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• W166597183 abstract "This essay proposes a number of fundamental principles that seek to establish a solid platform for a philosophy of Christian education that is culturally responsive and responsible. In this theological-practical reflection the author affirms that the context where most processes of Christian Education take place in the United States today is one profoundly marked by cultural diversity. Consequently, the locus, the subject and the methodological questions concerning Christian Education must develop an intercultural character. There is an urgent need for effective intercultural models of Christian Education. This essay provides the horizon to envision and ground such models. The education of Christians largely relies on the philosophical underpinnings that emerge from time to time to guide the spirit of such an essential task in the Church. Christian education in the United States today is at a crossroads where multiple cultural perspectives coincide with their various interpretations of what it means to be human and Christian. This is not the first time that a similar encounter occurs. Nonetheless, what is different now is that we live in a historical moment when our awareness about the significance of culture for Christian education is most heightened than ever. In this essay I embark on a reflective exercise that proposes several foundational principles to delineate a philosophy of Christian education that is culturally responsive and responsible. The reader must consider two important notes: one, I devote my attention primarily to the philosophical and methodological questions of what I term an intercultural approach to Christian education; at this point no emphasis is given to content, a concern that deserves more than just a few pages. Two, the principles in this essay were conceived to be implemented initially in Christian educational processes in culturally diverse contexts. This does not preclude their use in monocultural, ecumenical, or non-Christian settings. The essay is divided into four sections: 1) The locus of Christian education; 2) the subject of Christian education; 3) an intercultural methodology; and 4) pedagogical implications. The locus of Christian Education The task of educating Christians in the faith is intimately linked to the historical location and the specific circumstances where this process takes place. To presume that all forms of faith education ought to follow a series of fixed, preconceived standards or that all educational practices have one exclusive goal, regardless of how noble or theologically attractive that goal may be, curtails the creative nature of this ministry and thus limit the life-giving action of God’s Divine Spirit in the Church. Likewise, all-encompassing models of faith education risk imposing pedagogies of faith formation that may work well for the good of the community in one context, but not in other; give life to many in one context, but not in other; make God’s presence possible in one context, not necessarily in other. While in some contexts Christian education primarily serves to introduce women and men of all ages and backgrounds to the treasures of the faith tradition, in others that same" @default.
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• W166597183 date "2007-01-01" @default.
• W166597183 modified "2023-09-27" @default.
• W166597183 title "FOUNDATIONS FOR AN INTERCULTURAL PHILOSOPHY OF" @default.
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