Assessing Character in Mentored, Contextual Learning
This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of...
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| Collaborateurs: | |
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2022
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| Dans: |
Journal of spiritual formation & soul care
Année: 2022, Volume: 15, Numéro: 1, Pages: 115-134 |
| Sujets non-standardisés: | B
flourish
B Intégration B adult learning skills B Interdependence B enabling conditions |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of individual students and a culture of integrated learning in the institution. Rather than directing assessment strategies on individual character qualities, we argue for the efficacy of assessing the enabling conditions for character growth expressed in the andragogic elements of adult learning skills. Within this model, learning proves to be expansive enough for the contemporary seminary student who has a sense that it is up to them to prepare for and create the work they dream of within a changing culture. |
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| ISSN: | 2328-1030 |
| Contient: | Enthalten in: Journal of spiritual formation & soul care
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| Persistent identifiers: | DOI: 10.1177/19397909211043793 |
