Education and Learning

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

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Length6h 44m

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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.

Identity Family Survival

Audiobook details

GenreEducation and Learning

Length6 hrs 44 mins

Narrated byListen with 1,000+ voices

FormateBook with Audio

Publish dateJan 26, 2023

LanguageEnglish

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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The principles of christian education and the confessional schools lutheran administration in the context of the pedagogic ideas in the south of Brazil

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