Problem-Posing Pedagogy: Response to John Van Dyk
PROBLEM-POSING IS PART of a larger frame for pedagogy which also includes play and purposeful response. When experience is viewed inclusively and not reduced to its sensory dimensions, knowing can be seen to be about relating. More than the cognitive is in view in both knowing and learning. The cont...
| Main Author: | |
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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: 147-149 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | PROBLEM-POSING IS PART of a larger frame for pedagogy which also includes play and purposeful response. When experience is viewed inclusively and not reduced to its sensory dimensions, knowing can be seen to be about relating. More than the cognitive is in view in both knowing and learning. The context for a problem-posing pedagogy is a world in which we ‘fit’, a world that is fallen and yet redeemed-at-root. Learning requires a transformation of experience as we are addressed by the new and different, the ‘problems’ that call us to new relationships. |
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| Contains: | Enthalten in: Journal of education & Christian belief
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| Persistent identifiers: | DOI: 10.1177/205699710000400208 |