Improving Christian Worldview Pedagogy: Going Beyond Mere Christianity
The challenges of communicating a Christian worldview in higher education are considerable. Called to help students develop a Christian worldview, instructors must devise specific strategies for the transformation of student thinking. How does one do this? It requires, in part, rethinking our assump...
| 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
2005
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| In: |
Christian higher education
Year: 2005, Volume: 4, Issue: 2, Pages: 99-108 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | The challenges of communicating a Christian worldview in higher education are considerable. Called to help students develop a Christian worldview, instructors must devise specific strategies for the transformation of student thinking. How does one do this? It requires, in part, rethinking our assumptions about the Christian worldview as a concept itself and our assumptions about our students. In what follows, I suggest that thinking about Christian worldview only as something unified and monolithic, without considering the influences of our denominational and institutional histories, can cause instructors to overlook their own and their students' interpretation of biblical principles, thereby affecting their ability to integrate them with the subject matter at hand. Secondly, I suggest that presenting a Christian worldview without dealing with the hodgepodge of worldviews students already possess may cause our efforts to fail. In short, making Christian worldview pedagogy more effective requires that we consider not only the shared tenets of mere Christianity, but also our denominational and institutional differences, and the cultural currents influencing our students. |
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| ISSN: | 1539-4107 |
| Contains: | Enthalten in: Christian higher education
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| Persistent identifiers: | DOI: 10.1080/15363750590923101 |