A Problem-Posing Pedagogy Revisited: Another Look at Blomberg's Invitation to ‘Paths of Pleasantness and Peace’
IN A PREVIOUS issue of this journal, Doug Blomberg argues for a problem-posing pedagogy. Most of what Blomberg says is excellent and merits unwavering support. In this ‘response essay’ I acknowledge Blomberg's insight, but raise several questions about his tendency to characterize effective tea...
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[2000]
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| In: |
Journal of education & Christian belief
Year: 2000, Volume: 4, Issue: 2, Pages: 139-146 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | IN A PREVIOUS issue of this journal, Doug Blomberg argues for a problem-posing pedagogy. Most of what Blomberg says is excellent and merits unwavering support. In this ‘response essay’ I acknowledge Blomberg's insight, but raise several questions about his tendency to characterize effective teaching as essentially a process of problem-posing. I conclude my reflections with an attempt to place problem-posing, as described by Blomberg, in a larger context. My response to Blomberg is intended to advance the conversation about a Christian approach to pedagogy — an especially significant project in view of the general neglect of this topic in Christian educational circles. |
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| Contains: | Enthalten in: Journal of education & Christian belief
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| Persistent identifiers: | DOI: 10.1177/205699710000400207 |