Humankind as the image of God: A cognitive-semantic application of Genesis 1:1-2:3 in the classroom

Corline Melisse; Natascha Kienstra; M.C.H. van Dijk-Groeneboer

Humankind as the image of God: A cognitive-semantic application of Genesis 1:1-2:3 in the classroom

Corline Melisse, Natascha Kienstra, M.C.H. van Dijk-Groeneboer

Research output: Contribution to conference › Paper › Scientific › peer-review

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Abstract

Searching for new methods to start a narrative dialogue in secondary school classrooms, cognitive semantics was used. The research focused on examining relationships between the exercises ‘exegetical reading’, ‘mystery’ and ‘concepts to work with’ and acquiring and applying the religious concept ‘image of God’ in Gen. 1:1-2:3 and, by means of writing an essay, entering into a narrative dialogue regarding this concept; five lessons in seven classes were analyzed in a qualitative cross-case analysis. During the exercise ‘essay’ the majority of the students entered into a dialogue with the text, while the minority changed their opinion about the question of life ‘Who is humankind?’. Due to the support of the teacher, the students were able to do the exercises.

Original language	English
Number of pages	13
Publication status	Published - 2022
Event	REA 2022 Annual Meeting - Duration: 5 Jul 2022 → 8 Jul 2022 https://religiouseducation.net/rea2022/

Conference

Conference	REA 2022 Annual Meeting
Period	5/07/22 → 8/07/22
Internet address	https://religiouseducation.net/rea2022/

Keywords

Dialogical pedagogy
Cognitive semantics
Design research
Teaching and learning in the classroom
Secondary school

Cite this

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title = "Humankind as the image of God: A cognitive-semantic application of Genesis 1:1-2:3 in the classroom",

abstract = "Searching for new methods to start a narrative dialogue in secondary school classrooms, cognitive semantics was used. The research focused on examining relationships between the exercises {\textquoteleft}exegetical reading{\textquoteright}, {\textquoteleft}mystery{\textquoteright} and {\textquoteleft}concepts to work with{\textquoteright} and acquiring and applying the religious concept {\textquoteleft}image of God{\textquoteright} in Gen. 1:1-2:3 and, by means of writing an essay, entering into a narrative dialogue regarding this concept; five lessons in seven classes were analyzed in a qualitative cross-case analysis. During the exercise {\textquoteleft}essay{\textquoteright} the majority of the students entered into a dialogue with the text, while the minority changed their opinion about the question of life {\textquoteleft}Who is humankind?{\textquoteright}. Due to the support of the teacher, the students were able to do the exercises.",

keywords = "Dialogical pedagogy, Cognitive semantics, Design research, Teaching and learning in the classroom, Secondary school",

author = "Corline Melisse and Natascha Kienstra and {van Dijk-Groeneboer}, M.C.H.",

year = "2022",

language = "English",

note = "REA 2022 Annual Meeting ; Conference date: 05-07-2022 Through 08-07-2022",

url = "https://religiouseducation.net/rea2022/",

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T2 - REA 2022 Annual Meeting

AU - Melisse, Corline

AU - Kienstra, Natascha

AU - van Dijk-Groeneboer, M.C.H.

PY - 2022

Y1 - 2022

N2 - Searching for new methods to start a narrative dialogue in secondary school classrooms, cognitive semantics was used. The research focused on examining relationships between the exercises ‘exegetical reading’, ‘mystery’ and ‘concepts to work with’ and acquiring and applying the religious concept ‘image of God’ in Gen. 1:1-2:3 and, by means of writing an essay, entering into a narrative dialogue regarding this concept; five lessons in seven classes were analyzed in a qualitative cross-case analysis. During the exercise ‘essay’ the majority of the students entered into a dialogue with the text, while the minority changed their opinion about the question of life ‘Who is humankind?’. Due to the support of the teacher, the students were able to do the exercises.

AB - Searching for new methods to start a narrative dialogue in secondary school classrooms, cognitive semantics was used. The research focused on examining relationships between the exercises ‘exegetical reading’, ‘mystery’ and ‘concepts to work with’ and acquiring and applying the religious concept ‘image of God’ in Gen. 1:1-2:3 and, by means of writing an essay, entering into a narrative dialogue regarding this concept; five lessons in seven classes were analyzed in a qualitative cross-case analysis. During the exercise ‘essay’ the majority of the students entered into a dialogue with the text, while the minority changed their opinion about the question of life ‘Who is humankind?’. Due to the support of the teacher, the students were able to do the exercises.

KW - Dialogical pedagogy

KW - Cognitive semantics

KW - Design research

KW - Teaching and learning in the classroom

KW - Secondary school

M3 - Paper

Y2 - 5 July 2022 through 8 July 2022

ER -

Humankind as the image of God: A cognitive-semantic application of Genesis 1:1-2:3 in the classroom

Abstract

Conference

Keywords

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