Metaphorical Frameworks for Reframing Christian Academic Praxis: On Gardens and Cathedrals
This reflective essay addresses the use of metaphors as a creative framework through which Christian academics can change the lens for viewing our practices. Academics strive to demonstrate creativity, innovation, critical thinking, and mental keenness, while aspiring to teach our students to do the...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2020]
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| In: |
Christian higher education
Year: 2020, Volume: 19, Issue: 4, Pages: 298-309 |
| IxTheo Classification: | CD Christianity and Culture CF Christianity and Science FB Theological education RF Christian education; catechetics |
| Online Access: |
Volltext (Resolving-System) |
| Summary: | This reflective essay addresses the use of metaphors as a creative framework through which Christian academics can change the lens for viewing our practices. Academics strive to demonstrate creativity, innovation, critical thinking, and mental keenness, while aspiring to teach our students to do the same. Often, however, the stresses and strains of the academy’s many requirements press upon us, making cognitive ruts and familiar pathways a default—a coping strategy. One such strategy might involve creative reflection via metaphors to help us reframe our thoughts about teaching and learning and our roles as academics. This article explains the power of metaphor as a source of cognitive restructuring and attempts to inspire and encourage Christian academics to creatively examine their roles through the symbolic reframing of teaching and learning. The images of gardens and cathedrals are offered as metaphorical frameworks through which to view andragogic praxis. |
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| ISSN: | 1539-4107 |
| Contains: | Enthalten in: Christian higher education
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| Persistent identifiers: | DOI: 10.1080/15363759.2019.1687049 |