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Gottlieb, Owen – Teaching Theology & Religion, 2018
"Lost & Found" is a game series, created at the Initiative for Religion, Culture, and Policy at the Rochester Institute of Technology MAGIC Center. The series teaches medieval religious legal systems. This article uses the first two games of the series as a case study to explore a particular set of processes to conceive, design, and…
Descriptors: Educational Games, Religious Education, Medieval History, Teaching Methods
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Hussey, Ian – Teaching Theology & Religion, 2017
This article reports on a practitioner action research project focused on developing, trialing, and reflecting upon a continuous and formative-assessment plan for a foundational New Testament survey course. Three pedagogical convictions are discussed and drive the design of the assessment. Seven to nine assessment items (depending on level of…
Descriptors: Foreign Countries, Religious Education, Biblical Literature, Action Research
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Cornell, Collin; LeMon, Joel M. – Teaching Theology & Religion, 2016
This study identifies the dominant modes of biblical interpretation being taught in introductory Bible courses through a qualitative analysis of course syllabi from three institutional contexts: evangelical Christian colleges, private colleges, and public universities. Despite a proliferation of methods and scholarly approaches to the Bible, this…
Descriptors: Comparative Analysis, Biblical Literature, Religion Studies, Religious Education
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Hilton, John, III; Sweat, Anthony; Griffin, Tyler; Griffiths, Casey Paul – Teaching Theology & Religion, 2016
We analyzed 2,621 written student comments to better understand themes which most contribute to religion classes being rated high or low in terms of the spiritual benefit students received from the class. From 2,448 religion classes taught from September of 2010 through April of 2014, comments from the top 61 (2.5 percent) and bottom 51 (2.1…
Descriptors: Teaching Methods, Religious Education, Spiritual Development, Student Attitudes
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Prideaux, Mel – Teaching Theology & Religion, 2016
In the undergraduate religious studies classroom at the University of Leeds students are introduced to the complexity of religion in locality. One of the most engaging ways to do this is through a place-based pedagogy utilizing independent fieldwork as part of the learning process. However, undergraduates, like seasoned researchers, must learn to…
Descriptors: Ethics, Undergraduate Students, Metacognition, Religious Education
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Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline – Teaching Theology & Religion, 2015
Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…
Descriptors: Transformative Learning, Grounded Theory, Qualitative Research, Outcomes of Education
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Reed-Bouley, Jennifer; Kyle, Eric – Teaching Theology & Religion, 2015
This paper explores the possibilities and challenges inherent in employing community service-learning as a pedagogy for engaging undergraduates in theology and religious studies courses that contribute to racial reconciliation. The paper summarizes research from the scholarship of teaching and learning on best practices for structuring…
Descriptors: Racial Bias, Theological Education, Service Learning, Teaching Methods
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Scheid, Anna Floerke; Vasko, Elisabeth T. – Teaching Theology & Religion, 2014
While a number of scholars in the field of Christian theology have argued for the importance of teaching diversity and social justice in theology and religious studies classrooms, little has been done to document and assess formally the implementation of such pedagogy. In this article, the authors discuss the findings of a yearlong Scholarship of…
Descriptors: White Students, Multicultural Education, Theological Education, Christianity
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Clingerman, Forrest – Teaching Theology & Religion, 2014
Reflecting on the complementary pedagogical models on teaching courses related to religion and the environment presented in this issue of the journal by Kevin O'Brien ("Balancing Critique and Commitment") and Jennifer Ayres ("Learning on the Ground"), I suggest ways in which these essays form a conversation about teaching.…
Descriptors: Teaching Methods, Religious Education, Theological Education, Reflection
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Lynch, Patrick; S. J.; Mizak, Pat – Teaching Theology & Religion, 2012
A growing interest in the communication to students of the mission and identity of a higher education institution prompted this study about the presence of Catholic, Jesuit values in the introductory religious studies course at a faith-based university. To conduct this study a survey instrument was developed, piloted, further refined, and then…
Descriptors: Religion Studies, Introductory Courses, Catholics, Higher Education
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Madrigal, Ramon Anthony – Teaching Theology & Religion, 2012
Although the study of the Synoptic Problem has been the focus of scholarly attention for over two hundred years, the social learning theory known as Communities of Practice is a relatively recent phenomenon. This article describes a communities of practice approach to the study of the Synoptic Problem in an upper-division undergraduate course at a…
Descriptors: Communities of Practice, Learning Theories, Socialization, Focus Groups
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Lincoln, Timothy D. – Teaching Theology & Religion, 2004
This research report interprets data from a 1902 survey of directors of Doctor of Ministry (D.Min.) programs regarding the competency of faculty members viewed through the interpretive lens of peer review. According to directors, faculty members are more competent in teaching theological reflection than in teaching social science methods, despite…
Descriptors: Religion Studies, Faculty Evaluation, Educational Objectives, Outcomes of Education