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Creation spirituality: Pedagogy for...

McMillen, Linda Ann.

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Creation spirituality: Pedagogy for a multicultural society.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Creation spirituality: Pedagogy for a multicultural society./
作者:	McMillen, Linda Ann.
面頁冊數:	342 p.
附註:	Adviser: Edith King.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3045288
ISBN:	0493591176

Creation spirituality: Pedagogy for a multicultural society.
McMillen, Linda Ann.

Creation spirituality: Pedagogy for a multicultural society. - 342 p.

Adviser: Edith King.

Thesis (Ph.D.)--The Iliff School of Theology and University of Denver, 2002.

This is an exploratory study of the educational methodology of Creation Spirituality as developed by its founder, Matthew Fox. The study describes Creation Spirituality pedagogy from its inception in Chicago, Illinois, in the mid-70s to its current form at the University of Creation Spirituality in Oakland, California. The goal of Creation Spirituality pedagogy, through its Masters and Doctoral programs, is to promote personal ethical development and actions for social justice.

ISBN: 0493591176Subjects--Topical Terms:

783746
Education, Philosophy of.

Creation spirituality: Pedagogy for a multicultural society.
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502 $a Thesis (Ph.D.)--The Iliff School of Theology and University of Denver, 2002.
520 $a This is an exploratory study of the educational methodology of Creation Spirituality as developed by its founder, Matthew Fox. The study describes Creation Spirituality pedagogy from its inception in Chicago, Illinois, in the mid-70s to its current form at the University of Creation Spirituality in Oakland, California. The goal of Creation Spirituality pedagogy, through its Masters and Doctoral programs, is to promote personal ethical development and actions for social justice.
520 $a This study was designed to address one of the major problems facing educators today—finding and instituting educational methods which move beyond traditional, outdated pedagogy and hierarchical structures, and that are more consistent with the democratic ideals of a multicultural society. This has always been complicated by difference in gender and the great diversity of culture, religion and race within our society and in the classroom.
520 $a The focus of this study was the pedagogy used in the Masters and Doctoral programs at the University of Creation Spirituality and its effects upon the lives of the students enrolled in the programs, as described by the students themselves. The research focused on three major areas: (1) the difference of Creation Spirituality pedagogy from traditional pedagogy; (2) growth in understanding of diverse cultures and faith traditions, including one's own; (3) potential for widened moral vision, through experience and interaction with diverse cultures and faith traditions, for work toward social justice.
520 $a The researcher was on campus at the University of Creation Spirituality in Spring, 2001, to interview students and faculty of the Master's and Doctoral programs, and founder Matthew Fox. In addition, classes and activities were observed. The ethnographic approach of the study allowed themes and categories to arise from the participants' responses. The study builds on the researcher's previous participatory experience in the Creation Spirituality Master's program in 1992–93.
520 $a Educational and ethical theories of bell hooks, Sharon Welch, Parker Palmer, Edith King and Peter Woods were presented in relation to implications drawn from the study and analysis of the pedagogy used at the University of Creation Spirituality. These theories and respondents' perspectives suggest that the pedagogy used at the University of Creation Spirituality promotes personal ethical development and understanding of diverse cultures and faith traditions and has potential for developing pedagogy more appropriate to a multicultural student body and society than current traditional pedagogy and educational systems.
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