Theological-relational pedagogy: Winnicott, Rahner, and the development of a theological perspective on relational pedagogy

Abstract

This paper attempts to move beyond a critique of historically dominant ways of thinking about teaching and learning relationships to offer a conceptualization of relational pedagogy from a theological perspective. It offers commentary on the potential of relational pedagogy for Christian faith-based schools informed by the scholarship of German theologian Karl Rahner and the dialectical child psychotherapy of D. W. (Donald) Winnicott. An argument for a theological-relational pedagogy is outlined, followed by discussion of three features linking Rahner, Winnicott, and relational pedagogy: realizing our human-ness through relationships with others; the role of a dialectical unity between self and other; and the mystery of human subjectivity. The paper concludes by signalling some of the implications for faith-based curriculum and pedagogy arising from our argument, centred on the emergence of a new theology of childhood.

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