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Showing 151 to 165 of 321 results Save | Export
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Webster, Jane S.; Runions, Erin; Gallagher, Eugene V.; Lopez, Davina C.; McGinn, Sheila E.; Penner, Todd C.; Howell, David B. – Teaching Theology & Religion, 2012
What is the role of biblical studies in a liberal arts curriculum? At the 2009 North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the…
Descriptors: Biblical Literature, Undergraduate Study, Critical Reading, Writing Skills
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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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Brigham, Erin – Teaching Theology & Religion, 2012
In this paper, I suggest that community-based learning can act as a "public space" for the exchange of religious and non-religious identities. By providing a space for the collaboration between religiously-affiliated Universities and non-religiously affiliated community partners, community-based learning offers the opportunity for the negotiation…
Descriptors: Role of Religion, Religion, Service Learning, Cooperation
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Byron, Gay L. – Teaching Theology & Religion, 2012
Theological educators are now fostering dialogues, projects, and practices that are designed to acknowledge the challenges and opportunities resulting from the shifting racial and ethnic demographic climate in the U.S. and Canada. As well-intentioned as these efforts are, most of the scholarship focuses on the contemporary experiences of…
Descriptors: Biblical Literature, Ethnicity, Race, Foreign Countries
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Locklin, Reid B.; Tiemeier, Tracy; Vento, Johann M. – Teaching Theology & Religion, 2012
Tomoko Masuzawa and a number of other contemporary scholars have recently problematized the categories of "religion" and "world religions" and, in some cases, called for its abandonment altogether as a discipline of scholarly study. In this collaborative essay, we respond to this critique by highlighting three attempts to teach…
Descriptors: Learner Engagement, Online Courses, Religion, Philosophy
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Lewis, Bret – Teaching Theology & Religion, 2012
Established in 2000-2001, the Center for Religious and Cross-cultural Studies (CRCS) is the only master's level religious studies program at a non-religiously affiliated university in Indonesia. In many respects, the program is experimental, operating within the dynamic political and religious environment of the Muslim world's youngest and largest…
Descriptors: Religion Studies, Democracy, Courts, Religion
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Perkinson, James W. – Teaching Theology & Religion, 2012
This essay highlights a range of questions that arise when white suburban students engage urban neighborhoods of poverty and color in the United States. How can involvement in an "other" context move beyond "educational tourism"? The essay presents a pedagogical style that raises questions of the kind of socialized body one…
Descriptors: Adolescents, Suburbs, Cultural Activities, Role
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Cahalan, Kathleen A. – Teaching Theology & Religion, 2011
Seminary education requires that students learn a complex body of theological knowledge, engage in the practices of ministry, and develop as persons of faith and vocation. Utilizing the six aspects of significant learning experiences defined by L. Dee Fink--foundational knowledge, application, integration, the human dimension, caring, and learning…
Descriptors: Church Related Colleges, Theological Education, Clergy, Spiritual Development
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Deffenbaugh, Daniel G. – Teaching Theology & Religion, 2011
Recent research by Barbara Walvoord suggests a perceived disparity between faculty learning objectives and students' desire to engage "big questions" in the introductory religion classroom. Faculty opinions of such questions are varied, ranging from a refusal to employ any approach that diverts attention away from critical thinking, to a…
Descriptors: Religion, Introductory Courses, College Students, College Faculty
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Campbell-Reed, Eileen R.; Scharen, Christian – Teaching Theology & Religion, 2011
How do seminarians move from imagining ministry to embodying pastoral imagination? Stories gathered from seminarians in their final year of study show the complexity of shifting from classroom work, which foregrounds theory and intellectual imagination, to more embodied, relational, and emotionally intense engagements of ministry. Stories about…
Descriptors: Theological Education, Church Related Colleges, Clergy, Theory Practice Relationship
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Glennon, Fred; Jacobsen, Douglas; Jacobsen, Rhonda Hustedt; Thatamanil, John J.; Porterfield, Amanda; Moore, Mary Elizabeth – Teaching Theology & Religion, 2011
What is the relationship between the academic knowledge of the guild and the formation of students in the classroom? This Forum gathers four essays originally presented at a Special Topics Session at the 2009 conference of the American Academy of Religion (Atlanta, Georgia), with a brief introductory essay by Fred Glennon explaining the genesis of…
Descriptors: Liberal Arts, Undergraduate Study, Classroom Environment, College Environment
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Lincoln, Timothy D.; Fennell, Robert C. – Teaching Theology & Religion, 2011
Issue 13:3 of this journal (July 2010) included a "Conversation" on Hugh Heclo's recent publication "On Thinking Institutionally" (Paradigm Publishers, 2008) with a book review by Robert Fennell and responses by Richard Ascough, Tat-siong Benny Liew, Michael McLain, and Lynne Westfield. Here we publish two additional responses to this same book.…
Descriptors: Book Reviews, Theological Education, Religious Education, Departments
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Damm, Alex – Teaching Theology & Religion, 2011
This essay presents educational principles of Mahatma Gandhi, specifically principles of character education, as a model for strengthening non-violence in students. Its major concern is to show that Gandhi's ideal of non-violent character education is important for university teaching in disciplines including religious studies, and that Gandhi…
Descriptors: Religion Studies, Educational Principles, Service Learning, Personality
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Hege, Brent A. R. – Teaching Theology & Religion, 2011
One factor contributing to success in online education is the creation of a safe and vibrant virtual community and sustained, lively engagement with that community of learners. In order to create and engage such a community instructors must pay special attention to the relationship between technology and pedagogy, specifically in terms of issues…
Descriptors: Distance Education, Change Strategies, Educational Strategies, Online Courses
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Coburn, Tom; Grace, Fran; Klein, Anne Carolyn; Komjathy, Louis; Roth, Harold; Simmer-Brown, Judith – Teaching Theology & Religion, 2011
Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative…
Descriptors: Cultural Differences, Religion, Religion Studies, Instruction
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