Resources

The author uses a contemporary functional document (a campus map) to design an imaginative exercise which teaches students the limits of map (or text) as a guide to reliable information. Through the exercise, students learn about gaps in information and the limits of what any text reveals, even one which is ostensibly designed as a reliable guide for navigating a campus.

The author describes what has been entailed in a shift from a teacher-centered approach — one which relied on her expertise in Chinese studies — to a more student-centered approach in which the teacher creates a learning environment and seeks to "get out of the way" of student learning. She describes concrete strategies for de-centering herself and empowering students, and discusses the roles and responsibilities of the teacher in this alternative model.

This essay begins with diverse arguments for modifying history of Christianity courses to include the experiences of Asian Christianity. After discussing fundamental assumptions, several problems are articulated. The major portion of the essay describes three different strategies for integrating new materials into current curricular offerings. By conceptualizing the relationships between Asian Christianity and the history of Christianity in terms of (1) parallels, (2) supplements, and (3) challenges, material from theformer can be more readily incorporated into the teaching of the latter. Such strategies can be utilized in different teaching contexts, depending on the needs of students and instructors.

The author uses a variety of Internet-related technologies to support pedagogical approaches where students become conscious of their role in the production of knowledge in a public and critically collaborative environment. These approaches also seek to address theory/practice dichotomies by using the Internet to bridge academic and parish contexts. The article describes and assesses three courses utilizing web-based technology. One course features student portfolios posted on a website with peer- and parish-based reviewers. A second course features student creation of the course text with contributions from external professionals. A third course features a ministry resource website created by students.

The author's experience of reflection-on-action and reflection-in-action in clinical supervision for counseling provides the basis for an analogous experience in the classroom that promotes the teaching of the practice of general pastoral care. A classroom ritual of role play within a specific process for reflection provides the basis for integrating theory and practice.