Powerful Pedagogy in the Science-and-Religion Classroom
This essay is a discussion of effective teaching in the science-and-religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following White...
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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: |
Wiley-Blackwell
1997
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| Dans: |
Zygon
Année: 1997, Volume: 32, Numéro: 3, Pages: 415-421 |
| Sujets non-standardisés: | B
Courriel
B Pedagogy B John Marks Templeton B Science and religion B humility theology B listserves B computer-mediated communications B Alfred North Whitehead B Teaching |
| Accès en ligne: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Édition parallèle: | Non-électronique
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| Résumé: | This essay is a discussion of effective teaching in the science-and-religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e-mail and class-based listserves to achieve some of these outcomes. |
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| ISSN: | 1467-9744 |
| Contient: | Enthalten in: Zygon
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| Persistent identifiers: | DOI: 10.1111/0591-2385.00100 |