A Problem-Posing Pedagogy: ‘Paths of Pleasantness and Peace’

Abstract

SCHOOUNG REMNNS DOMINATED by the modernist paradigm, in which theoreticaL understanding is eLevated above other ways of knowing, not onLy in respect to content but also to methodoLogy. A BiblicaL wisdom perspective suggests an alternative approach, in which concrete experience is the context of Learning and active engagement by Learners in situations ofpuzzLement its motor. This hypothesis is tested in the context ofphilosophicaL and psychoLog-icaL expLorations of reLated options. These contribute important insights, but are considered inadequate to the extent that they remain within the theory-practice poLarity. When a variety of ways of knowing is acknowLedged, the gifts of individuals can be nurtured in a cooperative environment.

Similarities not differences: an exploration of the impact of change upon a group of nursing lecturers within a university setting

“…Other reflective sessions encourage students and teachers to develop an explorative model of learning (Blomberg 1999). Underpinning such approaches is the notion of teacher as guide.…”