Wesley's Philosophy of Education for Socio-Spiritual Change

The unique, complex and elusive character of 18th century John Wesley believed that the future of England is dependent on socio-spiritual change in humanity. To achieve his goal, he embarked on a small yet significant method of educating people to conscientize them of their plight and the oppressive forces within and without. Humanization, liberation and justice were the driving force of his dream movement called Methodism.

The book highlights a comparative study of Wesley's pedagogy and purpose with that of Paulo Freire, a 20th century Brazilian activist, philosopher and educator, and a leading proponent of critical pedagogy. While re-examining Wesley's perspective on education in the light of Freire's critical pedagogy the book exposes striking similarities between the two. Education ought to be life transforming and not depositing the traditional "banking" system which consider learners as empty accounts to be filled by the teacher; both Wesley and Freire contend that education must be dialogical, liberative and a change agent. As per their belief, education should not be oppressive, and not to be employed in molding learners in accordance with the exploitative system of the given society.

Wesley was a zealous preacher, theologian, revivalist, reformer, prolific writer, philosopher, and educator. He used education as a tool for liberation of people; to bring about spiritual transformation and change in their lives. Wesley and Freire believed that education is never a neutral process.

To make the research work more meaningful, the author has provided significant recommendations for the future trajectory of Christian education ministry in the Church. The information in this book may help those who are concerned with critical education, especially Christian education, as it is of significant relevance and vital interest.

Rev. Dr. Mithra, hails from a small village in Northern Karnataka, is presently a faculty at Union Biblical Seminary, Pune, teaching in the department of Christian Ministry. He began his theological journey by doing B.Th. from South India Biblical Seminary, Bangarapet, Karnataka; B.D. from Leonard Theological College, Jabalpur, He also obtained Master of Theology in Missional Ethics from South Asia Institute of Advanced Christian Studies, Bangalore; and M.Th. in Christian Ministry from United Theological College, Bangalore. He earned his Doctorate in Theology, (Christian Ministry) from Senate of Serampore College through SATHR.

Being an ordained Minister, Dr. Mithra served as Pastor of English Chapel-Hassan: Bi-lingual Church-Bangalore; and Emmanuel Chapel-Kolkata. He has a rich experience of teaching for 28 years in different theological colleges. He worked as a Registrar, Lecturer, Academic Dean in various Theological Seminaries Colleges. He served as Counsellor, Chaplain, and Professor at Serampore College, Serampore, West Bengal.

In the ongoing saga of efforts to improve pedagogy - it's philosophy and practice - Prof. H. G. Mithra's comprehensive study of Wesley's Philosophy of Education for Socio-Spiritual Change brings together a number of pedagogical elements and educators, among which are two interesting and significant educationalists, John Wesley from 18th century England and Paulo Freire from 20th century Brazil. While Wesley - the founder, with brother Charles and fellow Anglican cleric, George Whitefield, of the Evangelical Movement known as Methodism - was a man of his times, he was also an innovator in his persuasion that Christian education be dialogic in method and about humanization, liberation and justice in substance. In his comparative study of Wesley's pedagogy and purpose. Mithra also sets forth highlights of Paulo Freire, the 20th century Brazilian philosopher and educator, and leading proponent of a critical pedagogy. This reexamination of Wesley's perspective on education in the light of Freire's critical pedagogy exposes striking similarities between the two. Rejecting what Freire calls the traditional "banking" approach which considers students as empty accounts be filled by the teacher, both Wesley and Freire contend that education must be dialogic, rather than monologic, in a creative process wherein teacher and student together recognize their incompleteness and strive to be more fully human. There is here no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of traditional generations into the logic of the present system and bring about conformity to it, or it becomes the praxis of freedom, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world. With these considerations in mind Mithra has some significant recommendations for the future trajectory of vital education. All in all, this is a book that ought to be read by all who are concerned with critical education, especially Christian education, as it is of significant relevance and vital interest.

**Contents and Sample Pages**