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...
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| Type de support: | Imprimé Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Seminaries
[2018]
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| Dans: |
Word & world
Année: 2018, Volume: 38, Numéro: 1, Pages: 68-78 |
| RelBib Classification: | RF Pédagogie religieuse ZD Psychologie |
| Sujets non-standardisés: | B
Adolescent Psychology
B Neurosciences B Christian education of youth B Memory B Constructivism (Psychology) B Learning, Psychology of B Confirmation B Interpersonal Relations |
| Résumé: | 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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| ISSN: | 0275-5270 |
| Contient: | Enthalten in: Word & world
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