The use and critique of Groome's shared praxis approach in a course on health care ethics offered to Catholic laity in a parish setting

Stephen D Cude

Etd

The use and critique of Groome's shared praxis approach in a course on health care ethics offered to Catholic laity in a parish setting

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MLA citation style (9th ed.)

Stephen D Cude. The Use and Critique of Groome's Shared Praxis Approach In a Course On Health Care Ethics Offered to Catholic Laity In a Parish Setting. Perkins School of Theology Southern Methodist University. rim.ir.atla.com/concern/etds/6d0f66a0-97ff-4afb-b5c3-aa26259303c4?locale=en.

APA citation style (7th ed.)

S. D. Cude. The use and critique of Groome's shared praxis approach in a course on health care ethics offered to Catholic laity in a parish setting. https://rim.ir.atla.com/concern/etds/6d0f66a0-97ff-4afb-b5c3-aa26259303c4?locale=en

Chicago citation style (CMOS 17, author-date)

Stephen D Cude. The Use and Critique of Groome's Shared Praxis Approach In a Course On Health Care Ethics Offered to Catholic Laity In a Parish Setting. Perkins School of Theology Southern Methodist University. https://rim.ir.atla.com/concern/etds/6d0f66a0-97ff-4afb-b5c3-aa26259303c4?locale=en.

Note: These citations are programmatically generated and may be incomplete.

Creator

Stephen D Cude

Keyword

Practice (Theology)

Rights Statement

In Copyright

Abstract

This project examines the educational methodology of religious educator Thomas H Groome, its utility, and its effectiveness in exploring the field of health care ethics. In particular, this project seeks 1) to examine Groome's 'shared Christian praxis' approach and its 'five movements' as to whether it helps or hinders the teaching/learning process of a group of Catholic laity in a parish setting; 2) to analyze the results of a 'personal inventory' obtained from the participants in order to detect 'new learning' derived from this twelve-week practicum; and 3) to identify both the strengths and the limitations of this approach, its content, and its context so that religious educators can build on those strengths as well as be attentive to the limitations.

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