Abstract
This essay proposes that there is one process but many points of departure for religious education. Each point of departure requires its own construction to facilitate learning. The constructs presented are Bloom’s taxonomy of learning outcomes in the cognitive domain, Groome’s “shared Christian praxis,” the lectio divina, the Ignatian rules of discernment, and the method in ministry of the Whiteheads. The theory proposed found validation in the task of evaluating written assignments of the candidates to the permanent diaconate of an archdiocese.
DOI
10.15365/joce.1101052013
First Page
52
Last Page
66
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Ligo, V. (2007). Evaluation as Pedagogy: Models of Theological and Pastoral Formation. Journal of Catholic Education. https://doi.org/10.15365/joce.1101052013
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