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Teaching Contextual Attentiveness in a Preaching Classroom
Proposal abstract :
My project will empower students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
Learning Abstract :
My project empowered students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
My project will empower students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.
Learning Abstract :
My project empowered students to become more contextually attentive preachers through a) employing teaching strategies that leverage a multiplicity of voices across various preaching traditions, b) assigning audio and video sermons inside and outside of class in which students see and hear from a diverse representation of preachers; c) creating opportunities for students to share their personal narratives with their peers and with their professor concerning their own social location, and, e) helping students assess and measure their levels of intercultural competence.