A Christian Perspective on Personhood Formation: Theological Premises in Dialogue with Theoretical Frameworks

Abstract

Though personhood formation is often perceived as an important aim of Christian education, there is little clarity about how the concept can be understood from a Christian perspective. Furthermore, teachers lack the tools to nourish the development of students’ personhood. In this article, we develop a framework that aims to fill these gaps. The framework is built in three hermeneutical steps. We first present five theological premises that inform our perspective. Second, we discuss six theories that are frequently used in academic work and educational policy. Finally, in the discussion section, we summarize conflicting and cohering aspects, and map a number of practical guidelines based on the conclusions of the previous two steps. We conclude that personhood formation cannot be reduced to a certain part of the curriculum, but that it has to be an integral part of the pedagogy.

Notes

1 http://www.guidestar.org/profile/54-1657505

2 http://jubileecentre.ac.uk/1709/character-education

Additional information

Notes on contributors

Bram de Muynck

Bram de Muynck is a professor of Christian education. He publishes on personhood and identity formation, spirituality in education and on the relation of theology and education.

Elsbeth Visser-Vogel

Elsbeth Visser-Vogel is a lecturer in research methodology. Her research is in the field of identity development, personhood formation and religious education.