Critical Consciousness and the Christian Conscience: Making the Necessary Connections between Faith-Based Learning and Critical Pedagogy

Autor/inn/en	Lee, Heekap; Givens, Ruth
Titel	Critical Consciousness and the Christian Conscience: Making the Necessary Connections between Faith-Based Learning and Critical Pedagogy
Quelle	In: Journal of Research on Christian Education, 21 (2012) 3, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-6219
DOI	10.1080/10656219.2012.734014
Schlagwörter	Critical Theory; Postmodernism; Learning Processes; Christianity; Role of Education; Power Structure; Teacher Effectiveness; Ethics; Religious Education; Cultural Pluralism; Problem Based Learning; Student School Relationship; Theory Practice Relationship; Discovery Learning + Suchen Sie Ihr Suchwort? Kritische Theorie; Postmoderne; Learning process; Lernprozess; Christentum; Bildungsauftrag; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ethik; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kulturpluralismus; Problem-based learning; Problemorientiertes Lernen; Schüler-Lehrer-Beziehung; Theorie-Praxis-Beziehung; Entdeckendes Lernen
Abstract	Critical pedagogy is a by product of postmodernism, which argues that reality is always subjective, and truth is identified through each person's experiences and environment. Can critical pedagogy be applied to faith-based education? The authors claim that it can. First, the theories and practices of critical pedagogy have strengthened faith-based education by emphasizing self-directed students, the teacher as facilitator, and well-organized learning experiences. In fact, Jesus knew that learning required an active knowledge-creating process through one's full participation in the class. He always encouraged his disciples to transcend superficial understanding. Jesus knew that learning was not simply memorizing facts or reciting the Law of Moses. His beliefs challenged the passive learning paradigm of memorizing content established by the Jewish leaders. This article concludes that both critical pedagogists and Christian teachers would endorse problem-posing methods to encourage full engagement and effective teachers' dispositions in the classroom. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10