The pedagogy of Jesus in the parable of the Good Samaritan : a diacognitive analysis
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS Publishing
Abstract
Jesus of Nazareth, like Socrates, left nothing behind written by himself. Yet, the records of his teaching indicate a rich interest in dialogic pedagogy, reflected in his use of the parable, primarily an oral genre, as a dialogic provocation. Working at the interface of pedagogy, theology and philosophy, this article explores the parable of the Good Samaritan from the perspective of dialogic pedagogy. It employs an analytical approach termed diacognition, developed from the notions of dialogue, position and cognition, to analyse the moves within the parable and the teaching situation in which it is located. The article explores how Jesus engages the dialogue of and around the parable to position and reposition his interlocutor, provoking a re-cognition of what it means to love one’s neighbour. It concludes by reflecting on the implications of this analysis for the relation of meaning to knowing and doing.
Description
CITATION: Rule, P. N. 2016. The pedagogy of Jesus in the parable of the Good Samaritan : a diacognitive analysis. HTS Teologiese Studies / Theological Studies, 73(3):1-8, doi:10.4102/hts.v73i3.3886.
The original publication is available at http://www.hts.org.za
The original publication is available at http://www.hts.org.za
Keywords
Good Samaritan (Parable), Teaching -- Methodology, Jesus Christ -- Teaching methods, Dialogue in the Bible, Dialogue, Communication -- Study and teaching, Cognition
Citation
Rule, P. N. 2016. The pedagogy of Jesus in the parable of the Good Samaritan : a diacognitive analysis. HTS Teologiese Studies / Theological Studies, 73(3):1-8, doi:10.4102/hts.v73i3.3886