countries; Learner Engagement; Religious Education; Religious Factors; Church Related Colleges; Catholic Schools; Public Support; Models; Educational Trends; Preservice Teacher Education; Reflection; Intuition; Thinking Skills; Affective Behavior; Australia + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kirchliche Hochschule; Katholische Schule; Öffentliche Förderung; Öffentliche Trägerschaft; Analogiemodell; Bildungsentwicklung; Lehramtsstudiengang; Lehrerausbildung; Denkfähigkeit; Affective disturbance; Active behaviour; Affektive Störung; Australien
Abstract	In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes-based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious education have been affected by this educational climate where the pendulum has swung in favour of the achievement of cognitive learning outcomes. The cognitive dimension of learning is an integral part of the learning dynamic. However the roles of thinking, feeling and reflecting/intuiting are complementary within this process. Religious education is one curriculum area that can effectively address the interplay between the cognitive, affective and spiritual dimensions of learning. This paper outlines a model explored with pre-service teachers at a publicly funded Catholic university. This model addresses the complementarity of the cognitive, affective and spiritual dimensions of learning. Examples of pre-service teachers' work are drawn upon to demonstrate the interplay of these dimensions and to show how in practice this might be achieved within school curricula. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10