An Examination of Teaching Paradigms: Three Dialogical Approaches which Strengthen Traditional Andragogical Practice

From: Volume X, Issue 2: Winter 1990 Pages 47-54

Abstract

Typically, adult education in the church has favored a monological style of instruction. Though this approach does have merit, there are several all-too-important weaknesses when it is used almost exclusively. In order to balance andragogical practice, dialogue becomes imperative. Employment of complementary, dialogical learning patterns--through the illustrations of four biblical metaphors--highlights the essence of this article.

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