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The Courage to Guide
A Christian Philosophy of Education
The central idea of this Christian educational philosophy is that teachers are guides. The authors use this metaphor to express that teachers play a crucial role in an era dominated by artificial intelligence and meritocracy. The book addresses the main topics of an educational discourse, such as the role of the teacher, the view on learning individuals, and the nature of knowledge. Besides this, attention is paid to the relationship between pedagogy and theology, the contributions that teachers make to a vital school culture, and how a school can revitalise its Christian identity.
Bram de Muynck is professor of Education at the Theological University of Apeldoorn, Driestar Christian University in Gouda, the Netherlands and at NLA University College, in Bergen, Norway. His main research interest is the relationship between theology and pedagogy.
Bram Kunz is professor of Education at Driestar Christian University in Gouda, the Netherlands. As a theologian, he focusses on issues concerning the formation of Christian professionals.
Bram Kunz is professor of Education at Driestar Christian University in Gouda, the Netherlands. As a theologian, he focusses on issues concerning the formation of Christian professionals.
Acknowledgements
List of Figures
Introduction
â1 Why This Book?
â2 Our Position
â3 Reading Guide
â4 Impression of Content
â5 Terminology
1 Teaching for Trust
â1 The Beginning
â2 Mission and Source
â3 Triadic Pedagogy
â4 Relationships
â5 Context
â6 Conclusion
2 School Pedagogy and Theology
â1 Introduction
â2 Theology
â3 Pedagogy
â4 The Pedagogue between Theology and Pedagogy
â5 Empirical and Conceptual-Normative
â6 Relationship between Theology and Pedagogy
â7 Pedagogically Relevant Theological Themes
â8 Conclusion
3 Christian Teaching as Pedagogical Practice
â1 Introduction
â2 The Pedagogical Dimension in Christian Teaching
â3 Christian Teaching as Social Practice
â4 Christian Teaching as a Normative Practice
â5 Conclusion
4 Students and the Image of God
â1 Introduction
â2 Humans as the Image of God
â3 Students as the Image of God
â4 Conclusion
5 Acquisition of Knowledge
â1 Introduction
â2 What Is at Stake?
â3 Knowledge Acquisition
â4 Knowledge and Wisdom in the Bible
â5 Epistemological Positions
â6 Critical Realism
â7 Wise Interpreters
â8 Curriculum
â9 Serving Knowledge
â10 Conclusion
6 The Teacher as a Guide
â1 Introduction
â2 A Guide Is Involved â The Heart
â3 A Guide Knows the World â The Mind
â4 A Guide Shows the Way â The Action
â5 The Relationship between Heart, Mind and Action
â6 Conclusion
7 Committed and Situated Pedagogy
â1 Introduction
â2 Pedagogical Relationship
â3 Pedagogical Situation
â4 Presence
â5 Pedagogical Tact
â6 Tradition and Authority
â7 Pedagogical Authority
â8 Influence and Indoctrination
â9 Conclusion
8 Teaching
â1 Introduction
â2 Definitions
â3 Lesson Design
â4 The Design Diamond
â5 Didactic Analysis Model
â6 Conclusion
Acknowledgement
9 The Hospitable School
â1 Introduction
â2 Difference, Inclusive Education and Hospitality
â3 The Christological and Ecclesiological Bases of the Community Ideal
â4 Biblical Keywords Inspiring Hospitable Practices
â5 The Community of Teachers
â6 Schools and Classrooms as Hospitable Communities
â7 Conclusion
10 The Vital Mission of the School
â1 Introduction
â2 Theory of Identity and Mission
â3 Stage 1: Mission Understood as a Unique Calling
â4 Stage 2: Keeping the Fire Burning
â5 Stage 3: How to Contextually Revitalise the School Identity
â6 Conclusion
Epilogue
References
Index of Subjects
Index of Biblical References
List of Figures
Introduction
â1 Why This Book?
â2 Our Position
â3 Reading Guide
â4 Impression of Content
â5 Terminology
1 Teaching for Trust
â1 The Beginning
â2 Mission and Source
â3 Triadic Pedagogy
â4 Relationships
â5 Context
â6 Conclusion
2 School Pedagogy and Theology
â1 Introduction
â2 Theology
â3 Pedagogy
â4 The Pedagogue between Theology and Pedagogy
â5 Empirical and Conceptual-Normative
â6 Relationship between Theology and Pedagogy
â7 Pedagogically Relevant Theological Themes
â8 Conclusion
3 Christian Teaching as Pedagogical Practice
â1 Introduction
â2 The Pedagogical Dimension in Christian Teaching
â3 Christian Teaching as Social Practice
â4 Christian Teaching as a Normative Practice
â5 Conclusion
4 Students and the Image of God
â1 Introduction
â2 Humans as the Image of God
â3 Students as the Image of God
â4 Conclusion
5 Acquisition of Knowledge
â1 Introduction
â2 What Is at Stake?
â3 Knowledge Acquisition
â4 Knowledge and Wisdom in the Bible
â5 Epistemological Positions
â6 Critical Realism
â7 Wise Interpreters
â8 Curriculum
â9 Serving Knowledge
â10 Conclusion
6 The Teacher as a Guide
â1 Introduction
â2 A Guide Is Involved â The Heart
â3 A Guide Knows the World â The Mind
â4 A Guide Shows the Way â The Action
â5 The Relationship between Heart, Mind and Action
â6 Conclusion
7 Committed and Situated Pedagogy
â1 Introduction
â2 Pedagogical Relationship
â3 Pedagogical Situation
â4 Presence
â5 Pedagogical Tact
â6 Tradition and Authority
â7 Pedagogical Authority
â8 Influence and Indoctrination
â9 Conclusion
8 Teaching
â1 Introduction
â2 Definitions
â3 Lesson Design
â4 The Design Diamond
â5 Didactic Analysis Model
â6 Conclusion
Acknowledgement
9 The Hospitable School
â1 Introduction
â2 Difference, Inclusive Education and Hospitality
â3 The Christological and Ecclesiological Bases of the Community Ideal
â4 Biblical Keywords Inspiring Hospitable Practices
â5 The Community of Teachers
â6 Schools and Classrooms as Hospitable Communities
â7 Conclusion
10 The Vital Mission of the School
â1 Introduction
â2 Theory of Identity and Mission
â3 Stage 1: Mission Understood as a Unique Calling
â4 Stage 2: Keeping the Fire Burning
â5 Stage 3: How to Contextually Revitalise the School Identity
â6 Conclusion
Epilogue
References
Index of Subjects
Index of Biblical References
Students and post-graduate students in Education, researchers interested in the links between Christian Theology and education, and educational policy officers and school leaders. Subject area: Faith schools, Religious Education; Professionalisation of teachers; school identity.