John Baptist de la Salle and Interior Prayer: Humility as an Antidote to 'Curiositas' in the Hospitable Classroom
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| Title: | John Baptist de la Salle and Interior Prayer: Humility as an Antidote to 'Curiositas' in the Hospitable Classroom |
|---|---|
| Language: | English |
| Authors: | Stratman, Jacob |
| Source: | International Journal of Christianity & Education. Jul 2017 21(2):114-125. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Christianity, Teacher Student Relationship, Course Content, Religious Education, Religious Factors, Teaching Methods, Moral Values, Teacher Behavior |
| DOI: | 10.1177/2056997117699422 |
| ISSN: | 2056-9971 |
| Abstract: | This article explores a relationship which is related to recognition, hospitality, and the classroom, but does not get a lot of attention: the relationship between the teacher and the subject of study. How does the teacher's stance towards knowledge affect relationships between students, the relationship between the student and the teacher, and the relationship between the student and the content? In what ways can the recognition of ones' own finitude invite students into a hospitable (i.e. humble) relationship with each other and with the subject of study? My argument is that through interior prayer, as a way to prepare for hospitality in the classroom, a pedagogical posture of humility may aid in resisting a tendency to seek dominance over the subject of study and control over the learning environment in order to begin to welcome the contributions of the stranger (ideas or students) into the classroom. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2017 |
| Accession Number: | EJ1145201 |
| Database: | ERIC |
| Abstract: | This article explores a relationship which is related to recognition, hospitality, and the classroom, but does not get a lot of attention: the relationship between the teacher and the subject of study. How does the teacher's stance towards knowledge affect relationships between students, the relationship between the student and the teacher, and the relationship between the student and the content? In what ways can the recognition of ones' own finitude invite students into a hospitable (i.e. humble) relationship with each other and with the subject of study? My argument is that through interior prayer, as a way to prepare for hospitality in the classroom, a pedagogical posture of humility may aid in resisting a tendency to seek dominance over the subject of study and control over the learning environment in order to begin to welcome the contributions of the stranger (ideas or students) into the classroom. |
|---|---|
| ISSN: | 2056-9971 |
| DOI: | 10.1177/2056997117699422 |
