Learning Is an Ontological Process: Jarvis and Theories of Christian Religious Education in Dialogue

Autor/in	Le Cornu, Alison
Titel	Learning Is an Ontological Process: Jarvis and Theories of Christian Religious Education in Dialogue
Quelle	In: International Journal of Lifelong Education, 36 (2017) 1-2, S.95-111 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1272912
Schlagwörter	Christianity; Religious Education; Mentors; Self Concept; Experiential Learning; Learning Theories; Individual Development; Biographies; Role; Reflection; Teaching Methods; Spiritual Development; Supervisors; Friendship; Educational Philosophy; Correlation; Adult Education; College Faculty; Clergy; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Selbstkonzept; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Individuelle Entwicklung; Biography; Biografie; Biographie; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Freundschaft; Bildungsphilosophie; Erziehungsphilosophie; Korrelation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fakultät; Klerus; Ausland; Großbritannien
Abstract	Both Jarvis and theories of Christian Religious Education (CRE) emphasise that learning develops the whole person, yet they differ in their understandings of how and why this is the case. Jarvis's experiential learning theory begins "from below" with experience, whereas many approaches of CRE begin with the end result: individuals themselves. By bringing the two into dialogue this paper offers critical insights into Jarvis's work through an exploration of three conceptualisations of the whole person: biography, ontic self and wisdom. The discussion provokes and engages with questions focusing around the nature of experiential learning, how the whole person might be conceived and what the relationship is between learning and teaching in human becoming. The role of reflection in "forming" people is then considered, together with its spiritual attributes. As a relational process, it also has a spiritual dimension, something which Jarvis, in his role of colleague, supervisor, mentor and friend, has frequently exhibited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01