Original Research

The pedagogy of Jesus in the parable of the Good Samaritan: A diacognitive analysis

Peter N. Rule
HTS Teologiese Studies / Theological Studies | Vol 73, No 3 | a3886 | DOI: https://doi.org/10.4102/hts.v73i3.3886 | © 2017 Peter N. Rule | This work is licensed under CC Attribution 4.0
Submitted: 12 September 2016 | Published: 31 July 2017

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Peter N. Rule, Centre for Higher and Adult Education, Stellenbosch University, South Africa

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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.


The Good Samaritan; dialogue; dialogic pedagogy; diacognition


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