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Book
Lee, James Michael · 1985
A comprehensive macrotheory of religious instruction examining substantive content (subject matter) as it exists in the religious instruction act, grounded in social science methodology and addressing fundamental forms of content including product, process, cognitive, affective, verbal, nonverbal, unconscious, and lifestyle dimensions.
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What this book knows
Religious instruction is a social-science discipline whose proper content is the whole human person — cognitive, affective, and lifestyle — not theology alone.
faith-and-doubt
Religion is an experience profoundly and inextricably enmeshed in the human personality, pertaining to physiological dimensions like taste and smell as well as cognition and affect.
CRIS-RC-640Churches affirm lifestyle content over cognitive content, yet when they make theology the norm for Christianity they directly violate that unequivocal affirmation.
CRIS-RC-626education-and-formation
Any religious instruction program which attempts to focus exclusively on product content will produce a learner who is just that — a product.
CRIS-RC-072The major recurring theme running through all my books is this: homo integer — all dimensions of the human being, as appropriate, should become engaged.
CRIS-RC-693mind-and-cognition
The Bloom taxonomy provides criteria to accurately assess the type and level of cognitive outcomes acquired by the learner; religious educators would do well to use it.
CRIS-RC-168Problem-posing situations are the staple of a Kohlberg-type lesson; the learner's chosen solution gives the teacher a clue as to which stage of moral judgment he is at.
CRIS-RC-175Illuminates
6 published passages · book excerpt · research analysis
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