| Title: |
Cognitive Complexity and the Learning Congregation |
| Language: |
English |
| Authors: |
Price, Elizabeth Box |
| Source: |
Religious Education. Fall 2004 99(4):358-370. |
| Availability: |
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2004 |
| Document Type: |
Journal Articles; Opinion Papers; Reports - Research |
| Descriptors: |
Churches; Thinking Skills; Imagination; Religious Education; Cognitive Processes |
| ISSN: |
0034-4087 |
| Abstract: |
Do congregations that becomelearning congregations require a certain level of cognition?Members and leaders of learning congregations know themselves to be co-creators of the congregation's culture and shapers of its decisions and life, engaging in and reflecting on the shared practice of ministry. These congregations find that education occurs when problems are identified and solved, assumptions are examined, and mental maps are clarified. Cognitive theory would assume that a complex level of cognition is required of persons who make up such a congregation. This article challenges this assumption, suggesting that cognitive complexity is not necessary for the membership as a whole and suggesting ways congregations may carry outfourth orderstructuring for conventional thinkers while inviting and nurturing movement toward this complex level of cognition. |
| Abstractor: |
Author |
| Number of References: |
14 |
| Entry Date: |
2005 |
| Access URL: |
http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=LX8VCTUAXXA05MTC |
| Accession Number: |
EJ682428 |
| Database: |
ERIC |