PROBLEM-POSING IS PART of a larger frame for pedagogy which also includes play and purposeful response. When experience is viewed inclusively and not reduced to its sensory dimensions, knowing can be seen to be about relating. More than the cognitive is in view in both knowing and learning. The context for a problem-posing pedagogy is a world in which we ‘fit’, a world that is fallen and yet redeemed-at-root. Learning requires a transformation of experience as we are addressed by the new and different, the ‘problems’ that call us to new relationships.
BlombergD., ‘Wisdom at play: in the world but not of it’ in LambertIan and MitchellSuzanne (eds), The Crumbling Walls of Certainty: Towards a Christian Critique of Postmodernity and Education. (Sydney: CSAC, 1997) pp. 120–135.
2.
BlombergD., ‘The practice of wisdom: knowing when’, in Journal of Education and Christian Belief2:2 (Spring 1998) pp. 7–26.
3.
FullanM., Change Forces: Probing the Depths of Educational Reform (London, Falmer Press, 1993).
4.
StronksG. G., and BlombergD. (eds), A Vision with a Task: Christian Schooling for Responsive Discipleship, (Grand Rapids: Baker, 1993).
5.
Van DykJohn, ‘A Problem-Posing Pedagogy Revisited: Another Look at Blomberg's Invitation to ‘Paths of Pleasantness and Peace’, in Journal of Education & Christian Belief4:2 (Autumn 2000) pp. 139–146.
