Chapter 8: Life Together How students will be involved in learning? "Choosing Engagement"

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Chapter 8: Life Together How students will be involved in learning? "Choosing Engagement" by Mind Map: Chapter 8: Life Together How students will be involved in learning? "Choosing Engagement"

1. 1. NOTES

1.1. Christian thinkers explore the relationship of humility, charity, patience, and justice to the act of reading, and wonder how beteween the kinds of reading can both foster & enact those virtues

1.1.1. Christian readers reflect not only what we should (should not read), but HOW we should read, and what our way of ENGAGING with text implies about WHO WE ARE and who we want to BECOME.

1.2. Bonhoeffer

1.2.1. Intentional communcal practice: Personal & communal disciplines is a forms of obedience - "drawn into the form of Jesus Christ" in the community that is Christ's body.

1.2.1.1. Righteousness of Christ should not be taught but DONE

1.2.2. Opening space for self-examination communal recconciliation

1.2.3. His reflection on discipleship preoccupied his imagination and expressed in plans for particular forms of student engagemnt

1.3. when creating a learning experience - the meaning we want to engage or convey/the imagination has to be consistent in the pre-experience, during the experience, and after. Not only delivering content but giving the opportunity to practice, to experience the imagination itself, to reflect upon it, to re-do the practice. Think beyond ourselves, local community? Wider? Christian principles embedded in all of this. From choosing the materials, designing environment has to convey that engagement/meaning/imagination

2. 2. CUES

2.1. "Each from of engagement would have shaped the learning experience differently, even though we would have been reading the same text and might have ended, in cognitive terms, "understanding" many of the same concepts - Each form of engagement would help carry different imagination

2.2. Conceptual grasp of Bonhoeffer's idea (imagination) inspire the creation of such engagement & practice, vice versa (such engagement catalyse/enables students grasp the idea conceptually)

3. 3. SUMMARY HOW SHOULD WE READ "LIFE TOGETHER"?

3.1. 1. Legitimate, peripheral participation, active engagement and critical reflection: less than full participation yet more than detached observation. (This is needed especially for newcomers or beginners to process participation)

3.1.1. Peripheral participation - offering partial steps towards full engagement rather than full engagement itself.

3.1.2. Legitimate - oriented towards the goals

3.2. 2. Designing the course: Goals reflected the shared practice, participation and engagement that are after Bonhoeffer's vision (more than lively discussion and a well -written essay)

3.2.1. Student journal + assigned prompt: what they have learned from the reading and practices - this was discussed in class too

3.2.1.1. Offer the teacher a window into how students were engaging and imagining the process.

3.2.1.2. target particular linguistic construction goals as well (not being compromised)

3.3. 3. Community : "the proper response to the presence of fellow Christians is thankfulness"

3.3.1. 1. Students read passage; 2. choose a person (whom they did not particularly like/saw most days but unfamiliar) and see them several times during the week; 3. Reflect on that meetings

3.3.1.1. Such minimal initial investment can nurture the understanding/the engagement that we seek that spark particular imagination

3.3.1.2. Trying to pray for someone without any personal stake (self-interest) not only has generated fruitful discussion but also willingness to consider Bonhoeffer's point.

3.3.1.2.1. The understanding of such content (this case Bonhoeffer's) is reached through personal experience. Students understand Bonhoeffer's point not only in cognitive terms (not only knowing it/understanding it cognitively)- the understanding is also planted spiritually as they experienced it personally. The understanding comes from the personal experience (engaging with the practice) not only from the text book. This suggest such long term, critical understanding or deep cognitive understanding has to be connected with personal experience OR to plant deep understanding, we have to consider creating personal experience/such experiential conditions to make sense such concept/ideas/belief.

3.4. 4. The day together: join in with the prayers of the body of Christ whether or not they match my feelings; shifting attention away from THE SELF

3.4.1. This grasp emerged not just from reading the text but from provisionally submitting to it and trying out its recommended practice.

3.4.1.1. Such openness through intentional PRACTICE gradually turning us into different readers, create the EXPERIENTAL CONDITIONS for seeing why his ideas make sense

3.4.1.1.1. Experience enables legitimate critique more than shallow disagreement (critical thinking)

3.5. 5.Lectio Continua: "Brief verses cannot and should not take the place of reading the Scripture as a whole"

3.5.1. brief experience given: two modes of reading the same passage, using the sequencing of the two to create an opportunity to reflect critically on the implications of each kind of reading practice

3.5.1.1. importance of continuous reading (read the whole sequence together)

4. Intentional participation in the practices & intentional investment in Christian life together

4.1. resulted in a new basis to discuss and consider Bonhoeffer's idea

5. not just engagement with the texts, but also with everything that has been learned, with peers, with the wider community

5.1. Consideration of which voices and stories are heard (critical pedagogy), connections to local and wider society, how service or justice-seeking might be integrated into learning, etc.

6. QUESTIONING the ways in which students are asked to engage

6.1. should foster a particular imagination

6.2. reshaping practice

6.3. design material & learning environment that sustain the engagement