- Author
- Bell, Catherine, ed.
- Publisher
- Oxford University Press, Oxford
- ISBN
- 9780195176469
- Table of Contents
-
Preface
Contributors' Biographies
Introduction (Catherine Bell, editor)
Part I. Teaching the Experience through Encounter and Reflection
ch. 1 "Living A Double Consciousness" (R. Schechner)
ch. 2 "Still Liminal After All These Years: Teaching Ordeals and Peregrinations" (A. Grodzins Gold)
ch. 3 "Dancing Ritual, Ritual Dancing: Experiential Teaching", S. Gill
ch. 4 "The Fieldtrip and Its Role in Teaching Ritual" (D. Pinault)
ch. 5 "Experience, Purpose, Pedagogy and Theory: Ritual Activities in the Classroom" (M. Wallace)
ch. 6 "Ritualizing Zen and the Art of Writing" (R. Grimes)
Part II. Teaching the Questions through Issues and Theories
ch. 7 "Teaching Ritual Propriety and Authority through Japanese Religions" (J. Nelson)
ch. 8 "The Camp-Meeting and the Paradoxes of Evangelical Protestant Ritual" (A. Taves)
ch. 9 "Ritual from Five Angles: A Tool for Teaching" (A. Strathern, and P. Stewart)
ch. 10 "Teaching Rites Ritually" (M. McGann)
ch. 11 "Teaching the Cognitive Approach" (T. Vial)
ch. 12 "Religion as Ritual" (C. Bell)
Part III. Teaching the Medium through Contrast and Engagement
ch. 13 "Teaching Healing Rituals/Ritual Healing" (S. Sered and L. Barnes)
ch. 14 "Reflections on Ritual in Noh and Kyogen" (R. Gardner)
ch. 15 "Ritual Performance and Ritual Practice: Teaching the Multiple Forms and Dimensions of Ritual" (L. Ekstrom and R. Hecht)
ch. 16 "Eventfulness of Space: Teaching about Sacred Architecture IS Teaching about Ritual" (L. Jones)
ch. 17 "Ritual and the Writing Class" (C. Lehrich)
Bibliography
Index
AAR Teaching Religious Studies Series (Oxford University Press)
Many teachers share an interest in bringing a better appreciation of ritual into their religious studies classes, but are uncertain how to do it. Religious studies faculty know how to teach texts, but they often have difficulty teaching something for which the meaning lies in the doing. How do you teach such "doing"? How much need be done? How does the teacher talk about the religiosity that exists in personalized relationships, not textual descriptions or prescriptions?
These practical issues also give rise to theoretical questions. Giving more attention to ritual effectively suggests a reinterpretation of religion itself-an understanding less focused on what people have thought and written, and more focused on how they engage their universe. Many useful analyses of ritual derive from anthropological and sociological premises, which may be foreign to religious studies faculty and even seen by some as theologically problematic. This is the first resource to address the issues specific to teaching this subject. A stellar cast of contributors, all scholars of ritual and teachers experienced in using ritual in a wide variety of courses and settings, explain what has worked for them in the classroom, what has not, and what they have learned from the experience of being more real about religion. Their voices range from personal to formal, their topics from ways to use field trips to the role of architecture. The result is a rich guide for teachers who are new to the subject as well as the experienced willing to think about new angles and fresh approaches. (From the Publisher)
Many teachers share an interest in bringing a better appreciation of ritual into their religious studies classes, but are uncertain how to do it. Religious studies faculty know how to teach texts, but they often have difficulty teaching something for which the meaning lies in the doing. How do you teach such "doing"? How much need be done? How does the teacher talk about the religiosity that exists in personalized relationships, not textual descriptions or prescriptions?
These practical issues also give rise to theoretical questions. Giving more attention to ritual effectively suggests a reinterpretation of religion itself-an understanding less focused on what people have thought and written, and more focused on how they engage their universe. Many useful analyses of ritual derive from anthropological and sociological premises, which may be foreign to religious studies faculty and even seen by some as theologically problematic. This is the first resource to address the issues specific to teaching this subject. A stellar cast of contributors, all scholars of ritual and teachers experienced in using ritual in a wide variety of courses and settings, explain what has worked for them in the classroom, what has not, and what they have learned from the experience of being more real about religion. Their voices range from personal to formal, their topics from ways to use field trips to the role of architecture. The result is a rich guide for teachers who are new to the subject as well as the experienced willing to think about new angles and fresh approaches. (From the Publisher)