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Shared poiesis: A critical dialogue...

Kim, Inock.

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Shared poiesis: A critical dialogue and creative synthesis of the pedagogical proposals of Thomas Groome and Maxine Greene.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Shared poiesis: A critical dialogue and creative synthesis of the pedagogical proposals of Thomas Groome and Maxine Greene./
作者:	Kim, Inock.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
面頁冊數:	198 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 9420.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Religious education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167409
ISBN:	9780542029332

Shared poiesis: A critical dialogue and creative synthesis of the pedagogical proposals of Thomas Groome and Maxine Greene.
Kim, Inock.

Shared poiesis: A critical dialogue and creative synthesis of the pedagogical proposals of Thomas Groome and Maxine Greene. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 198 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 9420.

Thesis (Ph.D.)--Union Theological Seminary & Presbyterian School of Christian Education, 2005.

Current scholarship gives some direction toward Christian religious education that will involve the whole person in knowing, employing critical thinking, engaging imagination and aesthetic, functioning in community, and showing concern for the global community in order to bring justice and love. Among the many educators who embrace education for a vision of the future and social transformation, Thomas Groome and Maxine Greene are compared because they are considered to recognize these prominent themes of critical thinking, imagination, aesthetic, and community, and integrate them in their educational approach both in theory and in practice.

ISBN: 9780542029332Subjects--Topical Terms:

555072
Religious education.

Shared poiesis: A critical dialogue and creative synthesis of the pedagogical proposals of Thomas Groome and Maxine Greene.
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500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 9420.
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520 $a Current scholarship gives some direction toward Christian religious education that will involve the whole person in knowing, employing critical thinking, engaging imagination and aesthetic, functioning in community, and showing concern for the global community in order to bring justice and love. Among the many educators who embrace education for a vision of the future and social transformation, Thomas Groome and Maxine Greene are compared because they are considered to recognize these prominent themes of critical thinking, imagination, aesthetic, and community, and integrate them in their educational approach both in theory and in practice.
520 $a The dissertation is about the critical dialogue between, the philosophical assumptions and pedagogical proposals of Thomas Groome and Maxine Greene, raising questions as to whether critical thinking, Groome's usage of imagination, and the aesthetic are rightly appropriated for transforming education. Although Groome integrates these themes into his method, Shared Praxis, emphasizing the significance of holistic approach, In addition, openness to and ways of listening to others' voices to include the whole community, especially in a pluralistic world, need to be fully developed.
520 $a Shared Praxis has been reworked to respond more adequately to the needs of the transforming work of Christian religious education through more explicit inclusion of the arts, which connects imagination, the aesthetic, and critical thinking, all three within community. The work of Maxine Greene, who founded and developed aesthetic education for human freedom, serves as a necessary conversation partner and theoretical corrective Groome's proposal. It is a revised and expanded approach that more adequately employs imagination, critical thinking, and the aesthetics, within community, as a Christian religious educational response to post modernity. The Shared Poiesis as a new pedagogical dimension is not to provide a routine of teaching. Rather, it focuses on the teaching environment and the disposition of the teacher in the act of teaching, which through this research I have become convinced is more important than any other method.
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