Resources
This collection explores the highly contested relationship of religious studies and theology and the place of each, if any, in secular institutions of higher education. The founding narrative of religious studies, with its sharp distinction between teaching religion and teaching about religion, grows less compelling in the face of globalization and the erosion of modernism. These essays take up the challenge of thinking through the identity and borders of religious studies and theology for our time. Reflecting a broad range of positions, the authors explore the religious/secular conceptual landscape that has dominated the modern West, and in the process address the revision of the academic study of religion and theology now underway. (From the Publisher)
Unidentified contributors, but perhaps foreign language teachers, explain how situating oneself outside of a familiar context can lead to self-examination, which is itself the basis of education. Cross-cultural educators and language teachers are the intended audience for this semiotic, intercultural exploration of the idea of self. (From the Publisher)
This new edition of a common-sense guide to all aspects of academic publishing contains an entirely new chapter on writing nonfiction for a general audience. It has been revised and updated throughout to reflect the state of new technologies and their meaning to authors. (From the Publisher)
Doll offers a post-modernist, process-oriented vision of teaching and curriculum built from the base of a constructivist and experiential epistemology where we engage ourselves in a conversation with each other in the context of our collective history and seek meaning through alternative interpretations and transformations. In this book he ably demonstrates the power of historical reflection to illuminate our present position on the cusp of change, and he provides a powerful vision of what might be. (From the Publisher)
Diversity—gender, class, racial, ethnic, theological, sexual orientation as well as personality, learning style, ability, and experience— exists as threat and promise, problem and possibility in theological education. The negotiations of administrators, faculty, students, and school constituencies that make up the dynamics of difference in theological education are particularly intense, and occasionally volatile, in decisions about who should teach, what should be taught, and how we should teach. Reflecting on my conscientization to these dynamics during my own career as theological educator and administrator, I argue that the interdependence of theological school pedagogies of formation and empowerment for ministry must be revisioned. This means, at least, expanding our assumptions about education and teaching by exploring pedagogical possibilities emerging from the embrace of differences among us and by viewing the community of teaching and learning as an ecology of language processes, cultural patterns, and world views. The essay concludes with three suggestions for altering pedagogical practices in the diverse theological education setting: the diversification of assessment patterns; the clear and expansive articulation of guidelines, criteria, and standards for learning; and the establishment of rules of discourse to ensure the participation of all.
In their fascinating study of this generation, Millennials Go To College, Howe & Strauss examine how these ‘kids' will re-shape our world, and it's an optimistic new world if their prediction holds true. Despite the facts that Millennials have not experienced many of the events that we older folks have, they are a determined bunch and, if they're successful, will re-energize much of our roller-coaster economy. (From the Publisher)
Wabash Center Staff Contact
Sarah Farmer, Ph.D.
Associate Director
Wabash Center
farmers@wabash.edu