Abstract
Various polarities operate in the processes and relationships that are central to education in general and to Christian pedagogy in particular. In using the notion of polarity Sullivan seeks to become more aware of the dynamics at work in Christian pedagogy, together with noting the significance and value of the various poles in the process. Three examples of significant polarities in Christian teaching are explored. The first of these is the polarity between firmness and openness. The second is that between past and present. The third is that between coherence and contingency. Finally, in order that justice is done to the various polarities that are pertinent for Christian teachers, the importance of adaptability in Christian pedagogy is underlined.
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Notes
- 1.
Samuel Taylor Coleridge, edited by Thomas McFarland, Opus Maximum (New Jersey: Princeton University Press, 2002), p. lxxxvi.
- 2.
Mary Anne Perkins, Coleridge’s Philosophy (Oxford: Oxford University Press, 1994), p. 126.
- 3.
Terrence Merrigan, Clear Heads and Holy Hearts (Leuven : Peeters, 1991), pp. 8, 17.
- 4.
Louis William Norris, Polarity (Chicago: Henry Regnery Company, 1956), pp. x, 8.
- 5.
Ibid., p. 25.
- 6.
Ibid., p. 29.
- 7.
Ibid., pp. 126, 128, 132.
- 8.
Romano Guardini, La Polarité (Paris: Cerf, 2010), pp. 10, 18.
- 9.
Ibid., p. 58.
- 10.
Ibid., p. 28.
- 11.
Ibid., p. 86n.
- 12.
Ibid., p. 61.
- 13.
Ibid., pp. 48–49.
- 14.
Ibid., pp. 52, 77.
- 15.
Ibid., p. 51.
- 16.
Ibid., p. 82n.
- 17.
John Paul II, On Catholic Universities/Ex Corde Ecclesiae (Washington , DC: United States Catholic Conference, 1990), p. 1.
- 18.
Peter M. Collins, ‘Philosophy in Blessed John Paul II’s Catholic University’, Logos: A Journal of Catholic Thought and Culture 16 (3), 2013, pp. 114–125, at p. 122.
- 19.
Ibid., p. 123.
- 20.
Norris, pp. 130, 138.
- 21.
Robert C. Roberts and Jay W. Wood, Intellectual Virtues (Oxford: Clarendon Press, 2007), p. 84.
- 22.
Ibid., p. 255.
- 23.
Cyril Orji, The Catholic University and the Search for Truth (Winona, MN: Anselm Academic, 2013), p. 21.
- 24.
Ibid., p. 83.
- 25.
Ibid., 212.
- 26.
Robert K. Merton, On the Shoulders of Giants (Chicago: University of Chicago Press), 1993, pp. xvii, xx, 3, 41.
- 27.
Merton , op. cit., p. xxii.
- 28.
Christopher Steck, The Heythrop Journal, volume 48, Number 1, 2007 in a book review, referring to Hans Urs Von Balthasar, p. 158.
- 29.
Robin Stockitt , Imagination and the Playfulness of God (Eugene, OR: Pickwick Publications, 2011), p. 119.
- 30.
Ibid., pp. 134, 130. See Samuel Wells , Improvisation (Grand Rapids, Brazos Press, 2004).
- 31.
Ibid., p. 132.
- 32.
See John Sullivan, ‘Living Tradition and Learning Agency: Interpreting the Score and Personal Rendition’ in Christian Faith, Formation and Education edited by Ros Stuart-Buttle and John Shortt (Palgrave Macmillan, 2017).
- 33.
David Rylaarsdam, John Chrysostom on Divine Pedagogy (oxford: Oxford University Press, 2014).
- 34.
Neil Postman , Teaching as a Conserving Activity (New York: Dell, 1979), p. 25.
- 35.
Frederick J. Crosson, Ten Philosophical Essays in the Christian Tradition (Notre Dame, IN: University of Notre Dame Press, 2015), p. 225.
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Sullivan, J. (2018). Polarities in Christian Pedagogy. In: The Christian Academic in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-69629-4_9
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