{"id":{"repo_id":"sask","oai_identifier":"oai:harvest.usask.ca:10388/etd-09212009-114840"},"canonical_url":"https://search.dev.ndltd.org/etd/sask/oai:harvest.usask.ca:10388/etd-09212009-114840","repository":{"repo_id":"sask","name":"University of Saskatchewan","base_url":"https://harvest.usask.ca/server/oai/request"},"display":{"title":"What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning","abstract":"By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning. Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luther’s intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. “Essential, fallible and gracious knowing” are offered as epistemological-theological pillars to guide the intent of confirmation.","abstract_html":"By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning. Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luther’s intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. “Essential, fallible and gracious knowing” are offered as epistemological-theological pillars to guide the intent of confirmation.","abstract_has_math":false,"creators":["Hind, George Patrick Leslie"],"institution":"University of Saskatchewan","degree_name":"Master of Education (M.Ed.)","degree_level":"Masters","degree_discipline":"Educational Foundations","degree_department":null,"school":null,"contributors":[],"advisors":["Wickett, R.E.Y."],"committee_chairs":[],"committee_members":["Miller, Dianne","Njaa, Lloyd","Renihan, Pat"],"year":2009,"date_issued":"2009-09-22","date_published":"2009-09-22","updated_at":"2026-07-24T04:27:18Z","subjects":["Social constructivism","Catechism","Affirmation of Baptism"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10388/etd-09212009-114840","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wickett, R.E.Y."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Miller, Dianne","Njaa, Lloyd","Renihan, Pat"]},{"key":"dc:creator","label":"Author","values":["Hind, George Patrick Leslie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2009-09-21T11:48:40Z","2013-01-04T04:59:33Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-09-22T08:00:00Z","2013-01-04T04:59:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2009-09-22"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Foundations"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (M.Ed.)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Saskatchewan"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social constructivism","Catechism","Affirmation of Baptism"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10388/etd-09212009-114840"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning. Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luther’s intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. “Essential, fallible and gracious knowing” are offered as epistemological-theological pillars to guide the intent of confirmation."]},{"key":"dc:title","label":"Title","values":["What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wickett, R.E.Y."],"dc:contributor.committeemember":["Miller, Dianne","Njaa, Lloyd","Renihan, Pat"],"dc:creator":["Hind, George Patrick Leslie"],"dc:date.accessioned":["2009-09-21T11:48:40Z","2013-01-04T04:59:33Z"],"dc:date.available":["2010-09-22T08:00:00Z","2013-01-04T04:59:33Z"],"dc:date.issued":["2009-09-22"],"dc:description.abstract":["By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning. Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luther’s intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. “Essential, fallible and gracious knowing” are offered as epistemological-theological pillars to guide the intent of confirmation."],"dc:identifier.uri":["https://hdl.handle.net/10388/etd-09212009-114840"],"dc:language.iso":["en_US"],"dc:subject":["Social constructivism","Catechism","Affirmation of Baptism"],"dc:title":["What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning"],"thesis:degree_discipline":["Educational Foundations"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education (M.Ed.)"],"thesis:institution_name":["University of Saskatchewan"]},"updated_at":"2026-07-24T04:27:18Z"}