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n Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - Teaching for a transformative engagement with our context : the importance of care in Christian pedagogical suggestions for higher education : original research
Author Helena Hoogstad1
Responsible scholarship requires that students engage with their context and their own learning to understand and transform our world with wisdom. Ponti (J.J.) Venter argues that such a notion is central in understanding the task of a (Christian) university. In this article, dedicated to Professor Venter, I argue that the pedagogical implications of such a Christian understanding of science need to be developed further in a higher education context. I propose that care deepens wonder and sustains action by continuously calling our imagination to envisage longed-for change in both an academic and a broader social context. I offer five concrete suggestions to support lecturers in guiding students to act from their care for the world. These suggestions refer to the importance of inventory work, the cultivation of empathy, inspiring examples, emotional involvement, and an inner and outer dialogue as to the appropriate form their care should take. A Christian pedagogy should, secondly, support students in unfolding their own style of moving between theory and experience; thirdly, it should enable students to experience themselves as partners in academic discussions and as historical formative agents contributing to our world; fourthly, it should focus on a view of the world in which their tentacles are feeling for change, accompanied by normative sophistication. Fifthly, the development of a suitable pedagogy requires lecturers to develop peer groups organically to reflect on teaching practices that encourage students&apos; transformative engagement with our world.
Onderrig vir &apos;n transformatiewe betrokkenheid by ons konteks : die belangrikheid van omgee in Christelike pedagogiese voorstelle vir hoër onderwys
Verantwoordelike wetenskap vereis dat studente betrokke is by hulle konteks sowel as hulle eie leer sodat hulle ons wêreld met wysheid kan verstaan en transformeer. Ponti (J.J.) Venter argumenteer dat so &apos;n idee sentraal is in die verstaan van &apos;n (Christelike) universiteit. In hierdie artikel, opgedra aan Professor Venter, argumenteer ek dat die pedagogiese implikasies van so &apos;n Christelike verstaan van wetenskap verder ontwikkel behoort te word in &apos;n hoër onderwyskonteks. Omgee lei tot &apos;n verdieping van wonder en onderhou aktiewe optrede deur ons verbeelding voortdurend op te roep om daardie verandering waarna gehunker word in beide &apos;n akademiese en breër sosiale konteks voor oë te stel. Ek bied vyf konkrete voorstelle om dosente te ondersteun in die begeleiding van studente se omgee vir die wêreld. Hierdie voorstelle wys op die belangrikheid van inventaris-werk, die kweek van empatie, inspirerende voorbeelde, emosionele betrokkenheid en &apos;n innerlike en eksterne dialoog oor die gepaste vorm vir hulle omgee. &apos;n Christelike pedagogie behoort in die tweede plek studente te ondersteun om hulle eie styl van beweging tussen teorie en ervaring te ontvou; derdens behoort dit studente in staat te stel om hulleself as vennote in akademiese besprekings en historiese formatiewe agente wat bydraes tot ons wêreld lewer, te beskou; vierdens sal dit fokus op &apos;n siening van die werklikheid waarin studente se tentakels na verandering voortvoel, vergesel van normatiewe sofistikasie. Vyfdens vereis die ontwikkeling van &apos;n gepaste pedagogie dat dosente op organiese wyse eweknie-groepe ontwikkel om te reflekteer op onderrigpraktyke wat studente se transformatiewe betrokkenheid by ons wêreld aanmoedig.
Persistent Link : http://hdl.handle.net/10520/EJC146950