Preaching to the Unconverted--Dialogue vs Doctrine in the Ministry or: You Cannot Put Cucumbers into a Vinegar Barrel and Not Expect Them To Emerge as Pickles.

Autor/in	von Kotze, Astrid
Titel	Preaching to the Unconverted--Dialogue vs Doctrine in the Ministry or: You Cannot Put Cucumbers into a Vinegar Barrel and Not Expect Them To Emerge as Pickles.
Quelle	(1992), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adoption (Ideas); Adult Education; Adult Educators; Attitude Change; Change Strategies; Clergy; Consciousness Raising; Experiential Learning; Foreign Countries; Nonformal Education; Role Models; Student Centered Curriculum; South Africa (Durban) + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Lösungsstrategie; Klerus; Bewusstseinsbildung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Identifikationsfigur
Abstract	A South African ministry invited the Centre for Adult Education in Durban to conduct a nonformal adult educator training course for its staff. During the 10-session course, the adult educators attempted to persuade the ministry staff that although their approach to education, which was based on acceptance rather than questioning and on a single view rather than on multiple perspectives, is adequate for teaching the gospel and instilling faith, it is inappropriate and ineffective for teaching life skills, counseling, and facilitating recovery. The adult educators based their training sessions on three educational strategies: the learner-centered approach, role modeling, and experiential learning activities. The participants' responses to the training sessions were very positive; however, the adult educators who conducted the training concluded that although the ministry staff will likely reproduce mechanically the teaching strategies presented during the training sessions, their attitudes toward teaching will probably remain unchanged for three reasons: the ministers' failure to perceive any need to change their attitude toward teaching, the contradictions between the "secular" methodology of the adult educators and the ministers' dogma-based approach, and the lack of sufficient time to teach the experiential learning approach. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC