A typology of catechetical learning environments

Abstract

After describing main aspects of catechetical learning environments as drawn from an elaborate literature review, this article presents a typology of catechetical learning environments. The typology is based on various aspects of learning goals (such as distinguishing between cognitive and affective goals, emotions and experiences, formation of own opinion and social interaction, and identity development) and various aspects of role division between catechist and catechumens (such as distinguishing between a behavioural, a developmental, and an apprenticeship model). The relevance of this typology for empirical research on catechetical learning environments and on learning processes in church communities is discussed.Zusammenfassung: Nach der Beschreibung der Hauptaspekte katechetischer Lernumgebungen, wie sie aus einer umfangreichen Literaturschau hervorgegangen sind, präsentiert der Beitrag eine Typologie katechetischer Lernumgebungen. Die Typologie basiert auf verschiedenen Aspekten von Lernzielen (wie z. B. die Unterscheidung von kognitiven und affektiven Zielen, Gefühlen und Erfahrungen, die Bildung eigener Meinungen und sozialer Interaktion, und Identitätsent-wicklung) und verschiedenen Aspekten der Rollenaufteilung zwischen Katechet und Katechumen (wie die Unterscheidung zwischen einem Verhaltensmodell, einem Entwicklungsmodell und einem Lehrmodell). Weiter wird die Relevanz dieser Typologie für empirische Forschung katechetischer Lernumgebungen und von Lernprozessen in kirchlichen Gemeinschaften diskutiert.

A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian secondary schools in the Netherlands

“…It is also found in reflections on the particular role of religious educators in school classrooms, such as Pollefeyt (2005), who distinguishes between the religious educator roles of being a witness, being a specialist, and being a moderator. To give one more example, it can be seen in reflections on religious learning and learning environments, such as De Kock (2014, 2015), who distinguishes between behavioral, developmental, and apprenticeship approaches to religious learning and learning environments. In what follows, we present a condensed review of the main theoretical and empirical accounts in the academic literature regarding the use of the Bible in school contexts, as published at the end of the 20 th and beginning of the 21st centuries.…”

What About Learning in Practical Theological Studies? Toward More Conceptual Clarity

“…Learning can also be interpreted as an identity-development process. Following De Kock (2014b), one of the goal categories for religious learning processes is goals in terms of identity development. In our research project on the religious identity development of highly religious Christian and Muslim adolescents, we carried out an in-depth interview study among 10 young Christian adults and 10 young Muslim adults.…”

“…Setting goals for learning practices is another normative consideration observed in OJKC research. De Kock (2014b) delineates (a) learning goals in terms of cognition and affection, (b) learning goals in terms of emotions and experiences, (c) learning goals in terms of the formation of one’s own opinion and social interaction, and (d) learning goals in terms of identity development. An interview study by De Kock (2014a), however, reveals that many formulations of goals that catechists devise for themselves do not fit in these predesigned theoretical categories: for example, “‘learning to know Jesus,’ ‘to talk about something,’ ‘to find truth’ and ‘being served pastorally’” (p. 66).…”

“…In “a typology of catechetical learning environments,” De Kock (2014b) elaborates further on the three models of religious learning environments. Based on a literature review of studies about catechetical learning environments and learning processes, De Kock develops a typology of catechetical learning environments in which the author distinguishes between the roles of catechist and catechumens and highlights the learning goals of religious learning processes.…”

“…Narrative, sacramental, and proclamation approaches are examined. The most pronounced strategic contribution is the recently presented typology of 12 catechetical learning environments (De Kock, 2014b). This typology combines strategic choices regarding four types of learning goals to be strived for and three models of religious or catechetical education (De Kock, 2012): a behavioral model, a developmental model, and an apprenticeship model.…”