Resources
Discusses information on the comprehensive program in contextual education launched by the Candler School of Theology in 1998. First two stages of a three-stage process under way; Six major aspects of concern.
This is a collection of case studies written by professor and by graduate students teaching in the field of religion. Each case highlights one or more teaching problem (or possibility), some facet of the mystery of teaching (and learning to teach) at the college level. Each case is intended to spark conversations about a particular collegiate teaching situation. (From the Publisher)
Richard Miller, Laurie Patton and Stephen Webb ask several questions about the goals and aims of those teaching religious studies and what actually occurs in classrooms. The authors are concerned about the lack of a common working vocabulary for speaking about such philosophical issues. They note that teaching religion is typically classified according to one of two paradigms, either instrumental or transmission. The "instrumental" paradigm views teaching in terms of its technical components, while the "transmission" paradigm seeks to impart the concepts and tools necessary for critical analysis to the students. Miller, Patton and Webb propose a third alternative, the "rhetorical" paradigm. This model seeks to empower voices within the classroom, including that of the teacher. It requires teachers to reexamine the power relations present in the classroom and to reconfigure these relationship in such a way that students feel free to engage actively in the course. The authors consider the rhetorical model in light of the three specific subdisicplines of religious ethics, the comparative history of religions, and theology.
Journal Issue. (This issue, and all "Spotlight on Teaching" issues prior to 1999, are not available on the AAR website.)
The objective of this volume was to collect resources to assist teachers of undergraduate courses in religious studies - especially those teachers whose training has been limited to only one religious tradition - and to provide reflection on the changing nature of the liberal arts curriculum, and the role that religious studies plays within it. (From the Publisher)
This book offers an orientation in Christian theology, broadly conceived. Its subject is not that single discipline in the theological curriculum to which the title of 'theology' is nowadays often reserved, but rather the whole curriculum, or the whole range of disciplines which together constitute the enterprise of Christian theology, and whose study constitutes theological education. (From the Publisher)
This volume of New Directions for Teaching and Learning increases our knowledge and understanding of the causes and consequences of disciplinary differences in the patterns of teaching and learning, in the instructional strategies to increase teaching effectiveness, in the culture and environment in which teaching takes place, and in faculty and students' attitudes, goals, beliefs, values, philosophies, and orientations toward instruction. Despite their practical and pervasive influence, disciplinary differences have been subjected to relatively little systematic study, especially in their effect on the quality of teaching and learning in higher education. This volume both provides new summaries of important studies on disciplinary differences and points out promising directions for further research. This is the 64th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)
Greening the College Curriculum provides the tools college and university faculty need to meet personal and institutional goals for integrating environmental issues into the curriculum. Leading educators from a wide range of fields, including anthropology, biology, economics, geography, history, literature, journalism, philosophy, political science, and religion, describe their experience introducing environmental issues into their teaching. (From the Publisher)
Reissued in response to many requests, this is a book about the Bible--specifically about Christian ways of relating to, using, and understanding Christian scripture and tradition. Professor Wood demonstrates that the aim of Christian understanding is the knowledge of God and the changes in outlook on the Bible that came with the rise of biblical criticism. (From the Publisher)
This volume gathers together papers from a broad variety of voices in biblical criticism and theological studies. The papers are divided into four major sections in keeping with their major concerns and aims: Biblical interpretation and theological education, social location and Biblical pedagogy in the US, social location and Biblical pedagogy in global perspective, and Biblical interpretation. (From the Publisher)