Teaching attentiveness in the classroom and learning to attend to persons with disabilities
Christian pedagogical practices aim both at the transmission of disciplinary content in the classroom and at the formation of Christian virtues. Simone Weil challenges that of the two aims the greatest good of study is fostering the virtue of attention. However, would it be possible to construct a c...
| 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: |
Sage Publishing
2015
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| In: |
International journal of Christianity & education
Year: 2015, Volume: 19, Issue: 3, Pages: 215-228 |
| Further subjects: | B
Disability
B Attention B Weil B Conyers |
| Online Access: |
Volltext (lizenzpflichtig) |
| Parallel Edition: | Electronic
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| Summary: | Christian pedagogical practices aim both at the transmission of disciplinary content in the classroom and at the formation of Christian virtues. Simone Weil challenges that of the two aims the greatest good of study is fostering the virtue of attention. However, would it be possible to construct a course such that not only is attention an epistemological good, but it is also the necessary content of the course? This was the challenge in constructing a course on disability in which attention is a primary learning outcome allowing students to rightly engage those with disabilities. |
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| ISSN: | 2056-998X |
| Contains: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997115588869 |