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This paper examines nonlinear discourse structure as a helpful framework for reflecting on Christian teaching and learning. The contents of this study are identified as the following.
First, dialogue is a complex matrix of expressing and listening, of speech and silence, and of giving and receiving. And discourse indicates a more interactive use of language and a reflective effect to find the meaning of the words in the dialogue.
Secondly, it suggests Whitehead's philosophy of education that is experiential, student-centered, holistic, dynamic, and practical. His rhythmic stages of learning are romance, precision, and generalization.
Thirdly, it offers four steps in the method of Pinar's currere: the regressive, the progressive, the analytical, and the synthetical. And it illumines Moore's narrative processes that are life review, meditation and religious reflection, critical contextual analysis, visioning the future, and building collaborative community.
Finally, the word nonlinear refers to edit processes or narration styles wherein stories do not unfold in sequential order. In relation to this nonlinearity, it suggests the method of Harris, a dance of the Spirit, consisting of seven steps: awakening, discovering, creating, dwelling, nourishing, traditioning, and transforming. Discourse is like open, unchoreographed dancing. The educational outcome of the interactive nonlinear discourse is a collaborative process between all participants.
This view on the nonlinear and rhythmic dimensions of education is useful to Christian educators and learners, who are concerned with communicating discourse of Christian teaching and learning. This educational system serves to encourage intentional reflection that offers opportunities for active participation on teaching and learning in Christian education.
First, dialogue is a complex matrix of expressing and listening, of speech and silence, and of giving and receiving. And discourse indicates a more interactive use of language and a reflective effect to find the meaning of the words in the dialogue.
Secondly, it suggests Whitehead's philosophy of education that is experiential, student-centered, holistic, dynamic, and practical. His rhythmic stages of learning are romance, precision, and generalization.
Thirdly, it offers four steps in the method of Pinar's currere: the regressive, the progressive, the analytical, and the synthetical. And it illumines Moore's narrative processes that are life review, meditation and religious reflection, critical contextual analysis, visioning the future, and building collaborative community.
Finally, the word nonlinear refers to edit processes or narration styles wherein stories do not unfold in sequential order. In relation to this nonlinearity, it suggests the method of Harris, a dance of the Spirit, consisting of seven steps: awakening, discovering, creating, dwelling, nourishing, traditioning, and transforming. Discourse is like open, unchoreographed dancing. The educational outcome of the interactive nonlinear discourse is a collaborative process between all participants.
This view on the nonlinear and rhythmic dimensions of education is useful to Christian educators and learners, who are concerned with communicating discourse of Christian teaching and learning. This educational system serves to encourage intentional reflection that offers opportunities for active participation on teaching and learning in Christian education.
목차
Ⅰ. 서언
Ⅱ. 갈등, 창조적 대화
Ⅲ. 유기적 학습의 과정
Ⅳ. 전진적 대화의 과정
Ⅴ. 비선형 담화의 과정
Ⅵ. 결론 : 변화, 과정, 비선형적 구조로서의 교수-학습과정
참고문헌
Abstract
참고문헌 (16)
참고문헌 신청
1. [단행본] - 강희천 / 1999 / 기독교교육의 비판적 성찰 / 대한기독교서회
2. [학술지(정기간행물)] - Anton, Corey / 2007 / On the nonlinearity of human communication: Insatiability, context, form / Atlantic Journal of Communication 15 (2) : 79 ~ 102
3. [학술지(정기간행물)] - Beaudoin, Tom / 2005 / The theological anthropology of Thomas Groome / Religious Education 100 (2) : 127 ~ 138
4. [학술지(정기간행물)] - Cohen, Erik H. / 2006 / Research in religious education: Content and methods for the postmodern and global era / Religious Education 101 (2) : 147 ~ 152
5. [학술지(정기간행물)] - Davis, Dent C. / 2007 / Dialogue of the soul: The phenomenon of intrapersonal peace and the adult experience of protestant religious education / Religious Education 102 (4) : 387 ~ 402
2. [학술지(정기간행물)] - Anton, Corey / 2007 / On the nonlinearity of human communication: Insatiability, context, form / Atlantic Journal of Communication 15 (2) : 79 ~ 102
3. [학술지(정기간행물)] - Beaudoin, Tom / 2005 / The theological anthropology of Thomas Groome / Religious Education 100 (2) : 127 ~ 138
4. [학술지(정기간행물)] - Cohen, Erik H. / 2006 / Research in religious education: Content and methods for the postmodern and global era / Religious Education 101 (2) : 147 ~ 152
5. [학술지(정기간행물)] - Davis, Dent C. / 2007 / Dialogue of the soul: The phenomenon of intrapersonal peace and the adult experience of protestant religious education / Religious Education 102 (4) : 387 ~ 402
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UCI(KEPA) : I410-ECN-0101-2010-235-002060680