Humankind as the Image of God: a cognitive semantic application of Genesis 1:1–2:3 in the classroom
This study used cognitive semantics to initiate a narrative dialogue in secondary school classrooms. It focused on examining empirical relationships between exercises, such as ‘exegetical reading’, ‘mystery’ and ‘concepts to work with’ and students’ learning – their acquisition and application of th...
| Authors: | ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
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| In: |
British Journal of religious education
Year: 2025, Volume: 47, Issue: 4, Pages: 422-436 |
| Further subjects: | B
cognitive semantics
B teaching and learning in the classroom B Design research B dialogical pedagogy |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) |
| Summary: | This study used cognitive semantics to initiate a narrative dialogue in secondary school classrooms. It focused on examining empirical relationships between exercises, such as ‘exegetical reading’, ‘mystery’ and ‘concepts to work with’ and students’ learning – their acquisition and application of the religious concept of ‘image of God’ outlined in Gen. 1:1–2:3. Furthermore, by means of the exercise ‘essay’, we explored whether students enter into a narrative dialogue regarding this concept. Five lessons in seven classes were analysed using a qualitative cross-case approach. The study found that in their ‘essay’ exercises, most students entered into a narrative dialogue with the text. A quantitative correspondence analysis yielded a graphical display distinguishing students who perform higher-order thinking skills from those who perform lower-order thinking skills. The teacher played a vital role in helping students to formulate and categorise, as well as guiding them in asking and answering questions. |
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| ISSN: | 1740-7931 |
| Contains: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2024.2436956 |
