THE FAITH-FULL INTELLECT: Learning from pre-modern theology for a late modern pedagogy

Clare Watkins

THE FAITH-FULL INTELLECT: Learning from pre-modern theology for a late modern pedagogy

Clare Watkins

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

In this chapter the modern questioning of faith in the academic context is first resituated within the current trends of a late modern reading of culture, through reflection on qualitative data gained in research with Catholic schools leaders in England and Wales. The question is raised: how might a distinctively Catholic pedagogy be drawn from a theology of the person? In response to this question the argument turns to the Thomas Aquinas’ account of Christian pedagogy, which demonstrates a deeply theological and anthropological reading of faith and intellect from which late modern educators can learn. The chapter thus seeks to articulate for our own time a theology of the ‘faith-full intellect’ as a fundamental quality of personhood of deep significance to teaching and learning.

Original language	English
Title of host publication	Faith, Formation and Education
Editors	Ros Stuart-Buttle
Publisher	Palgrave Macmillan
ISBN (Electronic)	978-3-319-62803-5
ISBN (Print)	978-3-319-62802-8
Publication status	Published - 2017

Keywords

Educational Leadership
Catholic Pedagogy
Thomas Aquinas
Theological Action Research
Intellect

Cite this

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title = "THE FAITH-FULL INTELLECT: Learning from pre-modern theology for a late modern pedagogy",

abstract = "In this chapter the modern questioning of faith in the academic context is first resituated within the current trends of a late modern reading of culture, through reflection on qualitative data gained in research with Catholic schools leaders in England and Wales. The question is raised: how might a distinctively Catholic pedagogy be drawn from a theology of the person? In response to this question the argument turns to the Thomas Aquinas{\textquoteright} account of Christian pedagogy, which demonstrates a deeply theological and anthropological reading of faith and intellect from which late modern educators can learn. The chapter thus seeks to articulate for our own time a theology of the {\textquoteleft}faith-full intellect{\textquoteright} as a fundamental quality of personhood of deep significance to teaching and learning. ",

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