Resources
Three scholars present narrative descriptions of their syllabi for the first year course in theology. David Goatley discusses the challenges of teaching theology amid the many kinds of diversity characteristic of Memphis Theological Seminary and emphasizes the importance of teaching students how to think theologically. Amy Plantinga Pauw describes the strengths and ongoing problems of an introductory course at Louisville Presbyterian Theological Seminary which combines theology and church history. Linda Woodhead's account of teaching Christian theology in a religious studies context at Lancaster University focuses on the embodiedness of theology as key to teaching students for whom it really is a foreign language. Surveying the other essays, William Placher notes positive news about the place of Christian theology within a religious studies department and the ongoing challenges faced in many seminaries of teaching theology in less time to less well prepared students.
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 article presents a methodology for a feminist theology of education based on reflection of women's educational experience in light of historical and contemporary theological works, especially the writing of Julian of Norwich. It argues for hospitality as a metaphor for theological education and suggests an understanding of the student, teacher, and environment of education that can create hospitality in the classroom.
This article presents a methodology for a feminist theology of education based on reflection of women's educational experience in light of historical and contemporary theological works, especially the writing of Julian of Norwich. It argues for hospitality as a metaphor for theological education and suggests an understanding of the student, teacher, and environment of education that can create hospitality in the classroom.
Joachim Wach's classic 1924 treatment of two types of teaching and learning relationships is summarized by Professor Denny and commented on from three contemporary perspectives by three teaching scholars who raise the basic question, "Are Wach's models of student and disciple adequate for the nineties?" Following an introduction by Frederick M. Denny, the contributions presented are: I. Are Wach's Models of Student and disciple Adequate for the Nineties?, by Margaret R. Miles, II. Response to Joachim Wach's "Master and Disciple: Two Religio-Sociological Studies": Buddhism, by Charles Hallisey and III. Wach and the Double Truth, by Earle H. Waugh.
This article originated as a lecture at the celebration of 150 years of the Department of Theology and Religious Studies in King's College of the University of London. Professor Ford argues that our good practice as teachers has outstripped any available paradigm of the field, so it is necessary to reconceive it. He proposes four dimensions that unite theological and religious studies: how to study the phenomena of religions; how to establish norms and responsibilities; how to cope with radical, self-involving particularity; and how to involve the divine in academic studies.
This paper examines David Kolb's theory of experiential learning and its usefulness in developing religious studies courses in a 'Discover Chicago' program, wherein students spend an intensive 'immersion' week before the start of the autumn quarter touring, researching, interviewing, discussing, and analyzing a variety of phenomena in the Chicago metropolitan area. Then, during the quarter, they critically revisit issues raised by the immersion week, probing more deeply and letting their initial impressions take on more mature reflective forms by engaging in extensive reading and systematically relating text with experience. Finally, research projects are developed, being outgrowths of the activities of the summer week and the readings and discussions from the first part of the quarter.