Cognitive Educational Approaches as Means of Envisioning and Effecting Worldview Transformation via Theological Education
ALTHOUGH MUCH DONE in the name of discipleship and theological education pronounces lofty goals, such as movement from orthodoxy to orthopraxy, in many cases mere doctrinal assent is assumed to reflect deep change. An analysis of discipleship, worldview theory, and certain cognitive approaches to ed...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[2013]
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| In: |
Journal of education & Christian belief
Year: 2013, Volume: 17, Issue: 2, Pages: 301-324 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | ALTHOUGH MUCH DONE in the name of discipleship and theological education pronounces lofty goals, such as movement from orthodoxy to orthopraxy, in many cases mere doctrinal assent is assumed to reflect deep change. An analysis of discipleship, worldview theory, and certain cognitive approaches to education suggests that worldview-level transformation may indeed be facilitated through classroom theological education if the cognitive structure of the learner(s) is well understood and then appropriately addressed. Subsumption theory and schema theory provide a sound theoretical substrate upon which to build a classroom approach to promoting worldview transformation. |
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| Contains: | Enthalten in: Journal of education & Christian belief
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| Persistent identifiers: | DOI: 10.1177/205699711301700208 |