Integrating Resilience, Reciprocating Social Relationships, and Christian Formation

Francis, James E.

doi:10.1080/00344087.2019.1631948

Cited by 5 publications

(3 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…During the following years, several researchers have applied elements of Vygotsky's approach to the field of RE. The ZPD has been used as a framework for addressing educational method in Torah schools (Iluz et al, 2018), addressing the development of spiritual concepts (Francis, 2019) or the interaction between the scientific and personal aspects (Court, 2010), and as a premise for curriculum development (Geikina, 2019).…”

Section: Previous Research On Vygotskyan Perspectives and Rementioning

confidence: 99%

The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education

Vestøl

2024

j. relig. educ.

View full text Add to dashboard Cite

As perspectives from the Russian psychologist Lev Vygotsky have made a substantial impact in the field of educational sciences, they have generated interest even in the field of religious education. To address some possible implications of Vygotskyan perspectives for religious education, this study focuses on Vygotsky’s notion of symbolic mediation, compared with perspectives from theological publications, interviews with religiously affiliated students as well as curricula and textbooks. Based on a comparison and discussion of these sources, the study argues that Vygotsky’s psychological perspective on symbolic mediation as key to human self-determination is not in conflict with theological and empirical approaches to religious symbols but that the latter display a wider variety of perspectives. It is argued that while religious education may benefit from Vygotskyan perspectives, a reflection is also needed on how to deal with the framing of religious symbols by varying theological positions and conflicting worldviews in different religious education settings.

show abstract

Section: Previous Research On Vygotskyan Perspectives and Rementioning

confidence: 99%

The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education

Vestøl

2024

j. relig. educ.

View full text Add to dashboard Cite

show abstract

“…According to James Francis, a scholar studying religious formation and education, "Faithful participation in forgiveness, reconciliation, and shared vulnerability contribute to spiritual maturity. These activities require a posture of intimate communal engagement that expands personal capacities and evokes insight outside of the individual, leading to their relational growth" (Francis 2019). The mission and practice of cultivating fun above these virtues leave the children without the ability to share their vulnerabilities due to space for sadness, questioning, and sharing the depths of their feelings are not created.…”

Section: Re-prioritizing Emotions In Children's Worshipmentioning

confidence: 99%

Beyond Fun: The Need for Emotional Balance in Children’s Worship

Jesse

2024

Religions

View full text Add to dashboard Cite

This paper examines the emotional balance in children’s worship and the need to move beyond the focus on fun. The author argues that while having fun is important, it should not be the main focus of worship. This paper discusses the myth of the always happy child and the consequences of adults trying to regulate the feelings of children. The author suggests that children need to be given space and opportunity to use their own voice and shape their emotions. This paper concludes that churches should listen carefully to what children want and need in their services and adjust their ministry accordingly. The children should have a say in how their worship is done and their opinions need to be respected.

show abstract

“…(Bailey, 2012;Nyamai, 2018). Pengintegrasian Pembelajaran Iman seharusnya diaplikasikan secara menyeluruh dalam lingkungan kehidupan siswa melalui kegiatan kelas, belajar kelompok, dan aktivitas keluarga (Francis James, 2019;Shotsberger, 2018). Menurut Kim (2019), pembelajaran iman yang dilaksanakan kepada siswa seharusnya merefleksikan antara baik kenyataan di dunia maupun pembelajaran iman di Sekolah Minggu supaya siswa bertumbuh dan berkembang sesuai dengan Firman Tuhan tanpa terjadi gap antara kehidupan duniawi dan iman sehari-hari.…”

Section: Tinjauan Literatur Pengintegrasian Pembelajaran Imanunclassified

Dampak Pandemi Covid-19 Terhadap Manajemen Sekolah Minggu Korea Di Indonesia Untuk Pengintegrasian Pembelajaran Iman [The Impact of the Covid-19 Pandemic on the Management of Faith-Learning Integration of Korean Sunday School in Indonesia]

Hyun

Purba

Sudibjo

et al. 2021

JOHME

View full text Add to dashboard Cite

This research is a case study that analyzes the problem of the Faith-Learning Integration management process for the Korean Sunday School “Y” in Indonesia during the COVID-19 pandemic. In this research, data collection was carried out with 5 informants, 58 questionnaires from respondents consisting of students, parents and teachers as well as recordings of student activity results. From the results of this study, it can be seen that there are several obstacles experienced by students, teachers and parents in the Faith-Learning Integration management process. First, students are not satisfied with centering on video learning platforms because there is no interaction between teachers, students and their friends so it needs to be changed from a one-way platform, such as video to an interactive platform between students and teachers such as Zoom or Google Classroom, etc. In addition, students from parents of other religions do not get support and attention from their parents to carry out Faith-Learning Integration with Work From Home (WFH) so that Faith-Learning Integration activities stop. Second, teachers' technical skills are very limited, so interactive online classroom training is required. Third, parents feel burdened and stressed when they have to give examples of faith, morals and good discipline to children in Faith-Learning Integration during WFH. The last obstacle, the 5 dimensions of the Faith-Learning Integration are not tightly integrated with each other so they do not run in harmony. The dimensions of Leitourgia and Didache were implemented well, while Kerygma, Koinonia, and Diakonia were not carried out well due to social distancing obstacles. For this reason, it is recommended that "Y" management use an interactive platform and develop innovative and creative ways that can motivate students so that they do not feel the distance between teachers and students and the surrounding environment is getting farther away even though they participate in social distancing.BAHASA INDONESIA ABSTRACT: Penelitian ini adalah studi kasus yang menganalisa masalah proses manajemen pengintegrasian pembelajaran iman Sekolah Minggu Korea “Y” di Indonesia pada masa pandemi COVID-19. Dalam penelitian ini dilaksanakan pengumpulan data dengan 5 orang narasumber, 58 hasil kuesioner dari responden yang terdiri dari siswa, orangtua dan guru serta rekaman hasil aktivitas siswa. Dari hasil penelitian ini terlihat adanya beberapa kendala yang dialami oleh siswa, guru dan orang tua dalam proses manajemen pengintegrasian pembelajaran iman. Pertama, siswa tidak puas dengan berpusat pada media pembelajaran video karena tidak terjadi interaksi antara guru, siswa dan teman-temannya sehingga perlu diubah dari media yang bersifat satu arah, seperti video ke berbagai media yang interaktif antara siswa dan guru seperti Zoom atau Google Classroom, dll. Selain itu, siswa dari orangtua yang beragama lain kurang mendapat dukungan dan perhatian dari orangtuanya untuk melakukan pengintegrasian pembelajaran iman dengan pembelajaran daring dari rumah sehingga aktivitas pengintegrasian pembelajaran iman jadi terhenti. Kedua, keterampilan teknis guru sangat terbatas sehingga diperlukan pelatihan kelas online secara interaktif. Ketiga, orangtua merasa terbebani dan stress ketika harus memberikan contoh iman, moral dan disiplin yang baik kepada anak-anak dalam pengintegrasian pembelajaran iman selama pembelajaran daring dari rumah. Kendala yang terakhir, 5 dimensi dari pengintegrasian pembelajaran iman tidak terintegrasi satu sama lain secara erat sehingga tidak berjalan selaras. Dimensi Leitourgia dan Didache dilaksanakan dengan baik, sedangkan Kerygma, Koinonia, dan Diakonia tidak terlaksana dengan baik karena adanya hambatan social distancing. Untuk itu disarankan manajemen “Y” menggunakan berbagai media yang interaktif dan mengembangkan cara yang inovatif dan kreatif yang dapat memotivasi siswa supaya tidak merasakan jarak antara guru dan siswa serta lingkungan sekitarnya semakin jauh walaupun mengikuti social distancing.

show abstract

Integrating Resilience, Reciprocating Social Relationships, and Christian Formation

Cited by 5 publications

References 28 publications

The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education

The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education

Beyond Fun: The Need for Emotional Balance in Children’s Worship

Dampak Pandemi Covid-19 Terhadap Manajemen Sekolah Minggu Korea Di Indonesia Untuk Pengintegrasian Pembelajaran Iman [The Impact of the Covid-19 Pandemic on the Management of Faith-Learning Integration of Korean Sunday School in Indonesia]

Contact Info

Product

Resources

About