Resources

The dissimilarity that exists between the historical and cultural situation of North American college students and the world described by the biblical authors poses a problem for theological and religious education. While the biblical authors tell fantastic stories of miracle and magic, the scientific and technological paradigm prevalent in western culture emphasizes the gathering of objective facts in the name of efficiency and pragmatism. Theological education tends to respond to this situation by embracing either a program of historical criticism or a form of Biblicism, both of which reinforce an objectivist approach to education. What is needed in theological education is an approach that "re-mythologizes" the Bible, enabling students to hear the theological message of the text addressed to their cultural and historical situation. One way this approach can be encouraged is through the teaching of the biblical text in conversation with the contemporary stories found in popular culture.

The cultivation of reflective practice has become a commonly accepted goal of theological education. However, theological educators must face the challenge of teaching and assessing reflective practice. Hypothesizing that this concern is best addressed in community, the authors of this article devised a collaborative action-research project using Thomas Groome's "shared Christian praxis" model. They describe the ways in which they have, over the course of the project, modified their pedagogy to improve their students' reflection on practice.

At the November 2008 meeting of the American Academy of Religion, the History of Christianity section sponsored a panel around the question: "What are the key challenges, opportunities, and goals in the History of Christianity classroom today and how best should teachers respond to them?" Beginning with brief sketches of institutional context and identification of one or more pivotal choices each makes in the course they teach, the panelists explored critical themes and issues that arise in teaching the history of Christianity, first with each other and then through interchange with the audience.

A 1000 word essay on using textbooks in introductory courses (or not).

A 1000 word essay on using textbooks in introductory courses (or not).

A 1000 word essay on using textbooks in introductory courses (or not).

One page Teaching Tactic: students take turns in the role of "teaching assistant" to increase motivation and attention to the material.

One page Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.

One page Teaching Tactic: a treasure hunt by which students learn about the attributes of God.

One page Teaching Tactic: students compare two theology textbooks to gain a new understanding of diversity.