Resources

Dr. Katie Canon not only touched the lives of her students with what she taught in the classroom, but by how she lived her life. She modeled the type of scholar students of color should strive to become. See companion contributions to this Forum written by Edwin David Aponte, Stacey M. Floyd-Thomas, Karen K. Seat, and Angela D. Sims.

This Forum publishes five short essays by former students of Dr. Katie Geneva Cannon, reflecting on how their mentor influenced their development as teachers and educators.

This short essay describes a teaching strategy that addresses a key threshold concept in introductory biblical studies courses – that the Bible itself is a construct. It is a companion essay to John Van Maaren’s, “Transformative Concepts and Troublesome Knowledge: Toward a Threshold Concept Framework for Biblical Studies,” also published in this issue of the journal

This Special Topic section of the journal includes an essay by John Van Maaren, “Transformative Concepts and Troublesome Knowledge,” followed by three companion essays by Richard S. Ascough, Tat-siong Benny Liew, and Jocelyn McWhirter, each of which describes a particular teaching strategy the author uses to address a key threshold concept in biblical studies courses.

Threshold concepts (TCs) are conceptual gateways that students must pass through in order for learning to progress, but which are often navigated with considerable difficulty. They are therefore both transformative and troublesome for student learning. While individual TCs have been identified in related disciplines, no study has addressed TCs for ways of thinking and practicing in biblical studies. After introducing the TC framework, this essay takes a first step toward developing a TC framework for biblical studies by proposing a set of TCs for the discipline. In conclusion, this essay provides guidelines, with practical examples, for integrating TCs into the biblical studies classroom. Also published in this issue of the journal, see three short essays by Richard S. Ascough, Tat-siong Benny Liew, and Jocelyn McWhirter, each describing a particular teaching strategy they use to address a key threshold concept in their biblical studies courses.

The launch of the new online open access Wabash Center Journal on Teaching provides the occasion to reflect on the legacy of Teaching Theology & Religion, which our editorial team has been publishing through Wiley for 22 years ago. The editors had a conversation with Maryellen Weimer, who has known the journal well through her work on The Teaching Professor (a newsletter published by Magma that provides summaries of articles that appear in disciplinary-focused journals on teaching). Our conversation focuses on how TTR has fit within the broad range of genres and journals that constitute the scholarship of teaching, the value of articles that describe practical teaching techniques (such as our signature Teaching Tactics which will continue in the new journal), opportunities for making research on learning available to busy faculty, and the challenges authors face when contributing to this literature.

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

This article argues that critical thinking and theology belong together. Noting the need for such a combination in the breakdown of conversation between seminary students, the article justifies such a move in a theological anthropology. The author then describes several years of revisions to a Theology 1 course as he attempted to bring together the two goals of teaching theology and teaching critical thinking. The result was a syllabus that demonstrated two central transformations. The first is a “flip” of the classroom, or using the class time entirely for active learning. The second change is the creation of an assignment that walks students from theological conviction to theological argument. The author gives anecdotal and evaluative (grades, student evaluations) evidence to demonstrate the success of these revisions.

We survey the current landscape of teaching religion to undergraduates to imagine its contours over the next five to ten years. We follow Dee Fink’s outline of backwards design for course development to consider outside factors, the nature of the subject matter, the characteristics of learners and teachers, and issues related to particular courses, focusing on introductory and general education courses. Such courses serve students best when they are designed with broad goals, often articulated in the institutional mission. This opens new ways of conceiving of the field from the student perspective while helping teachers to attract more students and to embrace a variety of pedagogies and curricula to better serve the students they teach.

Recasting burnout as a crucial phase of service, Building Resilience Through Contemplative Practice uses real-world case studies to teach professionals and volunteers unique skills for cultivating resilience. Viewing service and burnout as interdependent throughout phases of stability, collapse, reorganization, and exploitation, the book uniquely combines elements of adaptive resilience theory with contemplative practices and pedagogies. Drawing on the author’s extensive experience working at the intersection of service and contemplative practices, this is the first book to demonstrate how and why professionals and volunteers can reframe burnout as an opportunity for resilience-building service. User-friendly case studies provide tools, skills, and exercises for reconstructive next steps. Chapters address personal, group, and structural levels of service and burnout. Illuminating the link between adaptive resilience and burnout as a normal and useful phase of service, Building Resilience Through Contemplative Practice is a necessary resource for professionals and volunteers across a wide range of service settings. (From the Publisher)