Abstract
Because learning is an important concept in the reflection on young people in faith practices, practical theological studies on the theme of learning profit from a clarification of the concept of learning. Therefore, current (empirical) research projects conducted by the Dutch Research Centre for Youth, Church, and Culture and educational and religious education literature on learning have been analyzed. The results provide an overview of utilized descriptions of learning, (theological) interpretations of learning, normative positions regarding learning, and strategic considerations toward (the promotion of) learning. Implications for future practical theological research into (faith) learning in the context of faith practices of young people are discussed.
Highlights
As a practical theologian, specializing in the field of religious education and religious pedagogy, I, and my international colleagues, deal with the concept of learning
The primary focus is shifting from religious education toward studying young people in certain faith practices, which emphasize the concept of learning in academic studies
Because learning is an important factor in the reflection on young people in faith practices, I will argue in this article that practical theological studies could profit from a clarification of the concept, including an explanation of different angles of use involved in current research and publications
Summary
As a practical theologian, specializing in the field of religious education and religious pedagogy, I, and my international colleagues, deal with the concept of learning. The primary focus is shifting from religious education toward studying young people in certain faith practices, which emphasize the concept of learning in academic studies (see, for example, Sonnenberg & Barnard, 2012). Learning is becoming a common feature in many practical theological studies on young people in faith practices, the way learning is conceptualized varies. This is my observation in various research projects conducted by our Research Centre for Youth, Church & Culture (OJKC) and has been my observation in the international field of academic studies on youth ministry and religious education. Sometimes we see faith learning explained as a form of meaning-making process, whereas
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