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.
Inhaltsverzeichnis (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
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explore five major philosophical schools of education and apply their findings to the context of the Democratic Republic of Congo (DRC), using missiological education as a case study. It seeks to understand how educational philosophy influences the educational system in the DRC and how a clearer educational philosophy can lead to more effective outcomes, specifically within missiological education. The paper investigates how missiological education can better equip churches to become both "mission-minded congregations" and "in-mission communities."
- The impact of educational philosophy on educational systems.
- The definition and purpose of missiological education.
- The challenges faced by missiological education in the DRC.
- The role of educational philosophy in reforming missiological education.
- The development of a reconstructionist philosophy for missiological education in the DRC.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This introductory chapter establishes the paper's purpose, which is to analyze various educational philosophies and apply them to the context of missiological education in the Democratic Republic of Congo. It highlights the lack of clarity regarding the definition of education as a major obstacle to successful educational reforms, particularly in African contexts. The author connects this lack of clarity to the need for understanding the prevailing educational philosophy and its impact on the ongoing reform process. The chapter introduces missiological education as a case study, emphasizing its emerging nature and the challenges it faces in shaping churches that are actively involved in global and holistic missions. It poses crucial questions regarding the transformation of churches into "mission-minded congregations" and "in-mission communities," highlighting the need for scholarship in learning theory, pedagogy, and methodology related to missiology.
Description: This chapter explores the various educational philosophies, emphasizing the overlap and resulting confusion. It identifies idealism, realism, pragmatism, existentialism, and reconstructionism as the major philosophies. The author explains different approaches to studying educational philosophies, highlighting the focus on specific contemporary educational issues and their associated philosophical questions. The chapter underscores the importance of examining prevailing educational philosophies to assess them and to identify ways to transform society through education. This assessment serves as a foundation for educational system renewal. The author references the work of Tade Akin Aina on reform initiatives in higher education in Africa, citing outdated pedagogical modes and curricula as contributing factors to the need for reform. The chapter connects these issues to the context of missiological studies at tertiary level, emphasizing how educational philosophy shapes the organization of education systems and the production of knowledge.
General Analysis: This chapter delves deeper into the significance of understanding educational philosophies for adult educators. It emphasizes the importance of adult educators becoming aware of their own educational philosophies, enabling them to reflect deeply on their experiences and improve teaching-learning processes. It highlights the connection between a clear educational philosophy and effective educational outcomes. The chapter uses this framework to specifically address missiological education, questioning how it prepares adult learners to transform their churches into both "mission-minded congregations" and "in-mission communities." The chapter concludes by noting the disparity between the number of theological institutions training ministers in the DRC and the actual involvement of churches in global and organized missions, indicating the need for further study on educational philosophy to inform educational reforms.
Schlüsselwörter (Keywords)
Missiological education, educational philosophy, Democratic Republic of Congo, mission-minded congregations, in-mission communities, educational reform, Africa, holistic mission, learning theory, pedagogy, andragogy.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main focus of this paper?
This paper explores five major philosophical schools of education (idealism, realism, pragmatism, existentialism, and reconstructionism) and applies them to missiological education in the Democratic Republic of Congo (DRC). It investigates how educational philosophy impacts the DRC's educational system and how a clearer philosophy can improve outcomes, particularly in making churches "mission-minded congregations" and "in-mission communities."
What are the key themes explored in the paper?
Key themes include the impact of educational philosophy on educational systems; the definition and purpose of missiological education; challenges faced by missiological education in the DRC; the role of educational philosophy in reforming missiological education; and the development of a reconstructionist philosophy for missiological education in the DRC.
What is missiological education, and why is it important in the context of the DRC?
Missiological education aims to equip churches to be actively involved in global and holistic missions. The paper highlights the disparity between the number of theological institutions and the actual church involvement in missions in the DRC, suggesting a need for reform informed by a clearer educational philosophy.
How does the paper analyze different educational philosophies?
The paper describes the five major philosophies, acknowledging overlaps and confusion. It emphasizes the importance of adult educators understanding their own philosophies to improve teaching and learning. The analysis connects these philosophies to the specific challenges and opportunities within missiological education in the DRC.
What are the key findings or arguments presented in the paper?
A key argument is that a lack of clarity regarding the definition of education hinders successful educational reforms, especially in African contexts. The paper suggests that a reconstructionist philosophy could be beneficial for reforming missiological education in the DRC to better equip churches for mission.
What are the chapter summaries?
The Introduction sets the stage, highlighting the need for clarity in educational philosophy. The Description chapter explores the five major educational philosophies. The General Analysis chapter delves into the importance of understanding educational philosophies for adult educators, focusing on missiological education's role in transforming churches. Other chapters cover specific topics relevant to the central theme.
What are the overall recommendations of the paper?
The paper advocates for a deeper understanding and application of educational philosophy to improve the effectiveness of missiological education in the DRC. It suggests the development of a reconstructionist philosophy tailored to the specific context of the DRC to foster more effective and impactful missionary work by churches.
What keywords are associated with this paper?
Keywords include: Missiological education, educational philosophy, Democratic Republic of Congo, mission-minded congregations, in-mission communities, educational reform, Africa, holistic mission, learning theory, pedagogy, andragogy.
- 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
