Rejecting Dialogue for Perspective: Vygotsky's Zone of Proximal Development and John Calvin's Divine Pedagogy
James Estep's integration of Vygotsky's work on the Zone of Proximal Development into Christian education and pedagogy falls short of a distinctly evangelical form of integration. Using Ken Badley's schemata of Integration of Faith and Learning, this article distinguishes Estep's...
| Veröffentlicht in: | Religious education |
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| 1. VerfasserIn: | |
| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge, Taylor & Francis Group
[2017]
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| In: |
Religious education
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| RelBib Classification: | KAG Kirchengeschichte 1500-1648; Reformation; Humanismus; Renaissance KAH Kirchengeschichte 1648-1913; Neuzeit KDG Freikirche RF Christliche Religionspädagogik; Katechetik |
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Volltext (Resolving-System) |
| Zusammenfassung: | James Estep's integration of Vygotsky's work on the Zone of Proximal Development into Christian education and pedagogy falls short of a distinctly evangelical form of integration. Using Ken Badley's schemata of Integration of Faith and Learning, this article distinguishes Estep's "paradigmatic" integration from a more thoroughgoing "perspectival" integration. Perspectival integration best displays the connections between Vygotsky's Zone of Proximal Development and evangelical thinking by using the divine accommodation of John Calvin, as described in the work of Arnold Huijgen. |
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| ISSN: | 1547-3201 |
| Enthält: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2016.1223492 |