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Theological-Relational Pedagogy: Winnicott, Rahner, and the Development of a Theological Perspective on Relational Pedagogy
- Source :
-
Journal of Curriculum Studies . 2020 52(5):720-731. - 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.
Details
- Language :
- English
- ISSN :
- 0022-0272
- Volume :
- 52
- Issue :
- 5
- Database :
- ERIC
- Journal :
- Journal of Curriculum Studies
- Publication Type :
- Academic Journal
- Accession number :
- EJ1265300
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1080/00220272.2019.1686180