The purpose of this paper is to explore five major philosophical schools in their effort to promote specific vision of education, and to apply some findings to the context of
my country, the Democratic Republic of Congo, using missiological education as case study.
Missiological education is an emerging discipline still working to define itself and the
challenges it faces. In this paper, it is to be understood as studies about the mission God
imparted to the church. Given its correlation with God’s mission (missio Dei), the mission of
the church (missio ecclesiae) is global, going from and to the whole earth (oikumene). It also
concerns the whole human being (holistic/wholistic), taking into account physical,
psychological, and spiritual felt needs. If education allows learners to transform their society
and themselves (Sidorkin, 2011, p. 524), how can missiological students transform their
churches by making them both “mission-minded congregations” and “in-mission
communities”? What kind of missiological education will cause students to engage their
churches in missio Dei and to transform themselves? These questions cry out for scholarship on
learning theory, pedagogies/andragogies, and methodologies as they relate to the discipline of
missiology. Without doubt, the study of educational philosophies will shed new light.
Table of Contents
Introduction
Description
General Analysis
Definition of Education
Definition and Purpose of Educational Philosophy
Exploring the Five Major Philosophies of Education
Context
Discussions
The Debate on Missiological Education
Toward a Reconstructionist Philosophy of Missiological Education
General Recommendations
Conclusion: New Perspective
References
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