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作者 Joye, Afrie Songco
書名 Discerning and nurturing life-affirming relatedness and responsible caring: A challenge to Christian religious education
說明 236 p
附註 Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2333
Adviser: Mary Elizabeth Moore
Thesis (Ph.D.)--Claremont School of Theology, 1990
The basic problem addressed by the dissertation is how the church can make responsible caring real in the educational process so that persons can experience and live it. The issue is to articulate a theoretical understanding of life-affirming relatedness and responsible caring, and to translate the theories of relationship and care into the church's life and practice. The thesis is that the church can nurture responsible caring in the educational process if it discerns and cultivates healthy relatedness, thus fostering genuine self-understanding, responsible attachment to significant persons and causes, and meaningful participation in a faith community. At the center of all life-enhancing relatedness and caring is the divine love
The theoretical views are defined by synthesizing psychological and theological perspectives. The study draws from the theological reflections of Daniel Day Williams whose process understanding of love and relationship are foundational to the dissertation. His views are expanded with the psychological theories of psychoanalysts Carl Jung and Erik Erikson, and the educational concepts of John Westerhoff and Thomas Groome. From these concepts, proposals emerge for educational practice in the church
Chapter 1 introduces the problem, purpose, and theme. Chapter 2 analyzes the problem of disconnectedness and examines the concepts of life-affirming relatedness and responsible caring. Chapters 3, 4, and 5 explore Williams' theological concepts of self-knowledge, responsible attachment to persons and causes, and the faith community. Jung's theory of individuation, Erikson's concepts of intimacy and generativity, and Westerhoff's and Groome's religious education theory illumine Williams' perspectives. The three chapters include discussions of the implications for Christian education theory and practice. Chapters 6 and 7 provide comprehensive proposals for Christian education theory and practice, drawing from the selected theorists. Chapter 6 addresses the roles and tasks of pastors, lay education professionals, and lay teachers. Chapter 7 examines teaching functions and curriculum guidelines. These final chapters present the challenge of educational ministry to nurture life-affirming relatedness and responsible caring
School code: 0231
Host Item Dissertation Abstracts International 51-07A
主題 Theology
Education, Religious
0469
0527
Alt Author Claremont School of Theology
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