Education from a post-post-foundationalist perspective and for post-post-foundationalist conditions
Viewed from a Western historical-philosophical perspective, there seem to be at least three broad philosophical orientations on the basis of which Christian educators could approach their pedagogical task. The first is to approach it from a modernist (foundationalist, rationalist) perspective in ter...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2015
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| Dans: |
Koers
Année: 2015, Volume: 80, Numéro: 1, Pages: 1-8 |
| Classifications IxTheo: | CH Christianisme et société HA Bible RF Pédagogie religieuse |
| Sujets non-standardisés: | B
foundationalisties
B postmodern conditions B post-moderne toestande B post(post) foundationalisme B Christian educators B foundationalist B post(post) foundationalism B Christelike opvoeders |
| Accès en ligne: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Résumé: | Viewed from a Western historical-philosophical perspective, there seem to be at least three broad philosophical orientations on the basis of which Christian educators could approach their pedagogical task. The first is to approach it from a modernist (foundationalist, rationalist) perspective in terms of which the principles and guidelines gleaned from the Bible are cast into a coherent and all-embracing theory that is deterministically applied to ensure certain pedagogical outcomes. The second is just the opposite, namely to operate post-foundationalistically on the basis of a loose collection of Biblical principles and values, and hence to expect the child or young person to muddle through in the postmodern maze in which they are growing up nowadays. The third, referred to in this article as a post-post-foundationalist orientation, an orientation that arguably also can respond appropriately to post-modern conditions, allows the educator to effectively steer through between these two extremes. |
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| ISSN: | 2304-8557 |
| Contient: | Enthalten in: Koers
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| Persistent identifiers: | DOI: 10.19108/KOERS.80.1.2211 |