Towards a Conceptual Model for Biblical Transformative Online Learning

Beech, Elizabeth

doi:10.1007/978-981-15-8856-3_6

Cited by 2 publications

(1 citation statement)

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“…Although the pedagogical priority is the relationship between land and text, the fundamental motivator is the integration of learning and faith (Educational Aims, n.d.). Beech (2021: 83) suggests that Christian higher education institutions can adopt innovative pedagogies with the goal of biblical transformation, by emphasizing “ reclaiming truth in order to ‘ unhide ’ God, redeeming knowledge for God’s purposes within a strong relational, communal learning context.” At JUC, this is practiced not only in teaching content, but throughout each field study. Conradson (2019) notes that a supportive learning environment practices relational hospitality through a welcoming reception, interpersonal recognition, and attunement to the experience and learning needs of students.…”

Section: Methodsmentioning

confidence: 99%

Biblical field study as experiential pedagogy: Jerusalem University College as a case study

Austin

2022

International Journal of Christianity & Education

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This paper examines the pedagogical framework of Jerusalem University College (JUC) for biblical field studies in the Holy Land. JUC’s program revolves around three pedagogical pillars, “Read the Land. See the Text. Live the Book,” centered on geographical comprehension, biblical texts, and practiced Christianity. This mixed methods analysis concludes that experiential learning in the Holy Land through field studies is an effective and transformative tool of biblical education. Further, the necessary move to online education during the COVID-19 global pandemic has demonstrated that the JUC model can be effectively adapted by utilizing visual and technological resources.

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Section: Methodsmentioning

confidence: 99%