From magic curriculums to the interplay of the workbench: some insights about learning and the brain for rethinking confirmation work
Those interested in re-conceiving confirmation theory and practice must take seriously recent developments in understanding the dynamics of learning. New insights about the brain and the dynamics of learning lead to a re-framing of curriculum theory and practice that focuses less on finding a magic...
| Main Author: | |
|---|---|
| Format: | Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Seminaries
[2018]
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| In: |
Word & world
Year: 2018, Volume: 38, Issue: 1, Pages: 68-78 |
| RelBib Classification: | RF Christian education; catechetics ZD Psychology |
| Further subjects: | B
Adolescent Psychology
B Neurosciences B Christian education of youth B Memory B Constructivism (Psychology) B Learning, Psychology of B Confirmation B Interpersonal Relations |
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| 520 | |a Those interested in re-conceiving confirmation theory and practice must take seriously recent developments in understanding the dynamics of learning. New insights about the brain and the dynamics of learning lead to a re-framing of curriculum theory and practice that focuses less on finding a magic curriculum that will fix confirmation and more on managing the complex interplay of the church’s memory and the contemporary experiences and cultural contexts of learners in confirmation. | ||
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