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Information technology. Nursing, midwifery and paramedicine. Nutrition and biomedical science. They assess the role that prominent African American scholars have played in transforming the study and teaching of religion and theology, the need for a more thorough-going incorporation of the fruits of black scholarship into the mainstream of the academic study of religion, and the challenges and opportunities of bringing black art, black intellectual thought, and black culture into predominantly white classrooms and institutions.
Duncan ch. Pressley ch. Ray, Jr. Pinn ch. Floyd-Thomas and Stacey M. Floyd-Thomas ch.
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Galloway ch. Pressley and Nancy Lynne Westfield Responses ch. Jones ch. Foster Notes Select Bibliography. How should we teach world religions — How should we teach world religions — in public university religious studies courses — with this student constituency? What can and should we expect to accomplish?
irinyrubyl.tk How can we maximize student learning, while also maintaining our disciplinary integrity? In response to these questions, I propose a world religions course module, the goal of which is for students to examine — as objects of inquiry — the lenses through which they understand religion s. With a recognition of their own lenses, I argue, missionary students become more aware of the biases and presumptions about others that they bring to the table, and they learn to see the ways in which these presumptions inform what they see and know about others, and also what they do not so easily see.
Additional Info: This note from the classroom explores teaching new or alternative religions within the context of a Roman Catholic Liberal Arts College.
The essay will specifically focus on a section of a course entitled "Modern Religious Movements" in which students were asked to consider different methodological approaches to the teaching and study of Scientology and the Catholic cult of the Virgin Mary. This note from the classroom details how this rather This note from the classroom details how this rather unexpected comparison prompted students to reconsider the category cult and argues that encouraging self-reflexivity in a largely Catholic classroom can become a crucial means for engaging a broader discussion of new religions, cult discourse, and the academic study of religion itself.
Table Of Content: Editor's Preface ch. Milford Central School ch. Warshaw - A Tribute ch. I argue that if the boundary between teaching about religion and actually teaching spirituality seems to be vanishing, it is because the boundary was inappropriately constructed in the first place. To the extent that the religious concepts, even when compressed into religious studies categories, inherently inspire personal transformation, how can a boundary exist between the To the extent that the religious concepts, even when compressed into religious studies categories, inherently inspire personal transformation, how can a boundary exist between the ideas students encounter and the power of those ideas to transform?
Spiritual guidance emerges naturally in the academic study of religion, and those of us who teach in the field might as well get used to it. In explaining my position, I draw on my experience as a teaching assistant in Professor Walter Capps's course, "Religion and the Impact of the Vietnam War. Neutral enthusiasm allows the content to do the work. Table Of Content: Preface ch. Additional Info: Sensitive issues, rife in religious studies and in theology, present a pedagogical challenge when teaching students to nuance their thinking around positions that are often sharply defined and elicit strong feelings.
Drawing on the Drawing on the open and critical dialogue of emancipatory pedagogy, the Agency Paradigm encourages students to explore a range of ways women in world religions choose to act in varying contexts. Additional Info: The Serve Program at Ignatius University combines academic study of theology with a year-long community service project focused on combating poverty. An analysis of the Serve Program during the academic year revealed that participating students demonstrated a significant increase in their interest in theology; a greater desire to enroll in theology coursework; and a deeper interest in theology than classmates not participating in the service-learning program.
Interviews with Serve Nash from a Spirituality Engaged Atheist ch. Additional Info: This article emphasizes the need for religious educators to address the issue of divine violence in Scripture with students, and it offers various pedagogical strategies for doing so. The focus is on violent Old Testament texts, with special attention given to the issue of Canaanite genocide. A general framework for structuring class time around divine violence in Scripture is proposed which includes 1 encouraging students to encounter violent biblical texts firsthand, A general framework for structuring class time around divine violence in Scripture is proposed which includes 1 encouraging students to encounter violent biblical texts firsthand, 2 helping them understand why people find these passages problematic, and 3 offering various options for dealing with the potential problems these passages raise.
In the second half of the article, significant attention is devoted to a number of practical considerations that should be taken into account when talking about this sensitive issue in class.