What does this mean? : invigorating the historical question and intent of Lutheran Confirmation through coemergent learning

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.

Name thesis:degree_name

Master of Education (M.Ed.)

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Educational Foundations

Grantor

University of Saskatchewan

Year dc:date.issued

2009

Author dc:creator

• Hind, George Patrick Leslie

Advisor dc:contributor.advisor

• Wickett, R.E.Y.

Committee members dc:contributor.committeemember

• Miller, Dianne
• Njaa, Lloyd
• Renihan, Pat

• Social constructivism
• Catechism
• Affirmation of Baptism

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10388/etd-09212009-114840

OAI identifier oai:identifier

oai:harvest.usask.ca:10388/etd-09212009-114840