The principles of christian education and the confessional schools lutheran administration in the context of the pedagogic ideas in the south of Brazil
By Marli Dockhorn Lemke
Length6h 44m
About this audiobook
This work is developed from studies about the principles of the Christian Lutheran education and the administration of confessional schools in the context of the pedagogic ideas in the south of Brazil (1824-1997). This subject is of general interest, as it can be verified by the selection of articles published in the magazines of the Lutheran Churches in Brazil. This administration encompasses the director, the professor, and the parents, so that they may work together in search for a clear view of the mission, that is, the meaning of the existence of a confessional school. The aims of this research is to clarify questions in the History of Education, as well as in the administration of private and confessional schools. The following problem is raised: What are the Christian principles and the pedagogic tendencies and approaches which orient the administration of Lutheran confessional schools in south Brazil (1824-1997)? A survey of the publications of IELB (Igreja Evangélica Luterana do Brasil) and of IECLB (Igreja Evangélica de Confissão Luterana do Brasil), from 1824 to 1997. The year of 1824 was chosen because that year is considered, because of the German immigration, as the beginning of the arrival of the Lutheran ideas in Brazil. Max Weber?s comprehensive method is used because is adequate for the analysis. One may affirm that the social action management in a Lutheran confessional school continues to be the quest to make the Christian principles concrete.
Audiobook details
GenreEducation and Learning
Length6 hrs 44 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateJan 26, 2023
LanguageEnglish
Table of contents
1Introduction
21. INTRODUCTION
31.1 METHODOLOGICAL INSPIRATION BASED ON MAX WEBER
41.2 COMPREHENSIVE METHOD, QUALITATIVE METHODOLOGY, AND EDUCATIONAL ACTION
52. PRINCIPLES OF THE LUTHERAN CHRISTIAN EDUCATION
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62.1 HUMANKIND IN RELATION TO GOD AND THE UNIVERSE
72.2 MAN’S SALVATION THROUGH FAITH IN JESUS
82.3 HUMAN BEINGS AND THEIR ACTIONS IN THE WORLD
92.4 PARENTS, AUTHORITIES, AND EDUCATION
102.5 THE BIBLE AS SOURCE OF THEORETICAL FUNDAMENTATION
113. PHILOSOPHICAL AND PEDAGOGIC TENDENCIES AND THEIR RELATIONSHIP WITH THE FOUNDATION AND MAINTENANCE OF LUTHERAN SCHOOLS
123.1 TRADITIONAL SCHOOL
133.1.1 SELECTION OF PUBLISHED DOCUMENTS IN THE PERIOD OF THE TRADITIONAL SCHOOL — IECLB
143.1.2 SELECTION OF PUBLISHED DOCUMENTS IN THE PERIOD OF THE TRADITIONAL SCHOOL — IELB
153.1.3 ANALYSIS
163.2 NEW SCHOOL
173.2.1 SELECTION OF DOCUMENTS PUBLISHED IN THE PERIOD OF THE NEW SCHOOL — IECLB
183.2.2 SELECTION OF PUBLISHED DOCUMENTS IN THE PERIOD OF THE NEW SCHOOL — IELB
193.2.3 ANALYSIS
203.3 TECHNICIST SCHOOL
213.3.1 SELECTION OF PUBLISHED DOCUMENTS IN THE PERIOD OF THE TECHNICIST SCHOOL IECLB
223.3.2 SELECTION OF PUBLISHED DOCUMENTS IN THE TECHNICIST SCHOOL PERIOD — IELB
233.3.3 ANALYSIS
243.4 HISTORICAL-CRITICAL PEDAGOGY
253.4.1 SELECTION OF PUBLISHED DOCUMENTS IN THE PERIOD OF HISTORICAL-CRITICAL PEDAGOGY — IECLB
263.4.2 SELECTION OF PUBLISHED DOCUMENTS IN THE PERIOD OF HISTORICAL-CRITICAL PEDAGOGY — IELB
273.4.3 ANALYSIS
284. CONSTRUCTIVISM AND LUTHERAN PHILOSOPHY OF EDUCATION TODAY
294.1 CONSTRUCTIVISM: MAIN IDEAS
304.1.1 INTERACTION/SUBJECT WITH OBJECT/ENVIRONMENT
314.1.2 PROBLEM/HYPOTHESIS, DEVELOPMENT FROM INTELLIGENCE/KNOWLEDGE
324.1.3 MORAL AUTONOMY
334.1.4 CONSTRUCTION/TRANSFORMATION
344.1.5 THE TEACHER’S ROLE
354.1.6 PEDAGOGIC PRACTICE
364.1.7 ERROR/EVALUATION
374.2 LUTHERAN PHILOSOPHY OF EDUCATION TODAY
384.2.1 SELECTION OF PUBLISHED DOCUMENTS IN THE CONSTRUCTIVISM PERIOD — IECLB
394.2.2 SELECTION OF DOCUMENTS PUBLISHED IN THE PERIOD OF CONSTRUCTIVISM — IELB
404.3 ANALYSIS AND SYNTHESIS
415. CONCLUSION
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