Theological-relational pedagogy. Winnicott, Rahner, and the development of a theological perspective on relational pedagogy.

Autor/inn/en	Nuttall, Joce; McEvoy, James Gerard
Titel	Theological-relational pedagogy. Winnicott, Rahner, and the development of a theological perspective on relational pedagogy.
Quelle	In: Journal of curriculum studies, 52 (2020) 5, S. 720-731Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1686180
Schlagwörter	Pädagogik; Kindheit; Theologie; Rahner, Karl; Winnicott, Donald W.
Abstract	This paper attempts to move beyond a critique of historically dominant ways of thinking about teaching and learning relationships to offer a conceptualization of relational pedagogy from a theological perspective. It offers commentary on the potential of relational pedagogy for Christian faith-based schools informed by the scholarship of German theologian Karl Rahner and the dialectical child psychotherapy of D. W. (Donald) Winnicott. An argument for a theological-relational pedagogy is outlined, followed by discussion of three features linking Rahner, Winnicott, and relational pedagogy: realizing our human-ness through relationships with others; the role of a dialectical unity between self and other; and the mystery of human subjectivity. The paper concludes by signalling some of the implications for faith-based curriculum and pedagogy arising from our argument, centred on the emergence of a new theology of childhood.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/1