Whose spirituality? Which rationality? A narrational locus for learning.

Blomberg, Douglas Gordon “Whose spirituality? Which rationality? A narrational locus for learning.” Journal of Education and Christian Belief, 13(2), 2008, pp. 113-124.

Traditional schooling for the academically inclined is directed toward the intellectual mastery of subjects in isolation from one another, based on the paradigm of scientific specialisation. Taking a cue from cognitive psychologist Jerome Bruner, I explore a mode of rationality (“narrationality”) that will facilitate schools respecting the interdependence of all that God has made.

New wineskins: Subverting the 'sacred story' of schooling.

Blomberg, Douglas Gordon. “New Wineskins: Subverting the ‘Sacred Story’ of Schooling.” In Christian Higher Education in the Global Context: Implications for Curriculum, Pedagogy, and Administration, pp. 119-214. Ed. N. Lantinga. Sioux Center, IA: Dordt Press, 2008.

If Christian elementary and secondary schools are better to reflect the primacy of experiential knowing as this typifies a biblical wisdom perspective, institutions of higher education need to change their practices. The way in which teachers are taught is one of the most significant influences on the way in which teachers teach. It is relatively futile to pour the new wine of Christian education (as education for discipleship) within the old wineskin of theory into practice (education for the disciplines).