Hts Theological Studies 73 (3) (2017)

Jesus of Nazareth, like Socrates, left nothing behind written by himself. Yet, the records of his teaching indicate a rich interest in dialogic pedagogy, reflected in his use of the parable, primarily an oral genre, as a dialogic provocation. Working at the interface of pedagogy, theology and philosophy, this article explores the parable of the Good Samaritan from the perspective of dialogic pedagogy. It employs an analytical approach termed diacognition, developed from the notions of dialogue, position and cognition, to analyse the moves within the parable and the teaching situation in which it is located. The article explores how Jesus engages the dialogue of and around the parable to position and reposition his interlocutor, provoking a re-cognition of what it means to love one’s neighbour. It concludes by reflecting on the implications of this analysis for the relation of meaning to knowing and doing.
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DOI 10.4102/hts.v73i3.3886
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Bakhtin and Freire: Dialogue, Dialectic and Boundary Learning.Peter Rule - 2011 - Educational Philosophy and Theory 43 (9):924-942.
Revisiting Dialogues and Monologues.Tone Kvernbekk - 2012 - Educational Philosophy and Theory 44 (9):966-978.

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