Resources

A short article in which a teaching-scholar defines what she means by “active and meaningful learning,” discusses unstructured cooperative learning and critical thinking, and reflects on experience in using these concepts in the courses she teaches and the textbooks she writes. Idea Paper no. 34, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Walks through the entire process, covering issues such as: peer observation versus peer evaluation; formative versus summative peer observation process, key issues to remember, recommendations, etc.

Looks at a project by the American Association for Higher Education (AAHE) to develop cases about college teaching and learning that would prompt in-depth discussion of pedagogical issues. Work of Ted Marchese; Cases and how they can help reconnect process and content; Related readings; Addresses for more information.

Discusses the historical-critical paradigm in analyzing the New Testament. Gap between the discipline of New Testament studies and its intended purpose; Changing character of student clientele as a challenge to the historical-critical method; Applying sociological methods in theological discussions; Capturing the dimensions of early Christian texts.

Arguing for an understanding of theological discourse in the broad social reality of which it is a part, Chopp suggests a return to rhetoric and poetics in education -- a reinvigoration of the imagination (which she opposes to modern modes of knowing). Education must emphasize the ability to envision, to produce the aesthetic images and metaphors that fund knowledge, values, and community in the church and in the world.