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An open systems model for adult lear...

Shults, F. LeRon.

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An open systems model for adult learning in theological inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An open systems model for adult learning in theological inquiry./
作者:	Shults, F. LeRon.
面頁冊數:	246 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1701.
Contained By:	Dissertation Abstracts International52-05A.
標題:	Education, Religious. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9129266

An open systems model for adult learning in theological inquiry.
Shults, F. LeRon.

An open systems model for adult learning in theological inquiry. - 246 p.

Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1701.

Thesis (Ph.D.)--Walden University, 1991.

This study proposes a model for theological inquiry which is based on an integration of theoretical developments in the fields of theological epistemology, adult learning, and open systems theory. T. F. Torrance has traced the convergence of epistemological transformations in theological and natural science, particularly through the works of Karl Barth and Albert Einstein. Each of these thinkers insisted on the unity of form and being in reality and on the natural inherence of the theoretical and empirical components of human knowledge. Torrance's unitary and realist approach to knowledge is contrasted with the dualist epistemology of Descartes, Newton, and Kant, which he argues engendered a cultural split between the arts and sciences.Subjects--Topical Terms:

1017705
Education, Religious.

An open systems model for adult learning in theological inquiry.
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245 1 3 $a An open systems model for adult learning in theological inquiry.
300 $a 246 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1701.
500 $a Adviser: Robert S. Butters.
502 $a Thesis (Ph.D.)--Walden University, 1991.
520 $a This study proposes a model for theological inquiry which is based on an integration of theoretical developments in the fields of theological epistemology, adult learning, and open systems theory. T. F. Torrance has traced the convergence of epistemological transformations in theological and natural science, particularly through the works of Karl Barth and Albert Einstein. Each of these thinkers insisted on the unity of form and being in reality and on the natural inherence of the theoretical and empirical components of human knowledge. Torrance's unitary and realist approach to knowledge is contrasted with the dualist epistemology of Descartes, Newton, and Kant, which he argues engendered a cultural split between the arts and sciences.
520 $a The field of adult learning has grown in recent decades in response to the needs of mature learners in a rapidly changing society. The relation of interactive approaches in adult learning to unitary realist epistemology is examined in the context of behavioral and cognitive learning theories, with their epistemological foundations in empiricism and rationalism respectively. The role of praxis in theological reflection is explored, along with the integration of thought and action in the broader field of adult education.
520 $a The matrix within which the dialogue between Torrance's epistemology and adult learning evolves is "open systems" theory. In this model the personal, ecclesial and societal systems are viewed in a stratified structure of interconnectedness. The three systems are examined as coefficients of the educational context, each informing various elements of the process.
520 $a Three isomorphic indicators are identified in the correlation between unitary realist epistemology and interactive adult learning theory. Ontological isomorphism: both fields view reality as a stratification of open systems orderly interconnected and intelligible to human rationality. Methodological isomorphism: both fields utilize methods which are designed to integrate thought and action in human inquiry. Teleological isomorphism: a mutual goal of these fields is to contribute to the healing of the psychological disjunction between subject and object. The task of theological science will be to engage in open experimentation with new models of adult learning which facilitate the integration of reflection and praxis.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9129266