The concept of “praxis” offers a life-changing framework for understanding the teaching and learning process. This presentation will define praxis and shared Christian praxis. It will then give an example of teaching using a shared Christian praxis approach.
Praxis definedIn educational literature, Praxis is the interaction between reflection and action, thinking and doing. It is an ongoing process of having thoughts and activities informing one another toward synthesis. (See the writings of Paulo Freire.)
Shared Christian Praxis is a praxis-based approach for encouraging learners to reflect on their personal experiences (stories), the biblical Story, and how the Story relates to and may be lived out in their own stories or lives. (See the writings of Thomas Groome.)
Shared Christian praxis described and Illustrated
The Shared Christian Praxis approach is described in Christian Religious Education (San Francisco: Harper & Row, 1980) by Thomas H. Groome. This summary is an abbreviation of Groom's rather comprehensive philosophy of education. The description that follows may be viewed as an introduction to the Shared Christian Praxis approach for those who wish to study and apply it further.
Five components of Groome’s approach are given with examples of how these could be used in teaching a group of fourth graders about prayer. The examples are taken from pages 207 - 223. They are: present action, critical reflection, Story and its Vision, dialectic (or thoughtful interaction) between Story and stories, and dialectic between Vision and visions.
Present action
Component: The participants are invited to name their own activity concerning the topic to be taught.
Example: The teacher asks, “What prayers do you say? How do you say them? What do you say when you talk to God? Tell me about a time when you prayed.”
Critical reflection
Component: Learners are asked to think and talk about why they do what they do, and the likely or intended consequences of their actions.
Example: The teacher says, “Imagine that I (the teacher) was a small person from outer space... and, I saw a child kneeling beside their bed and asked, 'What is he or she doing?' You (the students) answered 'praying.' How would you answer the alien’s questions about: 'What is prayer?' 'Why do you pray?' 'What kinds of things do you pray for or about?'”
Story and its Vision
Component: The educator makes present to the group the Christian community Story (biblical content) concerning the topic at hand and the faith response it invites.
Example: At this point, the teacher uses a narrative format to explain how Jesus prayed and how he told us to pray. The group prays the Lord's Prayer together. Worksheets, readings, media, and other activities could also be used.
Dialectic between Story and stories
Component: The participants are invited to appropriate the Story to their lives in a dialectic with their own stories.
Example: Here the teacher asks, “What do you now think about prayer and how Jesus prayed?”
Dialectic between Vision and visions
Component: There is an opportunity for learners to choose a personal faith response for the future.
Example: The teacher questions by saying, “How will you pray? What will you say? When will you pray? “
Summary and Conclusion
The Shared praxis approach views learning as not just acquiring knowledge, but also as developing the ability to think critically and to act on what we learn. Shared Christian praxis has the potential for being an incredible tool for helping students to grow, not only in their knowledge of biblical facts but in the application of these to their faith and life. You are invited to unleash the power of praxis in your teaching by adapting aspects of shared Christian praxis to your teaching.
Resources
• Freire, Paulo. Pedagogy of the Oppressed. https://amzn.to/3BDT6ss
• Groome, Thomas. Christian Religions Education, https://amzn.to/3ZGxO8r
• A chapter of the above book: https://asmre.org/913/03/TGroome-SharedChristianPraxis-1980.html
YouTube version of this blog: https://youtu.be/F1T2UvuyFJ8
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