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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
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  Data: John Baptist de la Salle and Interior Prayer: Humility as an Antidote to 'Curiositas' in the Hospitable Classroom
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  Data: 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.
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