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Theological-relational pedagogy: Winnicott, Rahner, and the development of a theological perspective on relational pedagogy.
- Source :
- Journal of Curriculum Studies; Oct2020, Vol. 52 Issue 5, p720-731, 12p
- Publication Year :
- 2020
-
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. [ABSTRACT FROM AUTHOR]
- Subjects :
- TEACHING
DIALECTICAL theology
LEARNING
CHILD psychotherapy
CHURCH schools
CURRICULUM
Subjects
Details
- Language :
- English
- ISSN :
- 00220272
- Volume :
- 52
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Journal of Curriculum Studies
- Publication Type :
- Academic Journal
- Accession number :
- 145107101
- Full Text :
- https://doi.org/10.1080/00220272.2019.1686180