Andragogy of the Oppressed: Emancipatory Education for Christian Adults.

Autor/in	Lai, John C.
Titel	Andragogy of the Oppressed: Emancipatory Education for Christian Adults.
Quelle	(1995), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Learning; Andragogy; Christianity; Classroom Techniques; Educational Theories; Models; Religious Education; Teacher Role; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Andragogics; Andragogik; Christentum; Klassenführung; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In most churches, Bible and other religious instruction is based on an evangelical model structured on a teacher-centered, lecture-oriented approach that involves treating adults as children and that is thus more consistent with unregenerate human nature than with the born-again nature of Christians. An emancipatory model of Christian adult education is needed that includes consideration for the principles of andragogy. Andragogy, the science of adult learning, is based on the belief that the ways in which adults and children learn differ from five standpoints: self-concept, life experience, readiness to learn, time perspective, and orientation to learning. Each component of andragogical philosophy holds important insights for adult Christian education. The works of Walter Ong, Malcolm Knowles, and Paulo Freire present an alternative, more participative modality through which educators and clergy can transmit theological processes and principles. A model process called a praxis cycle has been developed based on principles proposed by Ong, Knowles, and Freire and has been suggested as a model for delivering emancipatory education for Christian adults. According to the model, teachers/facilitators use dialogue to help students/disciples develop the competencies required to become biblically literate, critically conscious, and actively involved Christian citizens. (Contains 28 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC