Synthesizing the right and left models of teaching in the null curriculum
pruning religion from education for development in Africa
The study engages the exegetical consequence of the right and left models of religion in Matthew 25:31-46 as applicable to identifying and synthesising the right and left models of teaching in the curriculum, as a model of (and also as a bridge) to integrating education and human development. This integration is designed for schools in the context of education and human development in Africa. Tyler’s Rationale was engaged as the theoretical framework to guide the study. The study itself is a product of the documentary research methodological component of social research. Conclusion: A key strategy for addressing the religious challenge to educating for development is to employ the Right Model of Teaching in non-null curriculum terms. This strategy stresses the possibility of experiencing God’s kingdom, better life, and the future right now, in the overt curriculum, and leaving matters of Elysium to the null curriculum.
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