Pub Date : 2022-08-01DOI: 10.1080/15363759.2022.2097142
Hannah Knott, S. Baker
Abstract McMillan and Chavis (1986) defined a psychological sense of community (PSC) as feelings of influence, membership, integration, and shared emotional connection. The importance of PSC to graduate student success has been established, but to date, no one has examined the extent to which PSC predicts student thriving when data is disaggregated by instructional modality. The purpose of this study was to determine whether PSC contributes to student thriving to a greater extent for online learners than for those in face-to-face or hybrid programs. Data from the 2018 Graduate Thriving QuotientTM survey administration were analyzed. Analyses of variance determined there were no statistically significant differences in levels of thriving or PSC between the modalities. Multiple hierarchical regression analysis confirmed that PSC accounted for a larger percentage of variance in Thriving Quotient scores among online learners (20.6%) than for either hybrid learners (12.9% of variance) or face-to-face learners (7.5%). This finding suggests that when the proportion of the degree program that is conducted online increases, PSC becomes even more important to students’ thriving.
{"title":"The Impact of Instructional Modality on the Relationship of Psychological Sense of Community to Thriving among Graduate Students","authors":"Hannah Knott, S. Baker","doi":"10.1080/15363759.2022.2097142","DOIUrl":"https://doi.org/10.1080/15363759.2022.2097142","url":null,"abstract":"Abstract McMillan and Chavis (1986) defined a psychological sense of community (PSC) as feelings of influence, membership, integration, and shared emotional connection. The importance of PSC to graduate student success has been established, but to date, no one has examined the extent to which PSC predicts student thriving when data is disaggregated by instructional modality. The purpose of this study was to determine whether PSC contributes to student thriving to a greater extent for online learners than for those in face-to-face or hybrid programs. Data from the 2018 Graduate Thriving QuotientTM survey administration were analyzed. Analyses of variance determined there were no statistically significant differences in levels of thriving or PSC between the modalities. Multiple hierarchical regression analysis confirmed that PSC accounted for a larger percentage of variance in Thriving Quotient scores among online learners (20.6%) than for either hybrid learners (12.9% of variance) or face-to-face learners (7.5%). This finding suggests that when the proportion of the degree program that is conducted online increases, PSC becomes even more important to students’ thriving.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"76 1","pages":"114 - 136"},"PeriodicalIF":0.3,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78294739","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 : 2022-07-13DOI: 10.1080/15363759.2022.2077858
Debra Ayling, Johannes M. Luetz
Abstract The COVID-19 escalation of cases in Australia in March 2020 instigated a swift and comprehensive conversion of classroom instruction to online learning for all students and staff at Christian Heritage College (CHC), a private Higher Education Institution (HEI) in Brisbane. Technology integration exploded on “all fronts,” including online lectures, tutorials, student meetings, staff meetings, counseling services, devotions, and prayer meetings. This research examined the impact of the COVID-19 pandemic on the students of CHC and their reported sense of support in the areas of their faith, well-being, and academic progress. The study followed an exploratory research design that involved a mixed-methods approach and principles of “Appreciative Inquiry” (AI) during the process of data analysis. Data collection comprised an online survey (n = 124) and a qualitative interview subsample (n = 8) with the goal of painting a comprehensive picture of student experiences during the 2020 period of massive upheaval on campuses. The findings highlighted the importance of human connection in an online-dominated learning environment. Students rated meaningful communication with their peers and the CHC community members as being among the most critical factors for their sense of well-being. COVID-19 has provided HEIs with an opportunity to (re)examine their academic practices, student well-being support processes, and Christian faith imperatives to enable student flourishing into the future. By analyzing student learning experiences during the COVID-19 year retrospectively, this research adds to the understanding of institutional preparedness prospectively. Experiences and lessons conveyed in this article are useful for HEI policy and practice, thus serving the cause of Christian education in Australia and beyond.
{"title":"Student Voices on the COVID-19 Crisis: An Australian Christian Higher Education Study","authors":"Debra Ayling, Johannes M. Luetz","doi":"10.1080/15363759.2022.2077858","DOIUrl":"https://doi.org/10.1080/15363759.2022.2077858","url":null,"abstract":"Abstract The COVID-19 escalation of cases in Australia in March 2020 instigated a swift and comprehensive conversion of classroom instruction to online learning for all students and staff at Christian Heritage College (CHC), a private Higher Education Institution (HEI) in Brisbane. Technology integration exploded on “all fronts,” including online lectures, tutorials, student meetings, staff meetings, counseling services, devotions, and prayer meetings. This research examined the impact of the COVID-19 pandemic on the students of CHC and their reported sense of support in the areas of their faith, well-being, and academic progress. The study followed an exploratory research design that involved a mixed-methods approach and principles of “Appreciative Inquiry” (AI) during the process of data analysis. Data collection comprised an online survey (n = 124) and a qualitative interview subsample (n = 8) with the goal of painting a comprehensive picture of student experiences during the 2020 period of massive upheaval on campuses. The findings highlighted the importance of human connection in an online-dominated learning environment. Students rated meaningful communication with their peers and the CHC community members as being among the most critical factors for their sense of well-being. COVID-19 has provided HEIs with an opportunity to (re)examine their academic practices, student well-being support processes, and Christian faith imperatives to enable student flourishing into the future. By analyzing student learning experiences during the COVID-19 year retrospectively, this research adds to the understanding of institutional preparedness prospectively. Experiences and lessons conveyed in this article are useful for HEI policy and practice, thus serving the cause of Christian education in Australia and beyond.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"75 1","pages":"46 - 71"},"PeriodicalIF":0.3,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87001717","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 : 2022-07-11DOI: 10.1080/15363759.2022.2029624
Caleb W. Southern
{"title":"The Soul of the American University Revisited: From Protestant to Postsecular","authors":"Caleb W. Southern","doi":"10.1080/15363759.2022.2029624","DOIUrl":"https://doi.org/10.1080/15363759.2022.2029624","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"9 1","pages":"170 - 172"},"PeriodicalIF":0.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87585466","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 : 2022-07-11DOI: 10.1080/15363759.2022.2077264
Preston B. Cosgrove
Abstract Higher education continues to face an uncertain future, not only through demographic shifts, rising costs, and a competitive marketplace, but also through dissonant visions for the telos of education. In this context, Christian institutions have the opportunity to carve out a distinctive niche, provide answers about the purpose of a liberal education, while also impacting the lives of its students and staff through their Christ-centered missions. In an effort to meet those ends, the integration of faith and learning remains central in the life of religious colleges and universities. As a result, the purpose of this study was to develop and validate an instrument to measure faculty involvement in faith-learning integration. Through a sample of faculty at seven member institutions of the Council for Christian Colleges & Universities (CCCU), the survey instrument met both validity and reliability standards, and also revealed three distinct areas of faculty involvement in the integrative task. Moving forward, administrative and faculty leaders could use the instrument to help gauge the involvement of their current and future faculty, and then engage in tailored professional development toward sustaining and supporting faculty growth.
{"title":"Measuring Faculty Faith & Learning Involvement: Toward the Validation of a Survey Instrument","authors":"Preston B. Cosgrove","doi":"10.1080/15363759.2022.2077264","DOIUrl":"https://doi.org/10.1080/15363759.2022.2077264","url":null,"abstract":"Abstract Higher education continues to face an uncertain future, not only through demographic shifts, rising costs, and a competitive marketplace, but also through dissonant visions for the telos of education. In this context, Christian institutions have the opportunity to carve out a distinctive niche, provide answers about the purpose of a liberal education, while also impacting the lives of its students and staff through their Christ-centered missions. In an effort to meet those ends, the integration of faith and learning remains central in the life of religious colleges and universities. As a result, the purpose of this study was to develop and validate an instrument to measure faculty involvement in faith-learning integration. Through a sample of faculty at seven member institutions of the Council for Christian Colleges & Universities (CCCU), the survey instrument met both validity and reliability standards, and also revealed three distinct areas of faculty involvement in the integrative task. Moving forward, administrative and faculty leaders could use the instrument to help gauge the involvement of their current and future faculty, and then engage in tailored professional development toward sustaining and supporting faculty growth.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"6 1","pages":"72 - 88"},"PeriodicalIF":0.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84166498","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 : 2022-07-08DOI: 10.1080/15363759.2022.2077262
M. Chamberlain
Abstract This grounded theory research investigated the experiences of 25 Chinese graduate students attending a Christian university in the United States, most of whom self-identified as atheist or nonreligious upon entry. Interview and questionnaire data identified that 23 of 25 participants experienced an overall increased openness to Christianity during their graduate studies; two students' worldview remained approximately the same. However, in that process of worldview change, all participants experienced competing influences that affected their perceptions of Christianity—some influences increased their openness to Christianity and some influences inhibited their openness to Christianity. To restate: Whereas my first article published in this journal focused on influences that increased openness to Christianity, this sequel article focuses solely on the influences participants described as having decreased (or inhibited) their openness to Christianity in theoretical–curricular and relational–cultural dimensions. These 10 inhibitors include (a) Participants’ Surprise at Discovering They Were Attending a Christian University; (b) Modern Chinese Education’s Naturalist Training; (c) Nonsystematic Presentations of Christianity; (d) Religious Pragmatism and Relativity; (e) China’s Climate of Pressure and Corruption; (f) Chinese Communist Party Membership, Affiliation, or Influence; (g) Pushy Chinese-Speaking Church Movements; (h) Cynicism of “Fake” Conversion; (i) Mockery From Peers; and (j) Perceived Hypocrisy of Christians. The article concludes with Implications for Practice for Christian university administrators and faculty working at institutions that enroll Chinese students as well as student life organizations and other personnel seeking to serve the Chinese university student population.
{"title":"Inhibitors to Christianity According to Atheist and Nonreligious Chinese Graduate Students Attending a Christian University in the United States: A Grounded Theory Study","authors":"M. Chamberlain","doi":"10.1080/15363759.2022.2077262","DOIUrl":"https://doi.org/10.1080/15363759.2022.2077262","url":null,"abstract":"Abstract This grounded theory research investigated the experiences of 25 Chinese graduate students attending a Christian university in the United States, most of whom self-identified as atheist or nonreligious upon entry. Interview and questionnaire data identified that 23 of 25 participants experienced an overall increased openness to Christianity during their graduate studies; two students' worldview remained approximately the same. However, in that process of worldview change, all participants experienced competing influences that affected their perceptions of Christianity—some influences increased their openness to Christianity and some influences inhibited their openness to Christianity. To restate: Whereas my first article published in this journal focused on influences that increased openness to Christianity, this sequel article focuses solely on the influences participants described as having decreased (or inhibited) their openness to Christianity in theoretical–curricular and relational–cultural dimensions. These 10 inhibitors include (a) Participants’ Surprise at Discovering They Were Attending a Christian University; (b) Modern Chinese Education’s Naturalist Training; (c) Nonsystematic Presentations of Christianity; (d) Religious Pragmatism and Relativity; (e) China’s Climate of Pressure and Corruption; (f) Chinese Communist Party Membership, Affiliation, or Influence; (g) Pushy Chinese-Speaking Church Movements; (h) Cynicism of “Fake” Conversion; (i) Mockery From Peers; and (j) Perceived Hypocrisy of Christians. The article concludes with Implications for Practice for Christian university administrators and faculty working at institutions that enroll Chinese students as well as student life organizations and other personnel seeking to serve the Chinese university student population.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"37 1","pages":"23 - 45"},"PeriodicalIF":0.3,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83241447","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 : 2022-07-07DOI: 10.1080/15363759.2022.2077263
Reid Vance
Abstract Interviews were conducted with 15 faculty members across three Christian U.S. university campuses in seeking to identify the attitudes, beliefs, and behaviors of faculty who had been identified by institutional leaders in the area of calling and vocation as prioritizing the development of a sense of vocational calling in their students’ lives. This study led to the identification of four personal experiences of participants and four types of interactions with students as major themes. Specifically, the four experiences that emerged during data analysis were a recognition of God’s activity in calling; an appreciation of the influence of others on their vocational choice; an understanding of calling as a process; and the perception of pressure felt by students to consider their vocational calling. Participants also reported engaging in certain types of interactions with students. In specific, they displayed an attitude of helpfulness in matters large and small, integrated their personal faith with their teaching, shared their personal stories of faith and vocational calling with their students, and promoted experiential education to their students. Each of the themes was examined in light of existing higher education research. Implications for practice and recommendations for future research are presented. This study contributes to the literature related to the role of calling and vocation in the lives of college students and faculty and proposes a theory and model describing opportunities for influence by Christian college faculty on students’ development of a sense of vocational calling.
{"title":"Characteristics of Christian College Faculty Who Prioritize Students’ Development of Vocational Calling","authors":"Reid Vance","doi":"10.1080/15363759.2022.2077263","DOIUrl":"https://doi.org/10.1080/15363759.2022.2077263","url":null,"abstract":"Abstract Interviews were conducted with 15 faculty members across three Christian U.S. university campuses in seeking to identify the attitudes, beliefs, and behaviors of faculty who had been identified by institutional leaders in the area of calling and vocation as prioritizing the development of a sense of vocational calling in their students’ lives. This study led to the identification of four personal experiences of participants and four types of interactions with students as major themes. Specifically, the four experiences that emerged during data analysis were a recognition of God’s activity in calling; an appreciation of the influence of others on their vocational choice; an understanding of calling as a process; and the perception of pressure felt by students to consider their vocational calling. Participants also reported engaging in certain types of interactions with students. In specific, they displayed an attitude of helpfulness in matters large and small, integrated their personal faith with their teaching, shared their personal stories of faith and vocational calling with their students, and promoted experiential education to their students. Each of the themes was examined in light of existing higher education research. Implications for practice and recommendations for future research are presented. This study contributes to the literature related to the role of calling and vocation in the lives of college students and faculty and proposes a theory and model describing opportunities for influence by Christian college faculty on students’ development of a sense of vocational calling.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"2012 1","pages":"1 - 22"},"PeriodicalIF":0.3,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86408156","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 : 2022-06-28DOI: 10.1080/15363759.2022.2043665
L. Schreiner
In the midst of the ongoing challenges of a pandemic and the financial ramifications of uncertain enrollments, more and more Christian colleges and universities are making short-sighted decisions that prioritize the university’s bottom line over the well-being of students, staff, and faculty. In this volume of the journal, all four articles offer a glimpse into a different way of moving toward the future, but do so by critiquing current practice and encouraging leaders to ground their decisions in foundational elements of the Christian faith. In each article, Christian principles provide a foundation for practical suggestions to address contemporary issues. In their article “The Possible Infusion of Ubuntu and Padeia Values into Neoliberal Tendencies in Higher Education Institutions,” South African authors Johannes L. van der Walt and Izak J. Oosthuizen apply a problem-historical method to their critique of the neoliberal tendencies currently on full display in higher education, particularly in the United States. Neoliberalism is a view of the world in which economic and business principles are valued above all others and are applied indiscriminately to all aspects of life, including education. One consequence of neoliberalism is that education becomes a commodity rather than a common good; as a result, the financial viability of educational programs becomes more important than the communities served or the contribution to society. The authors note that care and compassion have been replaced by self-centered individualism, competition, achievement, and performance. Emphasizing market forces also causes social inequities to be overlooked. As a way of moving forward, they suggest keeping the best principles of neoliberalism, such as stewardship of resources, but infusing principles of ubuntu and padeia into the decisionmaking processes of higher education. The concept of ubuntu developed in sub-Saharan African communities as a guiding ethical principle for being in relationship with one another. Sometimes translated as “I am because we are,” the concept involves a belief in a universal bond that connects all humanity. The authors note that the values incorporated in ubuntu include “human dignity, humanism, empathy, respect, interactive dependency, collective responsibility, peace, friendliness, forgiveness, sharing, a sense of connectedness, altruism, understanding, respect for individual differences, knowledge of self and others, goodness, generosity, and benevolence” (p. 350). When applied to Christian higher education, the principle of ubuntu encourages a shift from individual good to communal good, from competition to collaboration, from exploitation to inclusion, and from economic capital to social capital available to all. The concept of padeia from Greek philosophy, which focuses on the education of the whole person in order to meaningfully serve their community, would lead Christian colleges and universities to not only be good stewards of
在疫情的持续挑战和不确定的入学人数带来的财务后果中，越来越多的基督教学院和大学做出了短视的决定，将大学的底线置于学生、教职员工的福祉之上。在这本杂志中，所有四篇文章都提供了一种通往未来的不同方式，但通过批评当前的做法并鼓励领导人在基督教信仰的基本要素中做出决定来实现这一点。在每篇文章中，基督教原则为解决当代问题提供了实际建议的基础。南非作家Johannes L. van der Walt和Izak J. Oosthuizen在他们的文章《乌班图和帕迪亚价值观可能注入高等教育机构的新自由主义倾向》中，运用了问题历史的方法来批判目前在高等教育中充分展示的新自由主义倾向，特别是在美国。新自由主义是一种世界观，在这种世界观中，经济和商业原则高于一切，并被不加区分地应用于生活的各个方面，包括教育。新自由主义的一个后果是，教育变成了一种商品，而不是一种公共利益;因此，教育项目的财务可行性变得比所服务的社区或对社会的贡献更重要。作者指出，关心和同情已经被以自我为中心的个人主义、竞争、成就和表现所取代。强调市场力量也会导致社会不平等被忽视。作为一种前进的方式，他们建议保留新自由主义的最佳原则，例如资源管理，但将ubuntu和padeia原则注入高等教育的决策过程。乌班图的概念是在撒哈拉以南非洲社区发展起来的，作为相互关系的指导道德原则。有时被翻译为“我在，因为我们在”，这个概念涉及到一种信念，即一种将全人类联系在一起的普遍纽带。作者指出，ubuntu包含的价值观包括“人类尊严、人道主义、同理心、尊重、相互依赖、集体责任、和平、友好、宽恕、分享、联系感、利他主义、理解、尊重个体差异、自我和他人的知识、善良、慷慨和仁慈”(第350页)。当应用于基督教高等教育时，乌班图原则鼓励从个人利益到公共利益的转变，从竞争到合作，从剥削到包容，从经济资本到所有人都可以使用的社会资本。来自希腊哲学的padeia的概念，注重全人的教育，以便有意义地服务于他们的社区，这将导致基督教学院和大学不仅是他们资源的好管家，而且要发展他们的学生作为一个完整的人，呼召在世界上服事基督。这样的机构将同样致力于他们的教职员工，以及他们所服务的社区，优先考虑繁荣的社区和人民，而不是繁荣的底线。
{"title":"Finding Our Way: Lessons for Christian Universities","authors":"L. Schreiner","doi":"10.1080/15363759.2022.2043665","DOIUrl":"https://doi.org/10.1080/15363759.2022.2043665","url":null,"abstract":"In the midst of the ongoing challenges of a pandemic and the financial ramifications of uncertain enrollments, more and more Christian colleges and universities are making short-sighted decisions that prioritize the university’s bottom line over the well-being of students, staff, and faculty. In this volume of the journal, all four articles offer a glimpse into a different way of moving toward the future, but do so by critiquing current practice and encouraging leaders to ground their decisions in foundational elements of the Christian faith. In each article, Christian principles provide a foundation for practical suggestions to address contemporary issues. In their article “The Possible Infusion of Ubuntu and Padeia Values into Neoliberal Tendencies in Higher Education Institutions,” South African authors Johannes L. van der Walt and Izak J. Oosthuizen apply a problem-historical method to their critique of the neoliberal tendencies currently on full display in higher education, particularly in the United States. Neoliberalism is a view of the world in which economic and business principles are valued above all others and are applied indiscriminately to all aspects of life, including education. One consequence of neoliberalism is that education becomes a commodity rather than a common good; as a result, the financial viability of educational programs becomes more important than the communities served or the contribution to society. The authors note that care and compassion have been replaced by self-centered individualism, competition, achievement, and performance. Emphasizing market forces also causes social inequities to be overlooked. As a way of moving forward, they suggest keeping the best principles of neoliberalism, such as stewardship of resources, but infusing principles of ubuntu and padeia into the decisionmaking processes of higher education. The concept of ubuntu developed in sub-Saharan African communities as a guiding ethical principle for being in relationship with one another. Sometimes translated as “I am because we are,” the concept involves a belief in a universal bond that connects all humanity. The authors note that the values incorporated in ubuntu include “human dignity, humanism, empathy, respect, interactive dependency, collective responsibility, peace, friendliness, forgiveness, sharing, a sense of connectedness, altruism, understanding, respect for individual differences, knowledge of self and others, goodness, generosity, and benevolence” (p. 350). When applied to Christian higher education, the principle of ubuntu encourages a shift from individual good to communal good, from competition to collaboration, from exploitation to inclusion, and from economic capital to social capital available to all. The concept of padeia from Greek philosophy, which focuses on the education of the whole person in order to meaningfully serve their community, would lead Christian colleges and universities to not only be good stewards of ","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"29 1","pages":"335 - 337"},"PeriodicalIF":0.3,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77635512","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 : 2022-06-24DOI: 10.1080/15363759.2022.2029623
Norlan Josue Hernandez, Leon Harris
Abstract This paper uses a critical pedagogical lens for evaluating North American theological education within Black and Brown communities. A Latin American epistemology, exemplified in Freire’s (2000) concept of conscientização, is highlighted throughout. Four major pedagogical themes from Latin American Liberation Theology are applied to North American theological education to evaluate its contribution to social justice education: consciousness raising, liberation, praxis, and contextualization.
{"title":"Theological Education in and for Black and Brown Communities","authors":"Norlan Josue Hernandez, Leon Harris","doi":"10.1080/15363759.2022.2029623","DOIUrl":"https://doi.org/10.1080/15363759.2022.2029623","url":null,"abstract":"Abstract This paper uses a critical pedagogical lens for evaluating North American theological education within Black and Brown communities. A Latin American epistemology, exemplified in Freire’s (2000) concept of conscientização, is highlighted throughout. Four major pedagogical themes from Latin American Liberation Theology are applied to North American theological education to evaluate its contribution to social justice education: consciousness raising, liberation, praxis, and contextualization.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"17 1","pages":"358 - 376"},"PeriodicalIF":0.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81462763","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：