Process Thought and Religious Education: Continuing the Conversation
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This article is about process thought and religious education. In particular this article has two major tasks. One is to re-introduce how process thought has influenced religious education by examining the works of three scholars: Randolph Crump Miller, Mary Elizabeth Moore, and Jay McDaniel. The other is to provide ways in which process thought can continue to offer inspiration and wisdom for the practice and theory of religious education today. The article draws attention to what it means to teach God, love, and divine love based on process thought. First, since God is an everlasting concrescencing entity, it reminds educators of the im/possibility of teaching or transmitting the complete knowledge of God. Second, according to Bernard Loomer, love is not a condition for interrelatedness but an acknowledgment of interrelatedness between us and others. Thus, this understanding alerts educators to that which teaching love must begin with acknowledging essential interrelatedness with the other. Third, divine love in process thought is revealed in God’s persuasive and responsive nature. This reminds educators that teaching divine love means teaching this persuasive and responsive nature of God, and that they can also teach divine love by practicing it. Likewise, the author argues that bridging process thought with religious education still provide many ideas and wisdom to religious education, and, thus, is recommended to be continued.
Abstract
This article is about process thought and religious education. In particular this article has two major tasks. One is to re-introduce how process thought has influenced religious education by examining the works of three scholars: Randolph Crump Miller, Mary Elizabeth Moore, and Jay McDaniel. The other is to provide ways in which process thought can continue to offer inspiration and wisdom for the practice and theory of religious education today. The article draws attention to what it means to teach God, love, and divine love based on process thought. First, since God is an everlasting concrescencing entity, it reminds educators of the im/possibility of teaching or transmitting the complete knowledge of God. Second, according to Bernard Loomer, love is not a condition for interrelatedness but an acknowledgment of interrelatedness between us and others. Thus, this understanding alerts educators to that which teaching love must begin with acknowledging essential interrelatedness with the other. Third, divine love in process thought is revealed in God’s persuasive and responsive nature. This reminds educators that teaching divine love means teaching this persuasive and responsive nature of God, and that they can also teach divine love by practicing it. Likewise, the author argues that bridging process thought with religious education still provide many ideas and wisdom to religious education, and, thus, is recommended to be continued.
참고문헌 (23)
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