Theological Schools
Grants - Type: Theological Schools - 4 results
Select an item by clicking its checkbox
Intercultural Competency for Cross-Cultural Mission Partnerships
Proposal abstract :
Learning Abstract :
Intercultural competency pedagogy works best as the structure of the whole course. It requires material and assignments to exercise self-knowledge, empathy, and openness to understanding the unknown. Intercultural competency pedagogy requires transparent risk-taking by the teacher, which often heightens student anxiety as academic cultural places security upon the teacher-expert. Growth in intercultural competency does not require travel, but does require immersion into a non-Western context. It is a just practice for teaching, and provides learning skills for the long-term.
Intercultural competency pedagogy works best as the structure of the whole course. It requires material and assignments to exercise self-knowledge, empathy, and openness to understanding the unknown. Intercultural competency pedagogy requires transparent risk-taking by the teacher, which often heightens student anxiety as academic cultural places security upon the teacher-expert. Growth in intercultural competency does not require travel, but does require immersion into a non-Western context. It is a just practice for teaching, and provides learning skills for the long-term.
Assessing Seminarians’ Concerns about Modern Biblical Exegesis
Proposal abstract :
This fellowship is associated with 2020-21 EC Theological
This fellowship is associated with 2020-21 EC Theological
Proposal abstract :
This fellowship is associated with 2020-21 EC Theological
This fellowship is associated with 2020-21 EC Theological
Integrating Body, Mind, and Spirit in the Classroom: Holistic Teaching for Holistic Preaching
Proposal abstract :
As early career teachers, we have both experienced insecurity and fear in our classrooms that brings us out of our bodies and disconnects us from our sense of God and people. We will take steps toward overcoming this disconnection because we believe that teaching (and preaching) is strongest when the whole person is present. Our partial presence inhibits our ability to 1) draw from the fullness of our experience in our ...
As early career teachers, we have both experienced insecurity and fear in our classrooms that brings us out of our bodies and disconnects us from our sense of God and people. We will take steps toward overcoming this disconnection because we believe that teaching (and preaching) is strongest when the whole person is present. Our partial presence inhibits our ability to 1) draw from the fullness of our experience in our ...
Proposal abstract :
As early career teachers, we have both experienced insecurity and fear in our classrooms that brings us out of our bodies and disconnects us from our sense of God and people. We will take steps toward overcoming this disconnection because we believe that teaching (and preaching) is strongest when the whole person is present. Our partial presence inhibits our ability to 1) draw from the fullness of our experience in our teaching, 2) empathetically and organically meet and engage with our students as people, and 3) welcome and hold space for their whole selves in the classroom. We also observed a need to develop bodily awareness in many of our students, including 1) an awareness of the role their bodies play in scriptural exegesis, 2) an ability to empathetically meet and engage the bodies in front of them as they preach, and 3) an awareness of the bodies who are not in the room.
Learning Abstract :
Project Goals
● Pursue concentrated and regular practices that strengthen our connection with our own bodies
● Learn and implement pedagogical practices to help our students strengthen their connection with their bodies
As early career teachers, we have both experienced insecurity and fear in our classrooms that brings us out of our bodies and disconnects us from our sense of God and people. We will take steps toward overcoming this disconnection because we believe that teaching (and preaching) is strongest when the whole person is present. Our partial presence inhibits our ability to 1) draw from the fullness of our experience in our teaching, 2) empathetically and organically meet and engage with our students as people, and 3) welcome and hold space for their whole selves in the classroom. We also observed a need to develop bodily awareness in many of our students, including 1) an awareness of the role their bodies play in scriptural exegesis, 2) an ability to empathetically meet and engage the bodies in front of them as they preach, and 3) an awareness of the bodies who are not in the room.
Learning Abstract :
Project Goals
● Pursue concentrated and regular practices that strengthen our connection with our own bodies
● Learn and implement pedagogical practices to help our students strengthen their connection with their bodies
Embodying Anti-Racism as White, First-Generation Women Scholars
Proposal abstract :
This project builds on our experience in the Wabash Center’s “Becoming a White Anti-Racist Educator” Workshop in 2023. We have identified three interrelated questions to focus our continued growth as anti-racist educators: 1) How can I intentionally embody anti-racism in my teaching? 2) How is white supremacy continuing to replicate itself in my institution, and how can I interrupt that?, and 3) What anti-racist work am I called to do? We plan to ...
This project builds on our experience in the Wabash Center’s “Becoming a White Anti-Racist Educator” Workshop in 2023. We have identified three interrelated questions to focus our continued growth as anti-racist educators: 1) How can I intentionally embody anti-racism in my teaching? 2) How is white supremacy continuing to replicate itself in my institution, and how can I interrupt that?, and 3) What anti-racist work am I called to do? We plan to ...
Proposal abstract :
This project builds on our experience in the Wabash Center’s “Becoming a White Anti-Racist Educator” Workshop in 2023. We have identified three interrelated questions to focus our continued growth as anti-racist educators: 1) How can I intentionally embody anti-racism in my teaching? 2) How is white supremacy continuing to replicate itself in my institution, and how can I interrupt that?, and 3) What anti-racist work am I called to do? We plan to spend time together in reading discussions, workshop trainings, and case study sharing to address these questions. Our goals include establishing long-lasting collegial relationships, increasing awareness of how our identities impact our anti-racist efforts, and to build strategies and skills for more authentic and effective anti-racist work. We plan to disseminate what we have learned through faculty workshops, new pedagogical techniques in our classes, and various public writing opportunities.
Learning Abstract :
This project builds on our experience in the Wabash Center's "Becoming a White Anti-Racist
Educator" Workshop in 2023. We have identified three interrelated questions to focus our
continued growth as anti-racist educators: 1) How can I intentionally embody anti-racism in my
teaching? 2) How is white supremacy continuing to replicate itself in my institution, and how
can I interrupt that?, and 3) What anti-racist work am I called to do? We plan to spend another
eleven months together in discussion of readings, workshop trainings designed for dialogic
conversation and embodied awareness, and case study sharing to address these questions
together. Our goals include establishing long-lasting collegial relationships for this work,
increasing our awareness of how our full identities as white women and first-generation scholars
impact our anti-racist efforts, building strategies and skills for anti-racist pedagogies in the
classroom, and pushing for change in in our respective religiously-affiliated academic
institutions. We plan to disseminate what we have learned through open learning opportunities at
our individual institutions, implementing new pedagogical techniques in our classes, and various
public writing blog and column opportunities.
This project builds on our experience in the Wabash Center’s “Becoming a White Anti-Racist Educator” Workshop in 2023. We have identified three interrelated questions to focus our continued growth as anti-racist educators: 1) How can I intentionally embody anti-racism in my teaching? 2) How is white supremacy continuing to replicate itself in my institution, and how can I interrupt that?, and 3) What anti-racist work am I called to do? We plan to spend time together in reading discussions, workshop trainings, and case study sharing to address these questions. Our goals include establishing long-lasting collegial relationships, increasing awareness of how our identities impact our anti-racist efforts, and to build strategies and skills for more authentic and effective anti-racist work. We plan to disseminate what we have learned through faculty workshops, new pedagogical techniques in our classes, and various public writing opportunities.
Learning Abstract :
This project builds on our experience in the Wabash Center's "Becoming a White Anti-Racist
Educator" Workshop in 2023. We have identified three interrelated questions to focus our
continued growth as anti-racist educators: 1) How can I intentionally embody anti-racism in my
teaching? 2) How is white supremacy continuing to replicate itself in my institution, and how
can I interrupt that?, and 3) What anti-racist work am I called to do? We plan to spend another
eleven months together in discussion of readings, workshop trainings designed for dialogic
conversation and embodied awareness, and case study sharing to address these questions
together. Our goals include establishing long-lasting collegial relationships for this work,
increasing our awareness of how our full identities as white women and first-generation scholars
impact our anti-racist efforts, building strategies and skills for anti-racist pedagogies in the
classroom, and pushing for change in in our respective religiously-affiliated academic
institutions. We plan to disseminate what we have learned through open learning opportunities at
our individual institutions, implementing new pedagogical techniques in our classes, and various
public writing blog and column opportunities.