Resources

Through an analysis of Augustine's Confessions, this essay aims to identify the sources, tenets, and implications of the theological anthropology that grounds the author's pedagogy. The author describes classroom dynamics and teaching strategies in terms of the concepts of creation, sin, and redemption found in the Confessions. In relation to Augustine's doctrine of creation, the author argues that a theological anthropology that posits an ineradicable relationship of the human person to God justifies optimism about student response to the study of theology. It also supports a sacramental understanding of the effectiveness of the teacher. In relation to Augustine's theology of sin, the author reflects on the effects of pride on both teacher and student. The section on redemption acknowledges that although the teacher cannot eradicate sin in the classroom, he or she can counter such effects through the responsible and sensitive exercise of authority. Throughout the essay, the virtues of humility and gratitude in the classroom are highlighted, and concrete pedagogical issues are examined in a theological light.

This article challenges faculty to adopt "engaged pedagogies" that are grounded in dialogue and critical reflection. It first situates this challenge in the academic culture where the scholarship of teaching is given little attention. Then it highlights the importance of conversation, a fundamental aspect of dialogue, and develops the radical character of dialogical teaching. The article then turns to ways in which critical reflection might foster dialogue.

How can we best address writing improvement for seminary students? This article describes the implementation of a Writing Assistance Program that teaches remedial skills in grammar structure and paper organization as well as mentors all students to develop their fullest writing potential. Four models of writing instruction are discussed and examples are given of the best use of each. The article concludes with lessons learned from the experience and tips for other seminaries.

Religious autobiography as an introductory course is popular yet problematic. Often, it lacks methodological breadth and functions to ensconce Western notions of subjectivity which elide difference, locatedness, and the reality of multiple or shifting identifications. These problems can be addressed by incorporating into the course a community-based learning exercise in which each student is paired with a local senior citizen, conducts a series of interviews with the elder, and then writes an (auto-)biography based on the interviews. Students are thus given a real-life situation in which to test the applicability of theories and definitions of religion, as well as a relationship to a subject whose locatedness and relatively unprivileged "I" allow for the problematization of autobiography as a genre as well as an appreciation for the contextual nature of religiosity. This exercise transforms the religious autobiography course into a pedagogically fruitful, intellectually defensible, and institutionally savvy introductory course.

This note argues for the importance of using primary legal sources, trial transcripts, opinions, law codes, and so forth, in teaching religion. The advantages of using legal documents in the religious studies classroom include: highlighting the importance of church/state issues, the existential givenness of law for religion; serving as mini-ethnographies, a slice-of-life view of religion; and, displaying a range of voices about a particular event, tradition, or idea. The note also describes two possible courses, an introductory course in American religion and a seminar in religion and law, listing recommended sample materials and showing how legal documents could be used in the classroom.

In this essay the authors posit that interprofessional education is inherently "post-modern"and thus will incorporate educational priorities compatible with postmodernism, and that practical theology is the preferred method for interprofessional teaching and learning when theology and ministry are explicit participants. In advancing this argument they draw upon their experience in team teaching an interprofessional course in pastoral ministry and social work designed for students pursuing a joint degree in these two fields. They provide an overview of the contemporary postmodern context and interprofessional education as an emerging paradigm in higher education, a brief description of the major components of the joint course, and an exposition of appropriate educational priorities.

A persistent question for pedagogy is that of whether and how the content of a course ought to shape the teaching method. Both the understanding of practical reason and the substantive concepts of modern Catholic social teaching support a classroom dynamic of a relatively egalitarian dialectic. The author grounds the case for this pedagogy in the understanding of practical reason as found in Aristotle and Thomas Aquinas, and shows that such an understanding is continued in modern Catholic social teaching. He then shows how the social teaching's substantive move to a more egalitarian social theory reinforces the egalitarian mode of reasoning. The author and others are attempting to practice this pedagogy in the context of the University of Notre Dame's new Program in Catholic Social Tradition. The investigation as a whole raises the question of whether colleges and universities that have actively maintained religious affiliations have a decided advantage in sustaining an academic culture where faculty and students can practice practical reason.

This article is based on an analysis of a qualitative research case study involving three British adult educational-theological sites which were experimenting with collaborative learning. The focus of this practice-based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. 'Experiencing Shared Inquiry' emerged as one of the hallmarks of collaborative learning. The dynamic engagement of hearts and minds in collaborative learning harnesses the collective wisdom of God's people. Two movements are enfolded within 'Experiencing Shared Inquiry': stimulating thinking through dialogue process and drawing upon the resources of the learning community.

Doctoral students in Bible, theology, ethics, history, preaching, worship, pastoral care, and Christian education come together for a required seminar in teaching. Assignments include reading and discussion, student-led teaching demonstrations, and the 'metaphorical mapping' of each student's field of study. In developing their 'metaphorical maps' students use artistic and expressive media to demonstrate their understanding of their field. The assignment has been successful in establishing an open and mutually respectful climate in the classroom, in fostering a pattern of critical reflection on teaching, and in demonstrating appropriate inclusion of personal experience in the academic classroom.

This note examines some pedagogical strategies for the formation of students who read the Bible both confessionally and critically. Some students in both church-related and secular colleges and universities enter courses with confessional views of the Bible that inspire a literal interpretation of the text, what the author calls a flat reading. Teachers struggle to lead students to a more nuanced view of the text in a way that is both sensitive to the students' development and academically responsible. The author indicates how he approaches this challenge through: (1) a discussion of texts that have been used to enable students to see the nature of the biblical text and to transform their understanding of it; (2) a description of techniques and exercises that work toward the same goal; and (3) reflection on the application of sociological research on group change in the transformation of individuals.