The purpose of this case study was to qualitatively examine how narratives and imagination can be a source of transformative learning within adult Christian education. Participants in the study met the following criteria: (a) over the age of 25 and involved with normal life requirements; (b) capable of critical, reflective and problem solving thinking skills; and (c) currently involved with Christian education in their local United Methodist Church. Data were collected through both a pre- and post-interview, observations made during an eight week class, and through completed assignments. The results of this study indicated that an adult Christian education program that incorporated narrative, imagination, and critical reflection as teaching tools could impact the students in their spiritual transformation and assist them in implementing their faith into their everyday living. This study also confirms the complexity of the praxis aspect of transformative learning, and introduces the educator to myriad variables that pertain to adults and their ability to engage in transformative learning activities.
|Commitee:||Boyd, Sandy, Carlson, Gregory|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Adult education, Religious education|
|Keywords:||Christian education, Critical reflection, Imagination, Narratives, Transformative learning|
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