The purpose of this paper is to explore five major philosophical schools in their effort to promote specific vision of education, and to apply some findings to the context of
my country, the Democratic Republic of Congo, using missiological education as case study.
Missiological education is an emerging discipline still working to define itself and the
challenges it faces. In this paper, it is to be understood as studies about the mission God
imparted to the church. Given its correlation with God’s mission (missio Dei), the mission of
the church (missio ecclesiae) is global, going from and to the whole earth (oikumene). It also
concerns the whole human being (holistic/wholistic), taking into account physical,
psychological, and spiritual felt needs. If education allows learners to transform their society
and themselves (Sidorkin, 2011, p. 524), how can missiological students transform their
churches by making them both “mission-minded congregations” and “in-mission
communities”? What kind of missiological education will cause students to engage their
churches in missio Dei and to transform themselves? These questions cry out for scholarship on
learning theory, pedagogies/andragogies, and methodologies as they relate to the discipline of
missiology. Without doubt, the study of educational philosophies will shed new light.
Table of Contents
Introduction
Description
General Analysis
Definition of Education
Definition and Purpose of Educational Philosophy
Exploring the Five Major Philosophies of Education
Context
Discussions
The Debate on Missiological Education
Toward a Reconstructionist Philosophy of Missiological Education
General Recommendations
Conclusion: New Perspective
Objectives & Core Topics
This paper aims to explore five major philosophical schools of education and apply their findings to the context of missiological education in the Democratic Republic of Congo. By evaluating the prevailing educational philosophies, the research seeks to propose a transformative educational framework that aligns with contemporary global standards while addressing specific local needs.
- Analysis of five major educational philosophies: Idealism, Realism, Pragmatism, Existentialism, and Reconstructionism.
- Evaluation of missiological education as an emerging academic discipline.
- Application of the Reconstructionist philosophy to create "in-mission communities."
- Integration of the Bologna Process principles within the Congolese theological educational system.
Excerpt from the Book
Toward a Reconstructionist Philosophy of Missiological Education
As stated above while talking about the difference between the prevailing educational philosophies, reconstructionism is among the learner-centered philosophies when the same time demarcating from other learner-centered philosophies. Initiated by Theodore Brameld (1904-1987) in reaction against the realities of World War II, reconstructionism highlights social reform as the aim of education. Reconstructionist educators desire more direct and immediate attention to societal ills; they are interested in combining study and social action, and believe that education can and should go hand in hand with ameliorating social problems. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order.
From the experience of World War II, reconstructionism educators recognized that technology and human cruelty can lead to human annihilation, the same as technology and human compassion leads to a beneficent society. Therefore, they advocate that training institutions should take the lead to reconstruct society in order to create a better world. Instead of a mere responsibility of transmitting knowledge, training institutions have the mission of transforming society as well. Reconstructionism educators use critical thinking skills, inquiry, question-asking, and the taking of action as teaching strategies. They facilitate students to handle controversy and to recognize multiple perspectives in order to solve the society’s felt needs.
Summary of Chapters
Introduction: Provides the rationale for the paper, emphasizing the need to understand educational philosophy to effectively reform the educational system in the Democratic Republic of Congo.
Description: Outlines the major educational philosophies and discusses the urgent need for pedagogical reform in African higher education.
General Analysis: Reviews the definitions of education and educational philosophy, and details the five major philosophical schools using Conti’s PHIL model.
Context: Examines the current state of higher education in the Democratic Republic of Congo, highlighting the challenges of transitioning from traditional systems to the Bologna Process.
Discussions: Critically analyzes the role of missiological education and argues for the adoption of a Reconstructionist philosophy to foster holistic church engagement.
General Recommendations: Advises curriculum designers to bridge the gap between "learning" and "doing" to ensure relevance in both local and global contexts.
Conclusion: New Perspective: Summarizes the necessity of adopting a Reconstructionist approach to transform both learners and their communities through intentional educational reform.
Keywords
Missiological Education, Educational Philosophy, Reconstructionism, Democratic Republic of Congo, Bologna Process, Transformative Education, Higher Education, Curriculum Design, Mission Dei, Social Reform, Learner-Centered, Pedagogy, Theology, Adult Education, Holistic Mission.
Frequently Asked Questions
What is the core focus of this paper?
The paper explores how five major educational philosophies can be applied to missiological education to transform theological training in the Democratic Republic of Congo.
What are the primary themes discussed?
Key themes include the definition of education, the role of educational philosophy, the Bologna Process, and the reconstruction of society through learner-centered pedagogical approaches.
What is the primary goal of the author?
The author intends to set the foundation for an outcomes-based educational philosophy that helps Congolese churches transition into "in-mission communities."
Which scientific method is utilized?
The paper employs a reflective and analytical approach, drawing on established educational philosophies and comparing them with contemporary institutional needs.
What is covered in the main section?
The main section investigates the five major philosophies of education, discusses their influence on knowledge production, and highlights the specific relevance of Reconstructionism to missiological studies.
Which keywords best characterize this work?
The work is defined by terms such as Missiological Education, Reconstructionism, Educational Reform, and Transformative Pedagogy.
Why does the author focus on the Democratic Republic of Congo?
The author identifies a specific "cacophony" in the local educational landscape and argues that traditional models are insufficient for the current needs of the church and society.
What is the significance of the Bologna Process in this study?
The Bologna Process serves as a global model for credit mobility and quality assurance that the author aims to integrate into the Congolese theological curricula.
How does the author define missiological education?
It is defined as a discipline concerning the global and holistic mission God has imparted to the church, requiring a curriculum that goes beyond mere speculative theory.
- Citar trabajo
- Fohle Lygunda li-M (Autor), 2012, Toward a Reconstructionist Philosophy of Missiological Education in Francophone Africa, Múnich, GRIN Verlag, https://www.grin.com/document/215395
