Contemporary theological religious education within the context of postmodern thought.

摘要

The purpose of this dissertation was to examine the shape of relevant contemporary theological religious education when it is influenced by postmodern thought. The study examined postmodern thought as described in the work of Nancey Murphy and James McClendon from the perspective of religious education. It then examined selected models of contemporary theological religious education, particularly the models developed by C. Ellis Nelson and Thomas H. Groome, comparing them to the criteria of postmodern thought.;Chapter 2 examined the postmodern characteristic of a holistic epistemology for indications of an appropriate epistemology for contemporary theological religious education. After examining a number of postmodern perspectives on knowledge, it established characteristics of a postmodern understanding of knowledge. It employed those characteristics to examine contemporary researchers in science, religious education, and social science for their affinity to postmodern understandings of knowledge.;Chapter 3 examined postmodern understandings of language. It established characteristics for a postmodern understanding of language and examined a number of linguistic theorists in religious education and social science using those characteristics.;Chapter 4 developed characteristics of a postmodern understanding of community. Those characteristics were then used to critique approaches to community from social science and religious education.;Chapter 5 examined the shared Christian praxis approach of Thomas H. Groome. Significant themes in Groome's work were highlighted. An overview of the approach was presented. The understandings of knowledge, language, and community from which he has developed shared Christian praxis were individually examined and critiqued using the postmodern characteristics established in the earlier chapters. Finally, an assessment of Groome's overall approach as it relates to postmodern thought was offered.;Chapter 6 consisted of an overview of the congregational nurture approach of C. Ellis Nelson. Significant concerns which guide Nelson's work were examined. An overview of Nelson's approach was presented. Nelson's understanding of knowledge, language, and community were examined and critiqued using the corresponding postmodern characteristics found in this dissertation. An assessment of Nelson's work as it relates to postmodern thought concluded the chapter.;Chapter 7 was a conclusion. It included an examination of special problems within this approach. It made suggestions for further research.