The benefits of the Christian praxis approach are far-reaching. They include both the personal development of the individual student and also the collective development of the society. Students introduced to the Christian praxis approach learn how to address real life problems from a Christian lens -- but one that denounces dogma in favor of genuine critical thought. While the story of Christ and the Christian experience are central to the praxis approach, so too are the student's own story and experience with suffering or joy. A personal benefit of the Christian praxis approach is to encourage compassion and the "right relationships of justice, love, and peace," (O'Murchu n.d. p. 46). On the collective level, the Christian praxis approach helps to usher in what O'Murchu (n.d.) calls a new world order that is rooted not in the past patriarchal power imbalances the Church fomented but in the future of equality. Any educator who does not hold these visions of personal and collective progress dear as part of a teaching philosophy may be in the wrong profession indeed.
Therefore, the key to incorporating Christian praxis into religious education is to understand what the praxis approach entails. The praxis approach entails the promotion of social justice. As Ryan (2007)...
By "personal" and "social" goals, I meant the achievement of ideals set by the individual for himself/herself and for the society in general, respectively. Education and learning gained from it is meaningless if the individual cannot enjoy and optimize it to achieve his/her own needs and aspirations in life. However, similarly, one's success in achieving his/her aspirations becomes irrelevant if these achievements do not benefit society. A recognize the need
Education fulfills personal psychological needs: the innate desires for understanding and the acquisition of knowledge that facilitates understanding. Individual differences, however, suggest that students may not all agree as to what facts or figures are important to learn. We all remember wondering in school, "How is this going to help me find a job?" Or "When am I going to need to know this when I grow up?" While structure
It is important for students to understand that the world does not exist in isolation, but the skills we learn overlap in our journey into learning. Epistemology: Epistemology asks us to ponder the question: what is knowledge how does knowledge of one event or process impact other events, how do we know what we know? Within my educational philosophy, the concept of knowledge is, as it is in Bloom's hierarchy,
Philosophy of Education Norma Cunningham I am a nontraditional student and I am returning back to college due to a job loss. I have been given a second chance at obtaining an education. Since I have been attending college, I was accepted into the nursing program, but I turned it down. I did this because I remember my dream has always been to be a math teacher. Everyone knows teachers are not
Thus, it is incumbent on the modern teacher to understand that one size does not fit all. Is this more work? Most assuredly; one must be constantly aware of the undercurrents that exist within the classroom and work towards those issues; one must be continually creative to ensure that students are exposed to literature and ideas that are less Eurocentric; and finally one must continually adapt one's own view.
All these little faults of speech, which you are so afraid the children will acquire, are nothing. They may be prevented or corrected with the greatest ease, but the faults that are taught them when you make them speak in a low, indistinct, and timid voice, when you are always criticizing their tone and finding fault with their words, are never cured." [195] Similarly, Rousseau uses the example of late-onset language
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