A SENIOR SECONDARY English curricular commitment to biblical relationality and narrative through Ricoeur's hermeneutics provides students a learning community where they are invited to awaken to the biblical story, to love each other and creation within their Christ given identity in that story, to think about their own narratives within the context of literature, and to speak in the larger community with voices shaped by that literary understanding, all in response to the “deepest wildest voice” that calls each of them to their offered place in the kingdom of God.
Get full access to this article
View all access options for this article.
References
1.
AlkemaJ.HaA. (Eds.). (2010). The movement.
2.
BartholomewC. G.GoheenM. W. (2004). The drama of Scripture. Grand Rapids: Baker Academic.
3.
BinghamC.SidorkinA. M. (2004). No education without relation. New York: Peter Lang.
4.
BlombergD. (2009). Whose spirituality? Which rationality? A narrational locus for learning. Journal of Education and Christian Belief13 (2), 113–124.
5.
BowenD. (2008). Literature and shalom: Teaching freshman students to read. Journal of Education and Christian Belief12 (1), 7–19.
6.
BuechnerF. (1984). The speaking and writing of words. In A room called remember (pp. 164–181). New York: HarperCollins.
7.
ClouserR. A. (1991). The myth of religious neutrality: An essay on the hidden role of religious belief in theories. London: University of Notre Dame Press.
8.
ConnellyF. M.ClandininD. (1988). Teachers as curriculum planners. New York: Teachers College Press.
9.
DarkD. (2002). Everyday apocalypse. Grand Rapids: Brazos Press.
GoheenM. W.BartholomewC. G. (2008). Living at the crossroads: An introduction to Christian worldview. Grand Rapids: Baker Publishing Group.
12.
Hamilton District Christian High School. (2008). Hamilton District Christian High School foundational statement. Retrieved from Hamilton District Christian High School: http://www.hdch.org/pdfs/foundational_statement.pdf.
13.
HuebnerD. E. (1999). Education and spirituality. In The lure of the transcendent: Collected essays of Dwayne E. Huebner (pp. 401–416). Mahwah, NJ: Lawrence Erlbaum Associates.
14.
HutchinsonJ. N. (2004). Democracy needs strangers, and we are them In BinghamC.SidorkinA. M. (Eds.), No education without relation (pp. 73–89). New York: Peter Lang.
15.
LauritzenC.JaegerM. (1997). Integrating learning through story: The narrative curriculum. Albany, NY: Delmar Publishers.
16.
LewisC. S. (1956). The last battle. London: The Bodley Head Ltd.
17.
LewisC. S. (1955). The magician's nephew. London: The Bodley Head Ltd.
18.
NoddingsN. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
PalmerP. (1983). To know as we are known. New York: HarperCollins.
21.
RicoeurP. (1991). Appropriation. In ValdésM. J. (Ed.), A Ricoeur reader: Reflection and imagination (pp. 86–98). Toronto: University of Toronto Press.
22.
RicoeurP. (1991). Life: A story in search of a narrator In ValdésM. J. (Ed.), A Ricoeur reader: Reflection and imagination (pp. 425–437). Toronto: University of Toronto Press.
23.
SeerveldC. (2000). Art: Temptation to sin or testimony of grace? In BartholomewC. (Ed.), In the fields of the Lord (pp. 311–315). Toronto: Toronto Tuppence Press.
24.
SmithJ. K. (2009). Desiring the kingdom. Grand Rapids: Baker Publishing Group.
25.
Van BrummelenH. (2002). Steppingstones to curriculum. Colorado Springs: Purposeful Design Publications.
26.
WallaceR. (1991). Writing poems (3rd ed.). New York: HarperCollins.
