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[ subject:"Education, Adult and Continuing." ]
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JOHN WESLEY'S INSTRUCTIONAL GROUPS.
~
HENDERSON, DAVID MICHAEL.
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JOHN WESLEY'S INSTRUCTIONAL GROUPS.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
JOHN WESLEY'S INSTRUCTIONAL GROUPS./
作者:
HENDERSON, DAVID MICHAEL.
面頁冊數:
268 p.
附註:
Source: Dissertation Abstracts International, Volume: 41-06, Section: A, page: 2403.
Contained By:
Dissertation Abstracts International41-06A.
標題:
Education, Adult and Continuing. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8029228
JOHN WESLEY'S INSTRUCTIONAL GROUPS.
HENDERSON, DAVID MICHAEL.
JOHN WESLEY'S INSTRUCTIONAL GROUPS.
- 268 p.
Source: Dissertation Abstracts International, Volume: 41-06, Section: A, page: 2403.
Thesis (Ph.D.)--Indiana University, 1980.
John Wesley was an eighteenth-century preacher and reformer whose influence continues to this day. The movement he established, now known as Methodism, has had a profound religious and sociological effect on England and on other countries of the world. The thesis of this dissertation is that much of the effectiveness of that movement is attributable to a specific set of instructional tools which John Wesley originated, refined, and administered. His educational instruments were designed and employed as a complete instructional system, and their analysis as a system comprises the bulk of this paper.Subjects--Topical Terms:
626632
Education, Adult and Continuing.
JOHN WESLEY'S INSTRUCTIONAL GROUPS.
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Source: Dissertation Abstracts International, Volume: 41-06, Section: A, page: 2403.
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Thesis (Ph.D.)--Indiana University, 1980.
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John Wesley was an eighteenth-century preacher and reformer whose influence continues to this day. The movement he established, now known as Methodism, has had a profound religious and sociological effect on England and on other countries of the world. The thesis of this dissertation is that much of the effectiveness of that movement is attributable to a specific set of instructional tools which John Wesley originated, refined, and administered. His educational instruments were designed and employed as a complete instructional system, and their analysis as a system comprises the bulk of this paper.
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The research procedure for this project begins with the extraction of Wesley's principles of instruction from his voluminous writings and from the historical accounts of early Methodism. On the basis of the extracted data, the evolution of his entire system is reconstructed: the sources he read, the materials he borrowed for his own use, the experiments he conducted, the modifications he made, the methods he abandoned, and the evaluations he made of his own system. Then, a taxonomy is established to classify the components of the system according to their educational purpose. Woven throughout the paper is an assessment of the effect which these methods had on Wesley's target population. Finally, the principles of instruction which Wesley designed and employed are presented topically and evaluated in terms of educational quality.
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This study concludes that Wesley developed his group learning processes by judicious borrowing, by conscious design to meet specific needs, and by fortuitous accidental discoveries. The resulting methods were woven into a highly-organized system which was able to incorporate large groups of people rapidly. The methods were appropriate for the cultural context in which they were employed, for the data indicates that they enabled the ideological concepts of Methodism to be expressed in the behavior of its adherents.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8029228
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