Postmodernism and Spirituality: Some Pedagogical Implications for Teaching Content on Spirituality

Autor/inn/en	Hodge, David R.; Derezotes, David S.
Titel	Postmodernism and Spirituality: Some Pedagogical Implications for Teaching Content on Spirituality
Quelle	In: Journal of Social Work Education, 44 (2008) 1, S.103-123 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Stellungnahme; Postmodernism; Religious Factors; Methods; Teaching Methods; Spiritual Development; Curriculum; Epistemology; Course Content; Social Work + Suchen Sie Ihr Suchwort? Postmoderne; Method; Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Erkenntnistheorie; Kursprogramm; Soziale Arbeit
Abstract	The integration of spirituality content into curricula has accelerated dramatically during the past decade. Despite this trend, little discussion has appeared in the literature about the instructional methods best suited to teach spirituality. Adopting a new approach referred to as "pedagogical pluralism," the authors suggest that some aspects of spirituality content are best taught using pedagogical strategies drawn from modernism, whereas other aspects are most congruent with postmodern strategies. Indeed, the authors propose that the epistemological assumptions that inform postmodernism and common understandings of spirituality are highly congruent. Consequently, significant components of spirituality content may be best taught using nontraditional postmodern pedagogical strategies that may strike some readers as controversial, or even radical. (Contains 1 figure.) (As Provided).
Anmerkungen	Council on Social Work Education. 1725 Duke Street Suite 500, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail: info@cswe.org; Web site: http://www.cswe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10