By Hank Kuindersma (ed.)
This quantity includes the contributions for a world assembly of pedagogues in non secular schooling in Europe. those pedagogues got here jointly on four to 7 April, 2011 for a convention entitled strong studying Environments & Theologizing and Philosophizing with young ones on the Protestant Theological collage in Kampen, the Netherlands.
The software integrated major, exciting questions:
What will we suggest by means of the concept that of a strong studying environment?
What is the which means of strong studying environments for the practices of theologizing and philosophizing with children?
These questions have been first and foremost mentioned in displays facing the subsequent subject matters:
The didactic preconditions and parts for educating spiritual schooling from the point of view of a strong studying setting
Examples of 'good' topic fabrics - tales, artefacts, textbooks, motion pictures etc - to stimulate philosophizing and theologizing with kids
Secondly, the idea that and the which means of robust studying environments for theologizing and philosophizing with youngsters within the practices of faculty and church have been mentioned on 7 April through the open convention day. 100 and thirty humans, specialists and practitioners from the Netherlands and Belgium not just attended inspiring performances concerning the cutting-edge of philosophizing and theologizing with childrens in Europe, but in addition visited numerous workshops afterwards.
The accumulated contributions during this quantity supply a significant perception into an inspiring convention and invite an individual who's attracted to kid's theology to proceed wondering the 2 important questions of the conference.
Contributors: , Johan Valstar, Evert Jonker, Brian Gates, Elisabet Haakedal, Dana Hanesova, Sturla Sagberg, Katharina Kammeyer, Elisabeth E. Schwartz, Gerhard et al. Büttner, Henk Kuindersma, Petra Freudenberger-Lötz
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Additional info for Powerful Learning Environments and Theologizing and Philosophizing with Children
Space, time, transcendence I would like to emphasize that in the life span of a human being each moment can be seen as a state of learning with ups and downs. The time factor is an indispensable aspect of life and of intended and non-intended learning processes. Human beings are in a process, which is not the same as being in progress. Life is like a journey. As a metaphor the word journey connects space and time. As a term a LE sounds like an everlasting space, but environments change and even a classroom is a changing space.
2) Her early morning words illustrate that a LE can be defined as interplay, in space and time, between measures, materials and ways of coaching, facilitating learning activities. For example: the design of a classroom (which gives homelike feelings), the daily life, virtual spaces in a digital world, the body, the teacher, a lesson as a guided journey, other children, all are part of the LE. In this example the girl calls up confirmation from trusted others, her parents. She shows us what the LE should do.
To Vygotsky necessary conditions for learning and developing mental actions are: dialogue, internalization, the zone of nearest development, the role of adults, and the social-communicative origin of mental actions, basic aspects of the LE. A shortcoming of this theory seems to be that the mental actions are restricted to processes of thinking. (1) They are not only thinking actions, but also emotional and intra and interpersonal actions. g. - in terms of Fowler - the intuitive projective faithing and imaging is integrated into the next zone of the mythic-literal faithing and imaging.
Powerful Learning Environments and Theologizing and Philosophizing with Children by Hank Kuindersma (ed.)