- Author
- Harrison, Renee K.; and Knight, Jennie S.
- Publisher
- Palgrave Macmillan, New York, NY
- ISBN
- 9781137468130
- Table of Contents
-
ch. 1 Introduction: Why Do We Teach?
PART I: SELF
ch. 2 The Teaching Self: Authority through Authenticity
ch. 3 The Teaching Self and the Name Game
ch. 4 The Practice of Self
PART II: PEDAGOGY
ch. 5 Teaching Matters
ch. 6 Open Pedagogy: The Bank is Closed
ch. 7 Practices of Engaged Pedagogy
PART III: CONTENT
ch. 8 Content that Connects
ch. 9 Content that Opens Us to Other Ways of Knowing
ch. 10 Practices for Integrating Content that Awakens
PART IV: COMMUNITY
ch. 11 Community Engaged Education
ch. 12 Community: Turning Theory Into Action
ch. 13 The Practice of Community
Notes
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Abstract: The goal of Engaged Teaching in Theology and Religion is to guide a process of self-reflection for scholars and teachers of theology and religion that leads to intentional, transformative teaching, dialogue, and reform in theological education and religious studies. Effective teaching approaches must address the selfhood of the teacher, as well as pedagogy, course content, and community engagement. This book sets itself apart from other works in the field because of this holistic approach. In addition to addressing these four areas, Harrison and Knight provide a variety of practices for teaching that take seriously students' cries for a more socially and personally relevant pedagogy and curriculum in a rapidly changing transnational world. The volume provides a well-reasoned and accessible re-thinking of teaching theology and religion so that schools of theology and departments of religion might better live out their stated goals of forming transformative, courageous, and thoughtful leaders and teachers in the twenty-first century. (From the Publisher)
Abstract: The goal of Engaged Teaching in Theology and Religion is to guide a process of self-reflection for scholars and teachers of theology and religion that leads to intentional, transformative teaching, dialogue, and reform in theological education and religious studies. Effective teaching approaches must address the selfhood of the teacher, as well as pedagogy, course content, and community engagement. This book sets itself apart from other works in the field because of this holistic approach. In addition to addressing these four areas, Harrison and Knight provide a variety of practices for teaching that take seriously students' cries for a more socially and personally relevant pedagogy and curriculum in a rapidly changing transnational world. The volume provides a well-reasoned and accessible re-thinking of teaching theology and religion so that schools of theology and departments of religion might better live out their stated goals of forming transformative, courageous, and thoughtful leaders and teachers in the twenty-first century. (From the Publisher)