Emerging Responsibilities, Emerging Persons: Reflective and Relational Religious Education in Three Episcopal High Schools
Based in an ethnographic project involving three Episcopal Church-affiliated high schools, this article considers how reflective and relational pedagogy influenced students' personal growth in religious education classes. Students became self-responsible for their spiritual development in the s...
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| Type de support: | Électronique 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: |
Routledge, Taylor & Francis Group
[2016]
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| Dans: |
Religious education
Année: 2016, Volume: 111, Numéro: 1, Pages: 10-29 |
| RelBib Classification: | KBQ Amérique du Nord KDE Église anglicane RF Pédagogie religieuse |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | Based in an ethnographic project involving three Episcopal Church-affiliated high schools, this article considers how reflective and relational pedagogy influenced students' personal growth in religious education classes. Students became self-responsible for their spiritual development in the school settings where the practice of "notebooking" (similar to "journaling") was robustly relational and nurtured emergent personhood. The results of the project suggest that religious educators will benefit from reflecting on the nature and function of relationality, personae, and personhood in religious education praxis. |
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| ISSN: | 1547-3201 |
| Contient: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2016.1124010 |