Resources
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)
Journal Issue.
In Teaching Preaching, Katie Cannon, one of Clark's myriad preaching proteges, conceives her role as purely "presentational": "to bring Clark face to face with a reading audience, allow him to explain the formal elements of preaching from the inside out, and let each lecture mediate its own message." She also allows Clark to speak in his own expressive vernacular, with its double negatives, deliberate redundancy, signifying wordplay, and colloquially coined cussedness. While Clark lucidly explicates all the elements of sermon preparation and delivery, he never tires of stressing the development of a "theoethical consciousness": "a transformative vision that focuses on Jesus as the chief cornerstone of the preaching person as well as of the preaching subject." This book will be an invaluable resource for ministers who struggle from Sunday to Sunday to find their ethical voice in the preparation of each and every sermon. (From the Publisher)
Have three decades of integration and multicultural initiatives in higher education delivered a better education to all students? Are majority and minority students reaping similar benefits, specifically in predominantly white colleges? Do we know what a multicultural campus should look like, and how to design one that is welcoming to all students and promotes a learning environment? Through a unique qualitative study involving seven colleges and universities considered national models of commitment to diversity, this book presents the views and voices of minority students on what has been achieved and what remains to be done. The direct quotations that form the core of this book give voice to Black, Hispanic, Asian, Native American and bi-racial students. They offer in their own words their perceptions of their campus cultures and practices, the tensions they encounter and what works for them. Rather than elaborating or recommending specific models or solutions, this book aims to provide insights that will enable the reader better to understand and articulate the issues that need to be addressed to achieve a well-adapted multicultural campus. Presidents, academic affairs professionals, student affairs personnel and faculty concerned with equity and diversity will find this book helpful and enlightening. (From the Publisher)