In Vitro Education: Examining the Virtual Culture of Online Pastoral Education
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Notice bibliographique
Résumé
Christian higher education institutions across Canada are experimenting with radical shifts in educational content and delivery. Cyber education is becoming an increasingly common supplement or replacement for embodied learning, especially in light of the global coronavirus pandemic. The majority of theological educators have focused their attention on finding ways to leverage technology to assist teaching; very few explore how technology itself impacts theological students, particularly those being educated for pastoral ministry. The growing number of online courses makes my guiding questions both relevant and important: what effect do shifts toward online courses have on those enrolled in programs of pastoral formation? Are students preparing for ordained ministry via online education being adequately trained? When developed well, Web-based learning can strengthen intellectual virtues. However, it inhibits two crucial aspects of pastoral ministry: character virtue formation and self-differentiation. Internet usage negatively affects social well-being, resulting in higher rates of anxiety, depression, and isolation in students; furthermore, this alters behaviour, making learners more distracted, less empathetic, and less able to concentrate and contemplate. These findings answer the question about the effects of online courses on theological students. The second question about whether pastors are being adequately trained led me to explore theological field education. The Association of Theological Schools (ATS) recognizes the value of embodied learning for pastoral formation programs and has developed a standard to meet this requirement. Unlike theological MA programs, field placements are requisites for MDiv programs so students gain practical experience in ministry. I explore field placements as contexts where embodied relationships with supervisors/mentors compensate for learning management system deficiencies and create the environment for self-differentiation and character virtues. I review two different types of field placements and determine that neither can be guaranteed to provide a context where character virtues and self-differentiation are nurtured. I conclude by suggesting the move toward online learning has only increased a turn toward academic virtues without proper consideration for student character. I also address the need for ATS to formulate clearer standards for “formation”, specifically character formation and self-differentiation in pastoral students.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle