Metaphorical Frameworks for Reframing Christian Academic Praxis: On Gardens and Cathedrals

Autor/in	Foote, Laura S.
Titel	Metaphorical Frameworks for Reframing Christian Academic Praxis: On Gardens and Cathedrals
Quelle	In: Christian Higher Education, 19 (2020) 4, S.298-309 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2019.1687049
Schlagwörter	Christianity; Figurative Language; College Faculty; Andragogy; Creativity; Guidelines; Critical Thinking; Innovation; Cognitive Ability; Stress Variables; Cognitive Restructuring; Teacher Role; Teaching Methods; Religious Education; Coping; Gardening; Churches; Learning Processes; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Christentum; Fakultät; Andragogics; Andragogik; Kreativität; Richtlinien; Kritisches Denken; Denkfähigkeit; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bewältigung; Gartenarbeit; Church; Kirche; Learning process; Lernprozess
Abstract	This reflective essay addresses the use of metaphors as a creative framework through which Christian academics can change the lens for viewing our practices. Academics strive to demonstrate creativity, innovation, critical thinking, and mental keenness, while aspiring to teach our students to do the same. Often, however, the stresses and strains of the academy's many requirements press upon us, making cognitive ruts and familiar pathways a default--a coping strategy. One such strategy might involve creative reflection via metaphors to help us reframe our thoughts about teaching and learning and our roles as academics. This article explains the power of metaphor as a source of cognitive restructuring and attempts to inspire and encourage Christian academics to creatively examine their roles through the symbolic reframing of teaching and learning. The images of gardens and cathedrals are offered as metaphorical frameworks through which to view andragogic praxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01