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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국기독교교육정보학회 Journal of Christian Education & Information Technology Journal of Christian Education & Information Technology Vol.5
- 발행연도
- 2004.4
- 수록면
- 281 - 293 (13page)
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This paper endeavors to relate emancipatory learning theory, originated by Habermas and developed by Mezirow, to spiritual formation (sanctification) of Christian adults in the Wesleyan tradition. The nature of emancipatory learning theory is introduced in relation to critical theory, Habermas' human interest and knowledge theory, and transformative learning theory.
The doctrine of sanctification in Wesleyan theology is discussed and how Wesleyan theology views the concept of sanctification is analyzed. How emancipatory learning theory can contribute to learners' spiritual formation is suggested, together with its strengths and weaknesses. The important roles of critical reflection and discourse are emphasized. In the Wesleyan theological tradition, however, the theory is criticized for its humanistic, rational, and individualistic approaches.
For Christian practice, implications are suggested, including critical debate, role-play, case studies, and life calendars.
The doctrine of sanctification in Wesleyan theology is discussed and how Wesleyan theology views the concept of sanctification is analyzed. How emancipatory learning theory can contribute to learners' spiritual formation is suggested, together with its strengths and weaknesses. The important roles of critical reflection and discourse are emphasized. In the Wesleyan theological tradition, however, the theory is criticized for its humanistic, rational, and individualistic approaches.
For Christian practice, implications are suggested, including critical debate, role-play, case studies, and life calendars.
목차
Emancipatory Learning
The Doctrine of Sanctification in the Wesleyan Theology
The Theory‘s Contribution to the Doctrine
Concern
Implication
Conclusion
BIBLIOGRAPHY
ABSTRACT
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