Theological-Relational Pedagogy: Winnicott, Rahner, and the Development of a Theological Perspective on Relational Pedagogy

Autor/inn/en	Nuttall, Joce; Gerard McEvoy, James
Titel	Theological-Relational Pedagogy: Winnicott, Rahner, and the Development of a Theological Perspective on Relational Pedagogy
Quelle	In: Journal of Curriculum Studies, 52 (2020) 5, S.720-731 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nuttall, Joce) ORCID (Gerard McEvoy, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1686180
Schlagwörter	Teaching Methods; Criticism; Learning Processes; Christianity; Religious Education; Psychotherapy; Educational Philosophy; Interpersonal Relationship; Self Concept; Curriculum Development; Spiritual Development; Biblical Literature; Child Development; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Learning process; Lernprozess; Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Psychotherapie; Bildungsphilosophie; Erziehungsphilosophie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bibel; Kindesentwicklung; Australien
Abstract	This paper attempts to move beyond a critique of historically dominant ways of thinking about teaching and learning relationships to offer a conceptualization of relational pedagogy from a theological perspective. It offers commentary on the potential of relational pedagogy for Christian faith-based schools informed by the scholarship of German theologian Karl Rahner and the dialectical child psychotherapy of D. W. (Donald) Winnicott. An argument for a theological-relational pedagogy is outlined, followed by discussion of three features linking Rahner, Winnicott, and relational pedagogy: realizing our human-ness through relationships with others; the role of a dialectical unity between self and other; and the mystery of human subjectivity. The paper concludes by signalling some of the implications for faith-based curriculum and pedagogy arising from our argument, centred on the emergence of a new theology of childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01