Rejecting Dialogue for Perspective: Vygotsky's Zone of Proximal Development and John Calvin's Divine Pedagogy

Autor/in	Horner, Jeffrey Michael
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01