A Problem-Posing Pedagogy Revisited: Another Look at Blomberg's Invitation to ‘Paths of Pleasantness and Peace’

Abstract

IN A PREVIOUS issue of this journal, Doug Blomberg argues for a problem-posing pedagogy. Most of what Blomberg says is excellent and merits unwavering support. In this ‘response essay’ I acknowledge Blomberg's insight, but raise several questions about his tendency to characterize effective teaching as essentially a process of problem-posing. I conclude my reflections with an attempt to place problem-posing, as described by Blomberg, in a larger context. My response to Blomberg is intended to advance the conversation about a Christian approach to pedagogy — an especially significant project in view of the general neglect of this topic in Christian educational circles.