Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1213952
Richard Rymarz
This paper presents a response to other contributions in this volume on the theme of using threshold concepts in religious education. It draws together some common threads that have emerged in this volume and notes the value of using threshold concepts, especially in certain context areas. It also provides a sense of the future of threshold concepts in religious education as well as some of the ongoing and emerging challenges in this area such as ensuring that classroom practice reflects what is proposed in the curriculum both for schools with religious affiliation and public schools. In Quebec, for instance, in very recent times the province has introduced a mandatory course in ethics and religious culture. This is an extremely ambitious programme with a wide range of proposed topics such as the nature of secularity and its impact on religious worldview and, perhaps the most complex, better understanding of indigenous religions.
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Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1213951
Rachelle Gilmour
For students coming from a religious background to Biblical Studies, it can sometimes be difficult to reconcile faith and critical study of the Hebrew Bible, struggling with the concepts of multiple voices within the text, and multiple methods of interpretation in scholarship. This article will explore the use of the Exodus event as a Threshold Concept in the Bible's teaching, and propose that it can be used as a helpful model for students encountering critical study of the Bible. It will be shown that the Exodus event has differing accounts and multiple interpretations throughout the Bible, and that these function according to the characteristics of a Threshold Concept, by being transformative, integrative, troublesome and affective [Meyer, Jan H. F., and Ray L. Land. 2006a. ‘Threshold Concepts and Troublesome Knowledge: An Introduction’. In Overcoming Barriers to Student Understanding: Threshold Concepts an Troublesome Knowledge, edited by Jan Meyer and Ray Land, 3-18. London: Routledge]. This analysis of a Threshold Concept within the Bible can be used as a model in the classroom for the transformative nature of story, providing a framework for contemporary interpretation of the Biblical texts.
对于来自宗教背景的圣经研究学生来说，有时很难调和信仰和希伯来圣经的批判性研究，挣扎于文本中多种声音的概念，以及学术上多种解释方法。本文将探讨《出埃及记》事件作为《圣经》教学的门槛概念的使用，并提出它可以作为学生遇到《圣经》批判性研究的有用模型。它将显示出出埃及记事件在圣经中有不同的叙述和多种解释，并且这些功能根据阈值概念的特征，通过变革性，整体性，麻烦和情感[Meyer, Jan H. F.和Ray L. Land. 2006a]。“阈值概念和棘手知识:导论”。在克服学生理解的障碍:门槛概念和麻烦的知识，由简·迈耶和雷·兰德编辑，3-18。伦敦:劳特利奇]。这种对《圣经》中阈值概念的分析可以作为课堂上故事变革性的模型，为当代对《圣经》文本的解释提供一个框架。
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Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1211331
Zachariah P. Duke, P. Mudge
This article focuses on an analysis of threshold concepts (TCs) within disability theology. It explores a range of ideas linked to TCs and the experience of people living with a disability (people LWD). The world in which Christian parishioners encounter people LWD (the focus of this article), could be described as a ‘liquid world’ which is fuzzy, uncertain, unstable and marked by ‘dissolving boundaries’ (Barnett, R. 2012. “The Coming of the Ecological Learner.” In Transitions and Transformations in Learning and Education, edited by P. Tynjälä, M.-L. Stenström and M. Saarnivaara, 9–20. Dordrecht, NL: Springer) The authors argue that, despite such boundaries, or perhaps because of them, certain thresholds need to be crossed by members of faith communities in order for a person LWD to feel as if he/she genuinely belongs to a community. Nevertheless it is acknowledged that some people involved might be both people LWD and parishioners. The three interrelated thresholds examined within this article are — empowerment, hospitality and neighbourliness. The article links these thresholds with TC theory, and also addresses two related topics — a definition of disability within the discipline of theology, and Jesus as the model for threshold crossing within the Christian tradition. Reflections on TCs in this article are deliberately grounded in the most recent collection of TC theory from Land, R., J. H. F. Meyer and M. T. Flanagan, editors. (2016. Threshold Concepts in Practice. Rotterdam, NL: Sense). Finally, the article considers some relevant, practical responses which, it is argued, members of Christian faith communities ought to consider, so that people LWD feel that they genuinely belong to that particular community. It concludes with a summary of key insights and some possible future research directions.
本文着重分析了残疾神学中的阈值概念(TCs)。它探讨了与tc和残疾人(LWD)的经历有关的一系列想法。基督教教区居民遇到LWD(本文的重点)的世界可以被描述为一个“流动的世界”，它是模糊的，不确定的，不稳定的，并以“溶解边界”为标志(Barnett, R. 2012)。“生态学习者的到来。”在学习与教育的过渡与转变中，P. Tynjälä， m.l。Stenström和M. Saarnivaara, 9-20。作者认为，尽管有这样的界限，或者可能正因为有这样的界限，信仰社区的成员需要跨越某些门槛，才能让LWD的人觉得他/她真正属于一个社区。然而，人们承认，一些参与其中的人可能既是LWD的人，也是教区居民。本文探讨的三个相互关联的门槛是——赋权、热情好客和睦邻友好。这篇文章将这些阈值与TC理论联系起来，并讨论了两个相关的主题——神学学科中残疾的定义，以及耶稣作为基督教传统中跨越阈值的模型。本文中对技术转移的思考是基于Land, R.， J. H. F. Meyer和M. T. Flanagan的编辑最近收集的技术转移理论。(2016。阈值概念在实践中的应用鹿特丹，NL:感觉)。最后，文章考虑了一些相关的，实际的回应，它认为，基督教信仰社区的成员应该考虑，这样人们LWD觉得他们真正属于这个特定的社区。最后总结了关键的见解和一些可能的未来研究方向。
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Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1213950
D. Fleming
In this article I propose that the phenomenon of conscience, as understood in Catholic theological ethics, functions as a threshold concept within that discipline. As such, it shares the characteristics identified by Meyer and Land [2006a. “Threshold Concepts and Troublesome Knowledge: An Introduction.” In Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge, edited by J. Meyer and R. Land, 3–18. Hoboken: Taylor & Francis] as pertaining to threshold concepts, and thereby presents substantial challenges for education within theological ethics. The article begins by analysing conscience as a threshold concept. It then puts forward a teaching intervention which is informed by threshold concepts theory and other relevant pedagogical research.
在这篇文章中，我提出良心现象，正如天主教神学伦理学所理解的那样，在该学科中起着门槛概念的作用。因此，它具有Meyer和Land [2006a]所确定的特征。阈值概念与棘手知识导论《克服学生理解的障碍:门槛概念和棘手的知识》，J. Meyer和R. Land主编，第3-18页。Hoboken: Taylor & Francis]关于阈值概念，因此对神学伦理教育提出了实质性的挑战。本文首先分析良心作为一个阈值概念。然后在阈值概念理论和其他相关教学研究的指导下，提出了一种教学干预方法。
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Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1211329
P. Mudge
This article proposes that in the crossing of learning thresholds, it is possible to identify a number of significant intersections between three key areas – (1) stories about teaching challenges provided by an initial survey of 60 selected online adults studying religious education (RE), spirituality and theology; (2) the crossing of the Australian bush, frontier, or desert landscape; and (3) threshold concept (TC) theory. This survey of online teacher views revealed five specific teacher learning challenges that could be compared with five selected features of the Australian bush or desert landscape. Narratives of teacher learning challenges were extracted from a range of online discussion scripts, while certain features of the Australian landscape emerged from a later, unplanned literature analysis of that topic. This article examines two of these thematic clusters, related to liminality and to ‘stretching’ of teachers, in relation to desert literature and TC theory. The article closes with a series of conclusions and discussion points emerging from the research.
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Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1213949
Quentin Chandler
The article explores threshold concepts in theological reflection. Threshold concepts and a conversational model of theological reflection are defined and some features shared between them are identified. A doctoral research project among students for licensed lay ministry is summarized. Three threshold concepts in theological reflection are identified relating to the interpreted nature of texts, the complexity of theological reflection, and its pervasiveness. These are related to some key features of threshold concepts. The article then turns to threshold concept negotiation in the author's learning about theological reflection. Two further threshold concepts are identified relating to an internally held disposition or habitus of faith and spirituality. The article concludes with a reflective conversation with a biblical text before suggesting that exploration of habitus may have relevance for threshold concept transitions beyond theological reflection.
{"title":"Cognition or Spiritual Disposition? Threshold Concepts in Theological Reflection†","authors":"Quentin Chandler","doi":"10.1080/17407141.2016.1213949","DOIUrl":"https://doi.org/10.1080/17407141.2016.1213949","url":null,"abstract":"The article explores threshold concepts in theological reflection. Threshold concepts and a conversational model of theological reflection are defined and some features shared between them are identified. A doctoral research project among students for licensed lay ministry is summarized. Three threshold concepts in theological reflection are identified relating to the interpreted nature of texts, the complexity of theological reflection, and its pervasiveness. These are related to some key features of threshold concepts. The article then turns to threshold concept negotiation in the author's learning about theological reflection. Two further threshold concepts are identified relating to an internally held disposition or habitus of faith and spirituality. The article concludes with a reflective conversation with a biblical text before suggesting that exploration of habitus may have relevance for threshold concept transitions beyond theological reflection.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124920272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/17407141.2016.1246807
John P. Falcone
{"title":"Editorial Note","authors":"John P. Falcone","doi":"10.1080/17407141.2016.1246807","DOIUrl":"https://doi.org/10.1080/17407141.2016.1246807","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127639001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/17407141.2016.1158500
Katja Stuerzenhofecker
{"title":"Gender, Religion and Education in a Chaotic Postmodern World","authors":"Katja Stuerzenhofecker","doi":"10.1080/17407141.2016.1158500","DOIUrl":"https://doi.org/10.1080/17407141.2016.1158500","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130145949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/17407141.2016.1158504
A. Wright
{"title":"Encyclopedia of Christian Education, 3 Volumes","authors":"A. Wright","doi":"10.1080/17407141.2016.1158504","DOIUrl":"https://doi.org/10.1080/17407141.2016.1158504","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124458543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/17407141.2016.1158499
H. Worsley
Beginning with the current state of competition in English Theological Education Institutes (TEIs), which is mirrored on both sides of the Atlantic, this multidisciplinary article introduces an initial theological reflection into competition by considering history, social theory and theology and by looking through the lenses of sport, schools and business. The competitive climate that has emerged within Anglican TEIs over the last few centuries is observed by considering an historical overview. That climate is then discussed in terms of social theory using Michael Porter's Competitive Strategy and then with the insights of theology. The way forward is discussed with awareness of how a Christian theology of theological education must include a theology of competition. The aim is to open a discussion rather than to answer the question, though various theological leads are suggested.
{"title":"Towards a Theology of Competition: The Case of Anglican Theological Institutions in England","authors":"H. Worsley","doi":"10.1080/17407141.2016.1158499","DOIUrl":"https://doi.org/10.1080/17407141.2016.1158499","url":null,"abstract":"Beginning with the current state of competition in English Theological Education Institutes (TEIs), which is mirrored on both sides of the Atlantic, this multidisciplinary article introduces an initial theological reflection into competition by considering history, social theory and theology and by looking through the lenses of sport, schools and business. The competitive climate that has emerged within Anglican TEIs over the last few centuries is observed by considering an historical overview. That climate is then discussed in terms of social theory using Michael Porter's Competitive Strategy and then with the insights of theology. The way forward is discussed with awareness of how a Christian theology of theological education must include a theology of competition. The aim is to open a discussion rather than to answer the question, though various theological leads are suggested.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129400013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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