Religion and Academia

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At the end of the twentieth century, the ongoing battle between religion and public education is once again a burning issue in the United States. In this book, James Fraser shows that though these battles have been going on for as long as there have been public schools, there has never been any consensus about the proper relationship between religion and public education. Looking at the most difficult question of how private issues of faith can be reconciled with the very public nature of schooling, James Fraser paints a picture of our multicultural society that takes our relationship with God into account. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 From Holy Commonwealth to the Strange Compromise of 1789
ch. 2 Creating an American Common School and a Common Faith: Horace Mann and the Protestant Public Schools, 1789-1860
ch. 3 Who Defines What Is Common? Roman Catholics and the Common School Movement, 1801-1892
ch. 4 Literacy in the African American Community: Church and School in Slave and Free Communities, 1802-1902
ch. 5 Native American Religion, Christian Missionaries, and Government Schools, 1819-1926
ch. 6 Protestant, Catholic, Jew: Immigration and Nativism from the Blaine Amendment to the Scopes Trial, 1875-1925
ch. 7 Prayer, Bible Reading, and Federal Money: The Expanding Role of Congress and the Supreme Court, 1925-1968
ch. 8 Culture Wars, Creationism, and the Reagan Revolution, 1968-1990
ch. 9 Changing School Boards, Curriculum, and the Constitution, 1990-
ch. 10 What's Next? Prayers, Vouchers, and Creationism: The Battle for the Schools of the Twenty-First Century

Notes
For Further Reading
Index

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This book argues that American colleges and universities need to enlarge their understanding of pluralism and multiculturalism by sponsoring open, challenging, spiritually and educationally revitalizing conversations among students about genuine religious difference. Although religious difference is a pivotal component of cultural pluralism, too often today it gets ignored, marginalized, or sugar-coated in higher education. Together administrators, faculty, and students must take the initiative to tranform the academy into an exciting space for robust and respectful religious dialogue throughout the campus. This book offers a number of concrete examples and strategies in each chapter for achieving this objective. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 The Cry for Meaning
Taking the World by the Throat
Taking the Plunge
Student Affairs Professionals: The "Hidden Educators"
Overcoming Fear
Three Objectives in Writing This Book
My Preliminary Credo
Organization of the Book
A Note on Use of Resources
Definitions of Several Key Terms

ch. 2 The Paradox of Religious Pluralism
The Reality of Religious Pluralism on College Campuses: Promise or Peril?
Is Conflict Among Religious Groups Inevitable?
The Paradox of Religious Pluralism
Bounded Versus Unbounded Discourse
When Should Intolerance Replace Tolerance?
Toward Unbounded Dialogue

ch. 3 Religions as Narratives (I): Three Mainstream Stories
The Indispensability of Stories
Narrative Construals of Reality
Six Types of Religious Stories That College Students Tell
Three Mainstream Stories
The Orthodoxy Narrative
The Wounded Belief Narrative
The Mainline Narrative

ch. 4 Religions as Narratives (II): Three Alternative Stories
Three Alternative Stories That Students Tell
The Activism Narrative
The Exploration Narrative
The Secular Humanism Narrative

ch. 5 The Role of Religion in Fostering Values on a Secular Campus
"I Am Comfortable Talking About Values...Not Religion"
Learning About Earning Is Not What College Is All About
It Is Neither Possible Nor Desirable to Decouple Religion and Values
An Example of Coupling Values and Religion in a Colloquium
We Are All Values Educators
The Nineteenth-Century Capstone Seminar
Is the American Professoriate Actually Religio-Phobic?
My Captone Seminar on Religion and Values
A Personal Memorandum to My Students on the Capstone

ch. 6 One Group, Many Truths: Constructing a Moral Conversation
"I'm Afraid to Open My Mouth in There for Fear of Getting Killed!"
Moral Conversation Versus Adversarial Discourse
Six Principles of Moral Conversation
Are College Students Developmentally Ready for Moral Conversation?
Establishing a Culture of Dialogue on College Campuses
The Widespread Yearning for Consoling Narratives of Meaning

Bibliography
Index

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This interview was recorded and transcribed in November 2015. Stephen Prothero is a professor of religious studies at Boston University, where he has taught since 1996. His publications include several that directly address teaching about religion, most notably Religious Literacy: What Every American Needs to Know – and Doesn't, which made an argument regarding K-12 education. In this manuscript he pulls the conversation into his own undergraduate classrooms – providing a vivid glimpse of his teaching practices, including how he conducts large lecture classes and seminars, how he works with teaching assistants, and how he conducts discussions even in very large courses. He also shares his broader reflections on the nature and importance of religious literacy and its place in American education.

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George Bernard Shaw thought that a Catholic university was a contradiction in terms--"university" represents intellectual freedom and "Catholic" represents dogmatic belief. Scholars, university administrators, and even the Vatican have staked out positions debating Shaw's observation. In this refreshing book, George Dennis O'Brien argues that contradiction arises both from the secular university's limited concept of academic freedom and the church's defective notion of dogma. Truth is a central concept for both university and church, and O'Brien's book is built on the idea that there are different areas of truth--scientific, artistic, and religious--each with its own proper warrant and "method." In this light, he argues that one can reverse Shaw's comparison and uncover academic dogma and Christian freedom, university "infallibility" and dogmatic "fallibility."

Drawing on theology and the history of philosophy, O'Brien shows how religious truth relates to the work of a Catholic university. He then turns to the current controversies over Pope John Paul II's recent statement, Ex Corde Ecclesiae, which seeks to make Catholic universities conform to the church's official teaching office. O'Brien rejects the conventional "institutional-juridical" model used by the Vatican as improper both to faith and academic freedom. He argues for a "sacramental" model, one that respects the different kinds of "truth"--thus preserving the integrity of both church and university while making their combination in a Catholic university not only possible but desirable. O'Brien concludes with a practical consideration of how the ideal Catholic university might be expressed in the actual life of the contemporary curriculum and extracurriculum.

For anyone concerned about the place of religion in higher education, The Idea of a Catholic University will be essential reading. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Biblical Foundations of the Modern University
ch. 2 Science: The Truth of Universities
ch. 3 Art: Signatured Truth
ch. 4 Religion: Truth of Presence
ch. 5 "I Am the Truth"
ch. 6 Academic Dogma and Catholic Freedom
ch. 7 Fallible Church and Infallible Academy or Infallible Church and Fallible Academy
ch. 8 A Thought Experiment: A Holocaust University
ch. 9 Ex Corde Ecclesiae
ch. 10 Lex Orandi, Lex Credendi
ch. 11 A Contrarian University
ch. 12 Practical/Praxis Postscript

Notes
Index

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A guide for students, groups, and organizations seeking to foster interfaith dialogue and promote understanding across religious lines

In this book, renowned interfaith leader Eboo Patel offers a clear, detailed, and practical guide to interfaith leadership, illustrated with compelling examples. Patel explains what interfaith leadership is and explores the core competencies and skills of interfaith leadership, before turning to the issues interfaith leaders face and how they can prepare to solve them. Interfaith leaders seek points of connection and commonality—in their neighborhoods, schools, college campuses, companies, organizations, hospitals, and other spaces where people of different faiths interact with one another. While it can be challenging to navigate the differences and disagreements that can arise from these interactions, skilled interfaith leaders are vital if we are to have a strong, religiously diverse democracy. This primer presents readers with the philosophical underpinnings of interfaith theory and outlines the skills necessary to practice interfaith leadership today. (From the Publisher)

Table Of Content:
Introduction

Identity
ch. 1 The Identity of an Interfaith Leader

Theory
ch. 2 The “Inter” in Interfaith
ch. 3 The “Faith” in Interfaith

Vision
ch. 4 The Vision of Interfaith Leadership

Knowledge Base
ch. 5 The Knowledge Base of Interfaith Leadership

Skill Set
ch. 6 The Skill Set of Interfaith Leadership

Qualities
ch. 7 The Qualities of Interfaith Leadership

Conclusion
Appendix: Summary of Frameworks
Acknowledgments
Notes
Works Cited
Index

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Exiles From Eden sounds a call to the American academic community to begin seeking a solution to the many problems facing higher education today by rediscovering a proper sense of its vocation. Schwehn argues that the modern university has forgotten its spiritual foundations and that it needs to reappropriate those foundations before it can creatively and responsibly reform itself. The first part of the book offers a critical examination of the ethos of the modern academy, especially its understanding of knowledge, teaching, and learning. Schwehn then formulates a description of the "new cultural context" within which the world of higher learning is presently situated. Finally, he develops a view of knowledge and inquiry that is linked essentially to character, friendship, and community. In the process, he demonstrates that the practice of certain spiritual virtues is and always has been essential to the process of genuine learning - even within the secular academy. Schwehn critiques philosophies of higher education he sees as misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry, Jr., drawing out valid insights, while always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing on both the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. Exiles From Eden examines the relationship between religion and higher learning in a way that is at once historical and philosophical and that is both critical and constructive. It calls for nothing less than a reunion of the intellectual, the moral, and the spiritual virtues within the world of higher education in America. It will engage all those concerned with higher education in America today: faculty, students, parents, alumni, administrators, trustees, and foundation officers. (From the Publisher)

Table Of Content:
ch. 1 The Academic Vocation
ch. 2 Communities of Learning
ch. 3 Spirited Inquiry
ch. 4 Questions and Considerations
ch. 5 Adams's Education
ch. 6 Conclusion: Adam's Exile

Index

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Journal Issue

Table Of Content:
ch.1 CHALLENGES TO CHRISTIAN HIGHER EDUCATION IN ASIA
ch. 2 CHRISTIAN UNIVERSITIES IN HISTORICAL PERSPECTIVE
ch. 3 CHALLENGES TO CHRISTIAN HIGHER EDUCATION IN ASIA: PERSPECTIVES OF A UNIVERSITY PRESIDENT
ch. 4 RELIGIOUS STUDIES IN CHRISTIAN UNIVERSITIES IN CONTEMPORARY ASIA: ITS RELATIONSHIP TO CHRISTIAN THEOLOGY
ch. 5 AN APPRECIATIVE INQUIRY INTO THE SPIRITUAL VALUES OF CHRISTIAN HIGHER EDUCATION

BOOK REVIEWS

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Colleges, universities, and seminaries do more than just transfer knowledge to students. They sell themselves as "experiences" that transform young people in unique ways. The conservative evangelical Protestant network of higher education has been no different. In the twentieth century, when higher education sometimes seemed to focus on sports, science, and social excess, conservative evangelical schools offered a compelling alternative. On their campuses, evangelicals debated what it meant to be a creationist, a Christian, a proper American, all within the bounds of Biblical revelation. Instead of encouraging greater personal freedom and deeper pluralist values, conservative evangelical schools thrived by imposing stricter rules on their students and faculty.

In Fundamentalist U, Adam Laats shows that these colleges have always been more than just schools; they have been vital intellectual citadels in America's culture wars. These unique institutions have defined what it has meant to be an evangelical and have reshaped the landscape of American higher education. Students at these schools have been expected to learn what it means to be an educated evangelical in a secularizing society. This book asks new questions about that formative process. How have conservative evangelicals hoped to use higher education to instill a uniquely evangelical identity? How has this identity supported the continuing influence of a dissenting body of knowledge? In what ways has it been tied to cultural notions of proper race relations and proper relations between the sexes? And perhaps most important, how have students responded to schools' attempts to cultivate these vital notions about their selves? (From the Publisher)

Table Of Content:
Acknowledgements

Introduction: Higher (Power) Education

Ch 1. College and Christ
Ch 2. In the Beginning
Ch 3. A Mote in the Eye
Ch 4. I Came to Be Went With
Ch 5. Billy Graham Was a Transfer Student
Ch 6. What Is College For?
Ch 7. Nightmare on College Avenue
Ch 8. Is the Bible Racist?
Ch 9. Learn One for the Gipper

Epilogue: Sandals of the Evangelical Mind

Research Appendix

Notes

Index

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Sloan explores the impact that the Protestant theological renaissance (1925-1960) had on American colleges and universities, focusing in particular on the church's most significant claim to have a continuing voice in higher education. He traces the role of the national ecumenical and denominational organizations, and studies the changing place of college chaplains. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 The Church, the University, and the Faith-Knowledge Issue: The Background
ch. 2 The Church and the Crisis in the University
ch. 3 The Church Engages Higher Education: The Campaign Is Launched
ch. 4 The Theologians and the Two-Realm Theory of Truth
ch. 5 The Campaign Collapses: The Student Movement
ch. 6 Collapse and Rout: The Faculty
ch. 7 Protestantism and Its Postmodern Prospects: Some Reflections on the Present and Future

Index

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The preeminent authority on religion in America advances an important public dialogue on the proper role of religion in educating and forming the next generation within a pluralist society. (From the Publisher)

Table Of Content:
Introduction: Why Read This Book?

Just What Are We Talking About, Anyway?
Why This Civil Conversation Is Urgent.
A Historical Map of the Present Situation.
Religion and Education: The Pitfalls of Engaging a Complex Issue.
Why Religion Belongs in Publicly Funded Primary and Secondary Education
The Religious Schooling Response.
Public Universities and Graduate Education.
Religion and Higher Education: A Specific AgAnda for Advancing the Conversation.
After Listening, a Time to Act.

Resources.
Notes.
The Author
. About the Public Religion Project.
Index.

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Drawing on conversations with hundreds of professors, co-curricular educators, administrators, and students from institutions spanning the entire spectrum of American colleges and universities, the Jacobsens illustrate how religion is constructively intertwined with the work of higher education in the twenty-first century. No Longer Invisible documents how, after decades when religion was marginalized, colleges and universities are re-engaging matters of faith-an educational development that is both positive and necessary.

Religion in contemporary American life is now incredibly complex, with religious pluralism on the rise and the categories of "religious" and "secular" often blending together in a dizzying array of lifestyles and beliefs. Using the categories of historic religion, public religion, and personal religion, No Longer Invisible offers a new framework for understanding this emerging religious terrain, a framework that can help colleges and universities-and the students who attend them-interact with religion more effectively. The stakes are high: Faced with escalating pressures to focus solely on job training, American higher education may find that paying more careful and nuanced attention to religion is a prerequisite for preserving American higher education's longstanding commitment to personal, social, and civic learning. (From the Publisher)

Table Of Content:
Introduction: Religion within Higher Education

Part I: Context
ch. 1. Religion's ''Return''
ch. 2. The History of Religion in American Higher Education
ch. 3. Trail Markers in a Time of Transition
ch. 4. A Framework for Better Questions

Part II: Content
ch. 5. Religious Literacy
ch. 6. Interfaith Etiquette
ch. 7. Framing Knowledge
ch. 8. Civic Engagement
ch. 9. Convictions
ch. 10. Character and Vocation

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As it is now backed by an impressive number of courses, academic programs and centers, faculty positions, journals and publications, funding, and professional partnerships, there is no longer a question as to whether the interreligious/interfaith field exists. But its meaning and import are still being debated. How is this field distinct from, yet similar to, other fields, such as religious or theological studies? What are its signature pedagogies and methodologies? What are its motivations and key questions? In other words, what is the shape of interfaith and interreligious studies, and what is its distinct contribution? These questions are the driving force behind this anthology. (From the Publisher)

Table Of Content:
Introduction (Eboo Patel, Jennifer Howe Peace, Noah J. Silverman)

I. CONSTRUCTIONS: MAPPING THE FIELD
Ch 1. (Inter)Religious Studies: Making a Home in the Secular Academy (Kate McCarthy)
Ch 2. From the History of Religions to Interfaith Studies: A Theological Educator’s Exercise in Adaptation (Deanna Ferree Womack)
Ch 3. Common Ground: Imagining Interfaith Studies as an Inclusive, Interdisciplinary Field (Elizabeth Kubek)
Ch 4. Constructing Interreligious Studies: Thinking Critically About Interfaith Studies and the Interfaith Movement (Amy L. Allocco, Geoffrey D. Claussen, and Brian K. Pennington)
Ch 5. Learning from the Field: Six Themes from Interfaith/Interreligious Studies Curricula (Kristi Del Vecchio and Noah J. Silverman)

II. PEDAGOGY AND CLASSROOM PRACTICES
Ch 6. Transforming Introductory Courses in Religion: From World Religions to Interreligious Studies (Kevin Minister)
Ch 7. Using the Case Method in Interfaith Studies Classrooms (Ellie Pierce)
Ch 8. Teaching the “Most Beautiful of Stories”: Narrative Reflection as a Signature Pedagogy for Interfaith Studies (Matthew Maruggi and Martha E. Stortz)
Ch 9. A Pedagogy of Listening: Teaching the Qur’an to Non-Muslims (Michael Birkel)
Ch 10. Meeting Others, Seeing Myself: Experiential Pedagogies in Interfaith Studies (Wakoh Shannon Hickey and Margarita M. W. Suárez)

III. CHALLENGES AND CHOICES
Ch 11. Six Issues That Complicate Interreligious Studies and Engagement (Rachel S. Mikva)
Ch 12. The Promising Practice of Antiracist Approaches to Interfaith Studies (Jeannine Hill Fletcher)
Ch 13. The Possibility of Solidarity: Evangelicals and the Field of Interfaith Studies (Marion H. Larson and Sara L. H. Shady)
Ch 14. Water, Climate, Stars, and Place: Toward an Interspecies Interfaith Belonging (Lisa E. Dahill)

IV. APPLICATIONS BEYOND THE CLASSROOM
Ch 15. The Value of Interreligious Education for Religious Leaders (Jennifer Howe Peace and Or N. Rose)
Ch 16. From Prison Religion to Interfaith Leadership for Institutional Change (Barbara A. McGraw)
Ch 17. Interfaith Studies and the Professions: Could Heightened Religious Understanding Seed Success within Secular Careers? (Mark E. Hanshaw with Usra Ghazi)
Ch 18. Toward an Interreligious City: A Case Study (Heather Miller Rubens, Homayra Ziad, and Benjamin E. Sax)

Acknowledgments

Editor Biographies

Contributor Biographies

Notes

Index

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Table Of Content:
ch. 1 Introducing the issues: seeking coherence in undergraduate education
ch. 2 The Biola university saga: as integrationist orientation
ch. 3 Biola since 1981: The University
ch. 4 Student cultures: enhancing the institutional mission
ch. 5 Student Cultures: Non- Conformists, Outsiders, and Rebels
ch. 6 Making Sense of the Institutional Mission
ch. 7 Epilogue

Appendices
Bibliography

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An extended set of conversations conducted by three religious studies faculty teaching at large public universities in the Southern United States spurred these reflections on how their institutional locations inflected issues such as the cultural expectations students bring to the classroom, how these expectations interact with the evolving priorities of religious studies departments, and how these factors affect the balance among the various subfields of religious studies and theology that make up such departments.

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Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.

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Abstract: Most of the claims about the purposes and achievements of higher education are irreducibly individualistic: it will change your life, through conversion or confirmation of faith, by improving your character, by giving you marketable “abilities,” by making you a better member of the community, or by being simply “capable” of operating more effectively in the contemporary world. All of these qualities scale up, of course, but in differing ways.

David Watson explores the question of what higher education sets out to do for students through a number of lenses, including the “evolutionary” stages of modern university history, the sense participants and observers try to make of them, and a collection of “purposes,” or intended personal transformations. The resulting combinations are clustered around major questions about the role of universities for their students, and in society at large. He concludes by testing claims about the role of higher education in developing varieties of personal responsibility. The Question of Conscience identifies and explores how varied these claims have been over the long history of the higher enterprise, but also how strong and determined they invariably are. (From the Publisher)

Table Of Content:
Foreword--Theodore Zeldin
Frontispiece: What does the university do?
Preface: 'My trade' and why it matters

ch. 1 What does higher education do? An historical and philosophical overview
ch. 2 The question of conscience
ch. 3 The question of character
ch. 4 The questions of calling, craft, and competence
ch. 5 The question of Citizenship
ch. 6 The questions of conversation and capability
ch. 7 Higher Education membership: Terms and conditions
ch. 8 Higher Education and personal responsibility

References List of websites Index

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It is well known that the Western university gradually evolved from the monastic stadium via the cathedral schools of the twelfth century to become the remarkably vigorous and interdisciplinary European institutions of higher learning that transformed Christian intellectual culture in the thirteenth and fourteenth centuries. It is equally well known that subsequent disciplinary developments in higher education, including the founding and flourishing of many of the most prestigious of North American universities, owe equally to the Protestant and perhaps particularly Calvinist influence. But that the secularized modern university that descended from these developments is now in something of an identity crisis is becoming widely and often awkwardly apparent.
The reason most often given for the crisis is our general failure to produce a morally or spiritually persuasive substitute for the authority that undergirded the intellectual culture of our predecessors. This is frequently also a reason for the discomfort many experience in trying to address the problem, for it requires an acknowledgement, at least, that the secularization hypothesis has proven inadequate as a basis for the sustaining of coherence and general intelligibility in the university curriculum. Nowhere is this more apparent than in the disciplines of biblical studies and theology, which once were the anchor or common point of reference for theological thought, but which are now both marginalized in the curriculum and internally divided as to meaning and purpose, even where the Church itself is concerned.
In this final volume of the Scripture and Hermeneutic Series, a group of distinguished scholars havesought to understand the role of the Bible in relation to the disciplines in a fresh way. Offered in a spirit of humility and experimentally, the essays here consider the historic role of the Bible in the university, the status of theological reflection regarding Scripture among the disciplines today, the special role of Scripture in the development of law, the humanities and social sciences, and finally, the way the Bible speaks to issues of academic freedom, intellectual tolerance, and religious liberty.

Contributors Include:
Dallas Willard
William Abraham
Al Wolters
Scott Hahn
Glenn Olsen
Robert C. Roberts
Byron Johnson
Robert Cochran, Jr.
David I. Smith
John Sullivan
Robert Lundin
C. Stephen Evans
David Lyle Jeffrey
(From the Publisher)

Table Of Content:
Preface
Contributors
Abbreviations
Introduction (David Lyle Jeffrey)
The Bible in Intellectual History
Authority and Wisdom
Authority and the Book
A Flourishing of the Disciplines
Ad Fontes Redivivus?
Postscript

ch. 1 The Bible, the University, and the God Who Hides (Dallas Willard)
Sources of Knowledge
The Bible as a Source of Knowledge
A Brief History of 'Knowledge'
Knowing vs. Not-Knowing
Knowledge of the God who Hides
The Task of the Christian Intellectual

ch. 2 The Place of Scripture in Christian Theology (William J. Abraham)
An Important Platitude
The Creation of Biblical Studies
The Unexpected Disaster
The Really Deep Problem
Retracing Our Steps
Back to the Crisis Again
Turning to the Future

ch. 3 No Longer Queen: The Theological Disciplines and Their Sisters (Al Wolters)
Foundational Assumptions in Biblical Scholarship
Bringing Scripture to Bear on Christian Scholarship

ch. 4 At the School of Truth: The Ecclesial Character of Theology and Exegesis in the Thought of Benedict XVI (Scott Hahn)
Truth, Freedom, and the Academy
The Critique of Academic Biblical Criticism
The Ecclesial Locus of Theology and Exegesis
Benedict's New Synthesis

ch. 5 The Spiritual Sense(s) Today (Glenn Olsen)
Recovering the Spiritual Sense(s)
Rethinking the 'Apostolic' Exegetical Tradition
Reconsidering Terminology: 'Allegory' and 'Typology'
Reclaiming the 'Historical' Sense
Restoring the Analogical Imagination

ch. 6 Situationism and the New Testament Psychology of the Heart (Robert C. Roberts)
Introduction
Situationism
Traits and Situations
The Psychology of the Heart
Application of the Psychology of the Heart to Situationism
Conclusion

ch. 7 The Bible, Positive Law, and the Legal Academy (Robert F. Cochran, Jr.)
The Bible and Positive Law
Jesus and the Positive Law
The Legal Academy

ch. 8 Biblical Imagery and Educational Imagination: Comenius and the Garden of Delight (David I. Smith)
Faith, Learning and Metaphor
The Garden of Delight as a School
The School as a Garden of Delight
The Garden of Delight Today
Coda: Of Math, Grammar and Reconciliation

ch. 9 Reading Habits, Scripture and the University (John Sullivan)
Scripture and Scholarship
Inhospitable Environments
Moving Forward in Hope

ch. 10 The Case for Empirical Assessment of Biblical Literacy in America (Byron Johnson)
Introduction
Are Christians and Non-Christians Different on Key Social Outcome Indicators?
Is America Becoming a Secular and Less Religious Society?
Data on Religion in America
Is Bible Literacy Low and Declining in America?
Conclusions

ch. 11 'As if God Were Dead': American Literature and the Question Of Scripture (Roger Lundin)
'As if God Were Dead': Emerson and Scriptural Authority
'The Secret of Our Paternity': Scripture in the School of Melville
'An Antique Volume': Dickinson and the Limits of Scripture
A Theological Response

ch. 12 Biblical Literacy, Academic Freedom, and Christian Liberty (David Lyle Jeffrey)
Eclipse of Biblical Narrative
Egotism and the Common Lot
The Bible and Academic Freedom
Afterword - The Bible and the Academy: Some Concluding Thoughts and Possible Future Directions (C. Stephen Evans)
University of Gloucestershire
The British and Foreign Bible Society
Baylor University
Redeemer University College

Scripture Index
Names Index
Subject Index

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Pathways to Transformation: Learning in Relationship is an edited collection that synthesizes current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services.

The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesize current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counseling, social work, marriage and family therapy). (From the Publisher)

Table Of Content:
Foreword
Acknowledgements
Introduction

Relationship With Self & Others
Part I: The Role of Communication and Dialogue in Transformative Learning
ch. 1 Meaningful Conversations: Coaching to Transform the Heart, Head, and Hands of Teaching and Learning (Angela Webster-Smith, Shelly Albritton, Patty Kohler-Evans)
ch. 2 Learning About Learning in Relationships: Novice Teacher Educators Give Transformative Dialogue a Try (Elizabeth Bondy, Lauren Tripp, D. Alvarez Caron)
ch. 3 Communication is the Relationship (Julien C. Mirivel)
ch. 4 Narrative Tools for Facilitating Research and Learning for Transformation (Leann M. R. Kaiser and Elizabeth A. Erichsen)

Part II: Learning in Relationship with Self and Others
ch. 5 Narrative, Somatic, and Social/Constructivist Approaches to Transformative Learning in Training Programs for the Helping Professions (Daniel Stroud, Julie Prindle, Stacy England)
ch. 6 In Hope of Transformation: Teaching and Learning Through Relational Practice in the Adult Learning Classroom (Teresa J. Carter.)
ch. 7 Spiritual Autobiography: A Transformative Journey for a Counselor in Training (Michelle Kelley Shuler and Katrina Cook.)
ch. 8 Developing Scholarship Through Mentoring and Reflection: A Transformative Process for Doctoral Studentsv(Brandé Flamez, Javier Cavazos Jr., Varunee Faii Sangganjanavanich, and Joshua C. Watson)
ch. 9 The Transformative Relationship Within Teaching Counseling Skills and Methods: Implications for Training and Practice (Laura J. Fazio-Griffith)
ch. 10 The Role of Faculty in Dispositional Development of Teacher Candidates: A Neglected Voice in Teacher Preparation J(anet Filer, Candice Dowd Barnes, and Mark Cooper)

Relationship With Culture, Context & Technology
Part I: Transformative Learning in Multicultural, Cross-Cultural, and Intercultural Contexts
ch. 11 Easing Teacher Candidates Toward Cultural Competence Through the Multicultural Step Out (Freddie A. Bowles and Nancy P. Gallavan)
ch. 12 The Transformative Path of Local, Cross-Cultural Relationships (Ellen L. Marmon)
ch. 13 In Black and White: Transformation Through Examined Selves (Gabriele Strohschen)
ch. 14 Developing Intercultural Effectiveness Competencies: The Journey of Transformative Learning and Cross-Cultural Learning for Foreign-Born Faculty in American Higher Education (Pi-Chi Han)
ch. 15 Transformational Learning Experience of Haitian Americans in Response to the Earthquake in Haiti (Emmanuel Jean Francois and William H. Young III)

Part II: Learning in Relationship with Culture, Context, and Technology
ch. 16 Rhythm, Rhyme, Reel, Resistance: Transformative Learning Using African American Popular Culture (Malik Saafir)
ch. 17 Transformative Learning Experiences of Black African International Students (Alex Kumi Yeboah and William H. Young III.)
ch. 18 Facilitating Transformative Learning Opportunities in Higher Education Contexts for Adult Learners in Online and Virtual Spaces (Kathleen P. King and Shelley Stewart.)
ch. 19 Video Technology: Transforming Reflective Practice, (Sejal Parikh and Christopher Janson)

Relationship With Education & Human Services Fields
ch. 20 Advancing Transformative Theory: Multifold and Cyclical Transformation (Fujuan Tan and Lee Nabb.)
ch. 21 The Self in Transformation: What Gets Transformed in Transformative Learning? (Ted Fleming)
ch. 22 Positive Life Changes in Response to Cancer: Perspective Transformation and Posttraumatic Growth (Allen C. Sherman, Avinash Thombre, and Stephanie Simonton)

About the Editors
About the Contributors

Additional Info:
Praise for Cultivating the Spirit

A groundbreaking study of the spiritual growth of college students.... The spiritual dimension of higher education has been explored from a variety of angles for the past twenty years, but not until now have we had a competent and comprehensive body of data organized around well-defined dimensions of this complex phenomenon. This is an essential book for anyone in academia who cares about the education of the whole person.

An extremely important book for layperson and professional alike. A stunning wake-up call for higher education—highly recommended!

Cultivating the Spirit makes a unique and important contribution to one of the least examined yet most fundamental questions about undergraduate education: how students acquire the values and convictions that help to give meaning and purpose to their lives.... The authors provide a wealth of valuable findings about this vital process and its effects on student achievement, well-being, and personal growth in college.

The fruit of a decade of elegantly designed and compelling research, Cultivating the Spirit provides timely and significant data for reorienting the conversation about the relationships among intellectual inquiry, traditional academic values, and the formation of the inner life. Informative, clearly written, essential, and evocative reading for today's faculty across all institutions—public and private, secular and religious. (From the Publisher)

Table Of Content:
About the Authors
Acknowledgments

ch. 1 Why Spirituality Matters
ch. 2 Assessing Spiritual and Religious Qualities
ch. 3 Spiritual Quest: The Search for Meaning and Purpose
ch. 4 Equanimity
ch. 5 Spirituality in Practice: Caring For and About Others
ch. 6 The Religious Life of College Students
ch. 7 Religious Struggle and Skepticism
ch. 8 How Spiritual Growth Affects Educational and Personal Development
ch. 9 Higher Education and the Life of the Spirit

Appendix: Study Methodology
Notes
References
Index

Additional Info:
Journal Issue.

Table Of Content:
Special Focus Section: Religion, Law and Higher Education
Special Section Guest Editor

Guest Edito's Preface

ch. 1 Religious Freedom in America Catholic Higher Education (Charles J. Russo, Paul E. McGreal)
ch. 2 Faculty Religious Speech in Class (Suzanne Eckes)
ch. 3 The Rights of Student Religious Organizations after Christian Legal Society v. Martenz (William E. Thro)
ch. 4 Transformational Multicultural Spiritual Framework for Educating Youth: Spiritual Development for Children and Adolescents (Alex S. Hall)
ch. 5 Theology, Law and the Australian Legal Academy (Paul Babie)
ch. 6 Freedom of Religion and Postsecondary Education in Canada: Resolving Competing Claims (Paul Clarke)

Article
Women Faculty at an Evangelical University: The Paradox of Religiously Driven Gender Inequalities and High Job Satisfaction (Brad Christerson, M. Elizabeth Lewis Hall, Shelly Cunningham)

Resource Review
Catholic Higher Schools: Facing the New Realities

Additional Info:
The remarkable development of the Catholic university in the United States has raised questions about its continued identity, its promise, and its academic constituents. Michael J. Buckley, S.J., explores these issues, especially as they have been experienced in the history and contemporary commitments of Jesuit higher education. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Pt. 1 Crisis, Choice, and the Catholic University
ch. 1 The Catholic University and the Promise Inherent in its Identity
ch. 2 The Church and its Responsibility to Foster Knowledge
ch. 3 A Conversation with a Friend

Pt. 2 "The Universities of the Society"
ch. 4 Ignatius' Understanding of the Jesuit University
ch. 5 Humanism and Jesuit Theology

Pt. 3 Contemporary Signs of Contradiction
ch. 6 The Search for a New Humanism: The University and the Concern for Justice
ch. 7 The Catholic University as Pluralistic Forum

Pt. 4 Towards the Love of Wisdom
ch. 8 Philosophic Grammar and the Other Disciplines
ch. 9 Wisdom, Religion, and the Liberal Arts: Towards the Construction of Theology

Notes
Index

Additional Info:
The capstone course is supposed to serve as the final building block of our students’ education. Faculty in the religious studies department at Hendrix College felt the need to supplement the capstone metaphor with an additional one: “springboard.” We wanted to connect with recent trends in higher education that help students understand the ways in which they are prepared for employment and for life. To this end, we developed a senior colloquium course that integrates the various educational experiences of the students and, in partnership with our career services department, springboards them into their future lives. This article explains the process we went through and the three content areas covered in the course: intellectual autobiography, career preparation, and the research project.

Additional Info:
College students and graduates have fond memories of campus events such as commencement, founder's days, convocations, and baccalaureate. These events, defined as rites of passage, secular ceremonies, or cultural performances, create a special feel to a campus remembered for years to come. Borrowing from interpretive anthropology, the author spotlights the following ideas: culture is revealed and forms of life are expressed through the actions and words of community members; human communities are dynamic, complex, and ever-changing environments revealed through analysis of cultural events; and commonplace rituals and ceremonies play a central role in the cultural work of human meaning. The purpose of the book is to explore campus culture as revealed through rituals and ceremonies. (From the Publisher)

Table Of Content:
Foreword

The Rituals of Higher Education
Presidential Inauguration
Rites of Passage: Structuralism
Charter Day
Secular Ceremonies: Action, Order, and Evocation
Second Semester Convocation
Structure, Communitas, and Liminality
Baccalaureate
Cultural Performances: Rehearsals and Informality
Junior Show
Messages, Meanings, and Root Paradigms
Mary Lyon's Birthday Celebration
Old Traditions in New Places: The Oxymoron of "New" Rituals
Alumnae Parade and Laurel Chain
Constructivist Inquiry and Higher Education Rituals

References
Index

Additional Info:
Journal Issue.

Table Of Content:
Scholarship in the Public Domain
(Paul M. Harrison)
The Posture of the Church in Relationship to the Increasing Study of Religion in College and University
(Wesley A. Hotchkiss)
Religion and Academia
(Robert Michaelsen)
Religious Studies in Roman Catholic Colleges and Universities
(Gerard S. Sloyan)
Church Education and the Teaching of Religion in the Public Domain
(C. Ellis Nelson)
Implication for Theological Education in Seminaries of the Study of Religion in the University
(E. Thomas Lawson)
In-Parish Pastoral Studies 1960–66
(Russell J. Becker)
A View from the Field: A Supervising Pastor’s Experience in the in-Parish Pastoral Studies Program
(Jervis S. Zimmerman)
Notes to:
Presidents (Ernest Cadman Colwell)
Trustees (Harold C. Skillrud)
Seminary Staff Officers (Donald J. Campbell)
Librarians (Kenneth G. Peterson)
Professors (Jesse H. Ziegler)

Additional Info:
Journal Issue.

Table Of Content:
John Henry Newman and His Idea of a University

Guest Editor's Introduction (William Adrian)

Newman's Idea of a University Makes Sense Today (Jose Morales Marin)

Newman and Pattison: The Predicament of a Secularized University (Kazuhiko Funakawa)

Newman's Idea and Chung Chi's Practice (Peter Tze Ming Ng, and Pan-chiu Lai)

Newman's Challenge to the Contemporary Academy (Stephen M. Fields)

The Craft of Teaching: The Relevance of Newman for Theological Education (Frederick D. Aquino)

Newman: A Proposal for Lifelong Education (Rosario Athie)

Far from Home: Newman and the Contemporary Liberal Arts College (Thomas L. Benson)

Additional Info:
Journal Issue.

Table Of Content:
Editor's Preface
Guest Editor's Introduction

ch. 1 Where Religion Faculty Meet Students' Worlds: Lessons from the GTU Preparing Future Faculty Project
ch. 2 Engaging the Institution: Mentoring Future Faculty, Big Questions of Vocation, and the Reality of Assessment
ch. 3 Reengineering the Teaching Machine: Big Questions from the Inside Out and the Outside In
ch. 4 The Stakes Involved in 'Going Spiritual': Mentoring Future Faculty toward Meaning and Value
ch. 5 Big Questions of Vocation, Professional Identity, and Classroom Practice: A Conversation Between Colleagues
ch. 6 Conflations and Confrontations: Spirituality, Religion, and Values in the Liberal Arts Classroom
ch. 7 The Spectre of Spirituality: On the (In) Utility of 'Spirituality' as an Analytical Category
ch. 8 Spirituality in Higher Education?
ch. 9 The Question is the Answer
ch. 10 Pedagogy of Reverence: A Narrative Account
ch. 11 Does Spirituality Have a Place in Higher Education?: A Response
ch. 12 Spirituality in Higher Education: Problem, Practices, and Programs: A Response
ch. 13 Spirituality in Higher Education: Toward a Holistic Approach to the Development of Future Faculty in Theology and Religion
ch. 14 Fuzzy But Not Warm: On the (Continuing) Descriptive and Analytical Inutility of 'Spirituality'
ch. 15 A Contemplative Response: The Part Is the Whole

Contributors

Additional Info:
Journal Issue.

Table Of Content:
Special Issue on Warren A. Nord's
Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities

Editor's Preface

Essays
ch. 1 Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities: An Excerpt (Warren A. Nord)
ch. 2 Taking Warren Nord Seriously (Charles C. Haynes)
ch. 3 Even So, Keep Looking at That (MArtin E. Marty)
ch. 4 Teaching About Religion in Public Schools: Where Do We Go From Here? (Melissa Rogers)
ch. 5 Educational and Legal Perspectives: How Do They Differ? (Kent Greenawalt)
ch. 6 The Place of Religious Studies in Warren Nord's Does God Make a Difference (Bruce Grelle)
ch. 7 The Examined Life (Emile Lester)
ch. 8 Does Warren A. Nord Make a Difference? (Robert J. Nash)
ch. 9 Taking Religion Seriously: Another Approach (James C. Carper, Thomas C. Hunt)

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 The Christian College Experience and the Development of Spirituality Among Students
ch. 2 Spiritual Integration as a Predictor of Persistence at a Christian Institution of Higher Education
ch. 3 Explanatory Styles Among Undergraduate Students in a Christian and a State-supported Institution of Higher Education Part 2: A Comparative Analysis
Book Reviews

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 NAVIGATING THE CURRENTS OF CERTIFICATION: A CASE STUDY OF HISPANIC BAPTIST THEOLOGICAL SCHOOL

ch. 2 INSTITUTIONAL TYPES, ORGANIZATIONAL CULTURES, AND INNOVATION IN CHRISTIAN COLLEGES AND UNIVERSITIES

ch. 3 DIAPERS, DISSERTATIONS, AND OTHER HOLY THINGS: THE EXPERIENCES OF MOTHERS WORKING IN CHRISTIAN COLLEGES AND UNIVERSITIES

ch. 4 SPIRITUAL PERSPECTIVE AND NEEDS: A COMPARATIVE STUDY OF NURSING FACULTY IN A CHRISTIAN UNIVERSITY AND A STATE UNIVERSITY

ch. 5 PERSONAL AND ACADEMIC BACKGROUNDS OF FEMALE CHIEF ACADEMIC OFFICERS in EVANGELICAL CHRISTIAN COLLEGES AND UNIVERSITIES

Additional Info:
In this book, seventeen senior leaders from faith-based colleges and universities across North America--collectively bringing with them hundreds of years of leadership experience--share fresh insights into the theory and practice of Christian higher education leadership. These authors speak honestly about the successes, failures, and demands that have shaped their current leadership decisions and their visions for the future.In this book, seventeen senior leaders from faith-based colleges and universities across North America--collectively bringing with them hundreds of years of leadership experience--share fresh insights into the theory and practice of Christian higher education leadership. These authors speak honestly about the successes, failures, and demands that have shaped their current leadership decisions and their visions for the future. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
Introduction

Part I: The Interior Life of Thriving Leaders
ch. 1 Thriving as a Leader: The Role of Resilience and Relationships
ch. 2 Leading from the Center: Body and Place
ch. 3 Honoring Giftedness: A Strengths Approach to Leadership

Part II: The Social Intelligence of Thriving Leaders
ch. 4 Tell Me a Story: Using as Old Tool to Sustain Culture, Embrace Change, and Envision a Bold Future
ch. 5 The Difference Trust Makes
ch. 6 Orchestrating a Life of Influence
ch. 7 Inside Faculty Culture
ch. 8 Building a Powerful Leadership Team
ch. 9 Mentoring for Leadership

Part III: How Leaders Can Shape a Thriving Organizational Culture
ch. 10 Metaphors Matter: Organizational Culture Shaped by Image
ch. 11 Beyond "Hospitality": Moving out of the Host-Guest Metaphor into an Intercultural "World House"
ch. 12 Toward a Distinctive, Christ-Honoring Campus Culture: Working the Vision
ch. 13 Leading a Turnaround and the Joy of a Third-Class Ticket
ch. 14 Leadership in the Fifth Dimension: Balancing Time with the Timeless

Epilogue
About the Author
About the Contributors
Bibliography

Additional Info:
In The University Gets Religion: Religious Studies in American Higher Education, historian D. G. Hart examines the rise of religion to its current place as one of the largest academic disciplines in contemporary higher education. Protestant ministers and faculty were especially influential in arguing for the importance of religion to a truly "liberal" education, staffing departments and designing curricula to reflect their own Protestant assumptions about the value of religion not just for higher education but for American culture in general. Though many educators originally found religion too sectarian and unscientific for colleges and universities, religious studies nevertheless emerged after World War II as a crucial element of a liberal education.

But the success of mainstream Protestantism in fostering the academic study of religion has become the field's greatest burden. Over the last twenty-five years, religion scholars have distanced themselves from traditional Protestant orientations while looking for topics better suited to America's cultural diversity. As a result, religion is in the awkward position of being one of the largest scholarly disciplines while simultaneously lacking a solid academic justification. It may be time, Hart argues, for academics to stop trying to secure a religion-friendly university.

The first sustained history of the academic study of religion at American universities, The University Gets Religion: Religious Studies in American Higher Education is a timely book that explores the present-day implications of religious studies' Protestant past. (From the Publisher)

Table Of Content:
Preface and Acknowledgments
Introduction: Why Study Religion?

Part I: The Age of the University, 1870-1925
ch. 1 Enlightened Christianity and the Founding of the University
ch. 2 Protestant Divinity in the Shadow of the University
ch. 3 The Emergence of a Pattern

Part II: The Age of the Protestant Establishment, 1925-1965
ch. 4 Religious Studies and the Humanities
ch. 5 Finding a Place for Theology
ch. 6 The Good Book for Tough Times
ch. 7 Church History for the Nation

Part III: The Age of the American Academy of Religion, 1965-Present
ch. 8 Religious Studies and the Failure of the Christian Academy
ch. 9 Religious Studies in Post-Protestant America
ch. 10 Religious Studies, the Would-be Discipline

Conclusion: Whither Religion in the University?
Notes
Bibliographical Essay
Index

Additional Info:
Praise for Helping College Students Find Purpose

A generous and inspiring book! In the spirit of 'convocation,' Nash and Murray call together both university faculty and student affairs professionals to provide them new means for helping more college students realize the highest purpose of higher education—that, in pursuing the means to make a living, one comes to make a meaning worth living for.

Educators across campuses—faculty and administrators alike—will find in this book not only the importance of helping their students construct meaning upon which to base their academic and life ambitions, but also practical suggestions for doing so. Ultimately, those who will benefit most from this book are students whose education inside and outside the classroom is informed by the type of cross-campus, interdisciplinary approach to meaning-making put forth by the authors.

This comprehensive compendium is a must-read for any higher education professional interested in responding to students' ubiquitous concerns about existential issues concerning purpose and meaning. It brings together classical and contemporary thought, conceptual depth, and concrete suggestions for practice. This scholarship is enriched and enlivened by the authors' personal perspectives and experiences, and by student voices and vignettes. Buy it and keep it handy as a source of wisdom and good counsel.

A thoughtful, provocative, moving, yet practical guide for any teacher seeking to make the college classroom a space for inspiration and hope. (From the Publisher)

Table Of Content:
Foreword
Preface
About the Authors

Part I: Making Meaning in the Quarterlife
ch. 1 Is the Quarterlife Generation Ready for Meaning-Making?
ch. 2 Exploring the Meaning of Meaning: Existentialism and Postmodernism
ch. 3 Finding Meaning in Religion and Spirituality: Why Can’t My Faith Be Cool?

Part II: Putting Meaning-Making to Work: Tools of the Trade
ch. 4 A Pedagogy of Constructivism: Deep-Meaning Learning
ch. 5 Make Room for Meaning: Practical Advice
ch. 6 The Ethics of Meaning-Making
ch. 7 Meaning Maxims for Both Inside and Outside the Classroom

Part III: Our Own Attempts to Make Meaning
ch. 8 Two Personal Reflections for Our Readers

Resources for Meaning-Making Educators
Resource A: Four Therapeutic Approaches to Meaning-Making
Resource B: Crossover Pedagogy

References
Index

Additional Info:
Click Here for Book Review
Abstract: A wide-ranging consideration of the emerging field of contemplative education.

Contemplative approaches to higher education have been gaining in popularity and application across a wide range of disciplines. Spurring conferences, a growing body of literature, and several academic programs or centers, these approaches promise to contribute significantly to higher education in the years to come. This volume provides an overview of the current landscape of contemplative instruction, pedagogy, philosophy, and curriculum from the perspectives of leading researchers and scholar-practitioners. Contributors come from a variety of disciplines, including education, management and leadership studies, humanities, social sciences, the arts, and information science. Drawing on diverse contexts, the essays reveal the applicability of contemplative studies as a watershed field, capable of informing, enriching, and sustaining the many disciplines and instructional contexts that comprise higher education. Chapters discuss the theoretical aspects of the field; the details, experiences, and challenges of contemplative approaches; and the hopes and concerns for the future of this field. (From the Publisher)

Table Of Content:
An Introduction to Contemplative Learning and Inquiry Across Disciplines Olen Gunnlaugson, Edward W. Sarath, Charles Scott, and Heesoon Bai)

Part I. Contemplative Studies: A New Academic Descipline ch. 1 Contemplative Pedagogy in Higher Education: Toward a More Reflective Academy (Arthur Zajonic, Amherst University)
ch. 2 A Philosophical Framework for Contemplative Education (Deborah Orr, York University)
ch. 3 Kindred Spirits in Teaching Contemplative Practice: Distraction, Solitude, and Simplicity (Mara Adelman, Seattle University)
ch. 4 Contemplation: The Soul’s Way of Knowing (John (Jack) P. Miller, Ontario Institute for Studies in Education, University of Toronto)
ch. 5 Fitting in Breath Hunting: Thai and U.S. Perspectives of Contemplative Pedagogy (David Lee Keiser, Monclair State University, and Saratid Sakulkoo, Burapha University)
ch. 6 A Pedagogy for the New Field of Contemplative Studies (Harold D. Roth, Brown University)

Part II. Domain Specific Perspectives
ch. 7 Learning about Obligation, Compassion, and Global Justice: The Place of Contemplative Pedagogy (David Khane, University of Alberta)
ch. 8 History as Dharma: A Contemplative Practice Model for Teaching the Middle East and Africa (Elise G. Young, Westfield State University)
ch. 9 Paying Attention: Introspection as a Ground of Learning (Daniel Barbezat, Amherst College)
ch. 10 Integrating Mindfulness Theory and Practice at Lesley University (Nancy W. Waring, Lesley University
ch. 11 Information and Contemplation: Exploring Contemplative Approaches to Information Technology (David M. Levy, University of Washington
ch. 12 Contemplative Pedagogy: Perspectives from Cognitive and Affective Science (Alfred W. Kaszniak, University of Arizona<)

Part III. Contemplating Change: Individual and Collective Transformation in Contemplative Education Environments
ch. 13 Transformative Pathways: Engaging the Heart in Contemplative Education (Diana Denton, University of Waterloo)
ch. 14 Contemplating Uncomfortable Emotions: Creating Transformative Spaces for Learning in Higher Education (John Eric Baugher, University of Southern Maine)
ch. 15 Contemplative Disciplines in Higher Education: Cutting through Academic Materialism (Daniel Vokey, University of British Columbia)
ch. 16 Transitions: Teaching from the Spaces Between (Richard C. Brown, Naropa University)
ch. 17 A Call for Wisdom in Higher Education: Contemplative Voices from the Dao-Field (Heeson Bai, Simon Fraser University; Avraham Cohen, City University; Tom Culham, Sean Park, Shahar Rabi, Charles Scott, and Saskia Tait, Simon Fraser University)

Part IV. New Frontiers of Contemplative Learning and Instruction
ch. 18 Considerations for Collective Leadership: A Threefold Contemplative Curriculum for Engaging the Intersubjective Field of Learning (Olen Gunnlaugson, Université Laval)
ch. 19 Buberian Dialogue as an Intersubjective Contemplative Praxis (Charles Scott, Simon Fraser University)
ch. 20 Contemplative Pedagogy and Compassionate Presence (Joanne Gozawa, California Institute of Integral Studies)
ch. 21 What Next?: Contemplating the Future of Contemplative Education (Edward W. Sarath, University of Michigan)
ch. 22 An Inquiry into the Field Dynamics of Collective Learning (Chris Bache, Youngstown State University in conversation with Olen Gunnlaugson, Université Laval)

Author Biographies
Index

Additional Info:
Click Here for Book Review
The newest release from Bringing Theory to Practice, Well-Being and Higher Education, explores the multiple connections of well-being to higher education and why those connections matter—for the individual lives of students and those who teach; for the institution; and for whether or not the unique promise of higher education to a democratic society can be advanced and realized.

The publication’s thirty-five original essays and provocations—by some of the most highly respected voices within and beyond the academy—address the theoretical underpinnings and practical expressions of these connections. Articles include “Higher Education, the Struggle for Democracy, and the Possibility of Classroom Grace”; “Why Well-Being is Fundamental to Liberal Learning”; “Honoring the Humanity of Our Students”; “Thriving: Expanding the Goal of Higher Education”; and “College Makes Me Feel Dangerous: On Well-Being and Nontraditional Students.”

Well-Being and Higher Education opens the discussion on learning’s connection to well-being; responds to current challenges against the state of higher education today; and brings to the forefront a conversation considering the greater purposes of higher education and the need to preserve and revive the institution’s role to look beyond itself to a greater good. (From the Publisher)

Table Of Content:
Acknowledgements
Preface
Foreword
Introduction

PART 1: Analysis and Meaning
Essays
ch. 1 Measuring and Improving the Effect of Higher Education on Subjective Well-Being (John Bronsteen)
ch. 2 Eudaimonic Well-being and Education: Probing the Connections (Carol D. Ryff)
ch. 3 Higher Education and Education in Virtue (Barry Schwartz)
ch. 4 Higher Education, the Struggle for Democracy, and the Possibility of Classroom Grace (Henry Giroux)

Provocations
ch. 5 Against the Culture of Acquiescence: Why Students Need Liberal Learning for their own Well-Being as well as the Well-Being of Society (William M. Sullivan)
ch. 6 Is Well-Being an Individual Matter? (Kazi Joshua)
ch. 7 Understanding the Complexities of Well-Being (Elizabeth Minnich)
ch. 8 The University as the Common Enemy of Opposing Views of Well-Being (Jerzy Axer)
ch. 9 Education for Well-Being (Todd Gitlin)
ch. 10 Why Well-being is Fundamental to Liberal Learning (Alexander Astin)

PART 2: Manifestation and Implementation
Essays
ch. 11 Why Flourishing? (Corey Keyes)
ch. 12 College Makes Me Feel Dangerous: On Well-Being and Nontraditional Students (David Scobey)
ch. 13 What Constitutes Indices of Well-Being Among College Students? (Sara E. Dahill-Brown & Eranda Jayawickreme)
ch. 14 Thriving: Expanding the Goal of Higher Education (Laurie Schreiner)
ch. 15 Well-Being and Student Persistence: Reframing Student Success (Tricia Seifert)
ch. 16 What Does Doing Good Mean? Well-Being and the Civic Purpose of Higher Education (Andrew Seligsohn)

Provocations
ch. 17 Student Well-Being as a Function of Identity Development (Elsa M. Núñez)
ch. 18 Student Narratives and Well-Being (Thia Wolf & Amalia Rodas)
ch. 19 Well-Being and Agency: Political Education in a Time of Crisis (Brian Murphy)
ch. 20 Spirit, Truth, and The Bright Colors of Books: Institutional Well-Being and Productive Disorder at a Black Women’s College (Mona Taylor Phillips)

PART 3: Facilitation: Curricular, Pedagogic and Across Boundaries
Essays
ch. 21 The Well-Being University (Nance Lucas & Paul Rogers)
ch. 22 Curricular Infusion of Well-Being and Science (Heidi G. Elmendorf & Joan B. Riley)
ch. 23 Bringing Together the Humanities and the Science of Well-Being to Advance Human Flourishing (James O. Pawelski)
ch. 24 Honoring the Humanity of Our Students (David Schoem)

Provocations
ch. 25 Well-Being and Being Safe: Do Guns Change Social Interactions? A Missouri Case Study (Jonathan M. Metzl)
ch. 26 Well-Being and the Community College Mission (Amanda Hyberger)
ch. 27 The Morehouse Mystique and the Collective Well-being Imperative (John Silvanus Wilson, Jr.)
ch. 28 Mobilizing Campus Communities for Well-Being (Theodore Long)
ch. 29 Why Institutional Commitment to Well-Being Bridges the Academic and Student Affairs Divide (Kevin Kruger & Stephanie A. Gordon)
ch. 30 Distilling Career Advice from the Happiness Literature (Robert H. Frank)

PART 4: The Logic of Change: Why, What, and How?
Essays
ch. 31 Institutional Transformation in the Service of Well-being: A Cross-Cultural Perspective (Eric Lister)
ch. 32 Reinventing Higher Education for the 21st Century (Peter Leyden)
ch. 33 Transforming Learning: The LEAP Challenge and the Well-Being of Students (Carol Schneider)

Provocations
ch. 34 Well-being, Disintegration and the Rebundling of Higher Education (Randy Bass)

Contributors
About Bringing Theory to Practice

Additional Info:
This report provides an evaluation of the research and conversations on religion and higher education that the Lilly Endowment has sponsored. Chief among the report's findings is the emergence of a movement to revitalize religion in higher education that gathered momentum in the 1990s.

Additional Info:
The aim of this book is both to raise questions about the contemporary theological enterprise and to suggest ways to improve theological education at the college, seminary, and graduate levels. With that in mind the editors have here gathered together important essays by leading theologians and prominent bishops that provide expert assessment of the present state of Catholic theological education and its future prospects, treating a full range of the most pressing topics, from undergraduate and graduate programs to the role of bishops and the task of inculturation. (From the Publisher)

Table Of Content:
Acknowledgments
List of Abbreviations
Introduction (Patrick W. Carey)

ch. 1 Theological Education in the Catholic Tradition (Avery Dulles)
ch. 2 Catholic Higher Education as Historical Context for Theological Education (Philip Gleason)
ch. 3 Mission and Identity in Catholic Universities (Joseph A. Komonchak)
ch. 4 Catechesis Isn't Just for Children Anymore (Berard L. Marthaler)
ch. 5 Theological Education in the Undergraduate Core Curriculum (Monika K. Hellwig)
ch. 6 Introduction of Theology in the Catholic Tradition (Arthur L. Kennedy)
ch. 7 The Undergraduate Theology Major (Lawrence S. Cunningham)
ch. 8 Challenges for Catholic Graduate Theological Education (Matthew L. Lamb)
ch. 9 The Future of Graduate Education in Theology: A Clear Sky with the Possibility of a Late Afternoon Thunderstorm (William M. Shea)
ch. 10 Faculty Research and Catholic Identity (John C. Haughey)
ch. 11 Theological Education in Seminaries (Robert J. Wister)
ch. 12 Theological Faculty and Programs in Seminaries (Katarina Schuth)
ch. 13 Theology's Place in a Catholic University (James L. Heft)
ch. 14 Institutional Resources in the Seminary ((Thomas R. Kopfensteiner)
ch. 15 Bishops and Theologians (Francis E. George)
ch. 16 Theologians and Bishops (Robert P. Imbelli)
ch. 17 Faith: Normative for Bishops and Theologians (Oscar H. Lipscomb)
ch. 18 Theologians and Bishops: With Each Other (John J. Leibrecht)
ch. 19 Inculturation and Acculturation for an American Bishop and Theologian (Donald E. Pelotte)
ch. 20 Biblical Studies in University and Seminary Theology (Lawrence E. Boadt)
ch. 21 Historical Theology in the Curriculum (Joseph T. Lienhard)
ch. 22 Liturgy: The Integrative Center of the Theological Disciplines (Susan K. Wood)
ch. 23 The Divorce of Spirituality from Theology (Keith J. Egan)
ch. 24 The Integration of Theology and Spirituality: a View from the Seminary (Austin C. Doran)
ch. 25 Theological Education of African American Catholics (M. Shawn Copeland)
ch. 26 Catholic Theological Education and U.S. Hispanics (Roberto S. Goizueta)
Afterword (Earl C. Muller)

Selected Bibliography on Theological Education in American Catholic Higher Education, 1881-1995 (Pamela C. Young)
Contributors
Index

Additional Info:
"The sadness I feel," writes Denise Carmody, "stems from watching the capitulation of good schools, both Christian and secular, to the pragmatism of recent times and their concomitant loss of a pervasive vision of their enterprise." Such capitulation has produced a serious crisis in American higher education, including also church-sponsored higher education, leading to a preoccupation with research and publication instead of teaching and to frequent inattention to ultimate human questions. Following an introductory discussion of teaching, research and publication, and "the difference that God makes," the book moves through such topics as human nature, physical nature, politics, divinity or ultimate reality, and education (including community services, academic freedom, and the arts and sciences). A concluding chapter focuses on vision in higher education, that is, gaining a clear sense of what a collegiate venture wants to do and the kind of curriculum and teaching that squares with what a college is trying to achieve. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 On Human Nature
ch. 2 On Physical Nature
ch. 3 On Politics
ch. 4 On Divinity
ch. 5 Education Revisited

Conclusion
Index

Additional Info:

Additional Info:

Additional Info:
White Paper and the Working Group Papers for a 2008 Teagle funded conference with participants from Bucknell University, Macalester College, Vassar College, and Williams College.
 Asking: how secular assumptions both enable and limit the questions of meaning and purpose that are central to liberal arts education. 

Additional Info:

Additional Info:
Examines how the higher education sector in Britain has responded to changes due to religious diversity. Takes particular account of the perspectives of chaplains in higher education, and also considers the perspectives of religious, student-run, and academic organizations concerned with religion in universities. Explores the role that religion plays in shaping a new generation of British Hindus, Muslims, and Sikhs, and examines issues such as the staffing of chaplaincies, religious dietary needs, and equal opportunity policies. (From the Publisher)

Table Of Content:
ch. 1 Introduction
ch. 2 Religion in Higher Education in Britain Since 1945
ch. 3 University Faith Communities: Diversity, Identity and Rights
ch. 4 Chaplaincies: Organisation, Funding and Staffing
ch. 5 Meeting Student Needs
ch. 6 Religion and the Corporate Life of Universities: Equal Opportunities?
ch. 7 Student Voices
ch. 8 Religion in Higher Education and Public Life: Some Conclusions

Appendices
References
Index

Additional Info:

Additional Info:
Click Here for Book Review
Abstract: Catholic colleges and universities have long engaged in conversation about how to fulfill their mission in creative ways across the curriculum. The "sacramental vision" of Catholic higher education posits that God is made manifest in the study of all disciplines.

Becoming Beholders is the first book to share pedagogical strategies about how to do that. Twenty faculty—from many religious backgrounds and teaching in fields as varied as chemistry, economics, English, history, mathematics, sociology, and theology—discuss ways that their teaching nourishes students' ability to find the transcendent in their studies. (From the Publisher)

Table Of Content:
Preface (Karen E. Eifler and Thomas M. Landy)

Part I - The Sacramental Imagination as a Theological Perspective
ch. 1 Finding God in All Things: A Sacramental Worldview and Its Effects (Michael J. Himes)
ch. 2 Detectives of Grace in the Adventures of Scholarship (James Corkey, SJ)

Part II - A Long, Loving Look at the Real
ch. 3 Practice Makes Reception: The Role of Contemplative Ritual in Approaching Art (Joanne E. Ziegler)
ch. 4 Radical Transcendence: Teaching Environmental Literature at a Catholic University (Kimberly P. Bowers)
ch. 5 You Are Here: Engagement, Spirituality, and Slow Teaching (Anita Houck)
ch. 6 Pauses

Part III - Word and Sacrament
ch. 7 Rhetorics of Silence: A Pedagogy of Contemplation, Empathy, and Action (Melissa A. Godlthwaite)
ch. 8 Stumbling toward Grace: Meditations on Communion and Community in the Writing Classroom (Anne E. Green)Hello - Thanks for providing your street address.  The book will be mailed today.
ch. 9 Looking into the Bible (Michael Patella, OSB)

Part IV - In Places of Struggle and Challenge
ch. 10 Catholic Social Teaching, Community-Based Learning, and the Sacramental Imagination (Susan Crawford Sullivan)
ch. 11 Solidarity through “Poverty and Politics” (William Purcell and Rev. William Lies, CSC)
ch. 12 Exorcizing Taboos: Teaching End-of-Life Communication (Michael P. Pagano)
ch. 13 Who Decides? Encountering Karma and Catastrophe in the Catholic Liberal Arts (Michael Bathgate)
ch. 14 Beholding the Eschaton: Transforming Self and World through the Study of World History (Eric Cunningham)

Part V - Appreciating Where We Stand and What Other See
ch. 15 Shiver of Wonder: A Dialogue about Chemistry with Sister Angela Hoffman, OSB (Karen E. Eifler)
ch. 16 “Finding the Unfamiliar in the Familiar Places”: The Regis Community-Based Spanish/English Exchange Project: Journeys in Place (Obdulia Castro and Elizabeth Grassi)
ch. 17 Dialogues of Discernment: Science for Social Justice (Audrey A. Friedman)
ch. 18 Cultivating Empathy and Mindfulness: Religious Praxis (Angela Kim Harkins)
ch. 19 This I Believe: Linking the Mathematical Axiomatic Method with Personal Belief Systems (Stephanie Anne Salomone)
ch. 20 Mutual Benefice: Helping Students Find God in a Research Methods Course (Joanthan W. Bowman)

About the Authors

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This note from the classroom explores teaching new or alternative religions within the context of a Roman Catholic Liberal Arts College. The essay will specifically focus on a section of a course entitled "Modern Religious Movements" in which students were asked to consider different methodological approaches to the teaching and study of Scientology and the Catholic cult of the Virgin Mary. This note from the classroom details how this rather unexpected comparison prompted students to reconsider the category cult and argues that encouraging self-reflexivity in a largely Catholic classroom can become a crucial means for engaging a broader discussion of new religions, cult discourse, and the academic study of religion itself.

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Journal Issue.

Table Of Content:
Editor's Preface

ch. 1 Letters from the Council on Islamic Education

ch. 2 In Search of an Establishment Principle: The Original Understanding, Pre-Game Prayers, and Aid to Religious Schools

ch. 3 A "Perfect Standard?" Exploring Perceptions of Student Life and Culture at Wheaton College

ch. 4 Hecate Does Harvard: Notes on Academic Criticism of Wiccan Practice

ch. 5 An End to the Heckler's Veto: Good News Club v. Milford Central School

ch. 6 Thayer S. Warshaw - A Tribute

ch. 7 Does Why Religion Matters Really Matter?

Contributors

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Table Of Content:
Preface

ch. 1 Constructing a Spirituality of Teaching: A Personal Perspective

ch. 2 A Vision of Schools with Spirit

ch. 3 Building a Comfort Zone: Teacher Training and Standards-Based Education about Religion

ch. 4 Ex Corde Ecclesiae and American Catholic Higher Education: Dead on Arrival?

ch. 5 Spiritually Committed Public School Teachers: Their Beliefs and Practices Concerning Religious Expression in the Classroom

ch. 6 Cognitive Emotions and Emotional Cognitions

Field Notes

Contributors

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Journal Issue.

Table Of Content:
Editor's Preface

ch. 1 How September 11, 2001 Transformed My Course on Religious Pluralism, Spirituality, and Education

ch. 2 The Peripatetic Class: Buddhist Traditions and Myths of Pedagogy

ch. 3 John Dewey and His Religious Critics

ch. 4 The Role of Religion in Korean Higher Education

ch. 5 How Do We Respond When All Our Ways of Knowing Converge on Subversive Truths?

ch. 6 Nord's Net: "Ways of Knowing" for the Science Classroom

ch. 7 Response to: A 'Perfect Standard'

ch. 8 Review of Whose Kids Are They Anyway?" Religion and Morality in America's Public Schools

Books Received

Contributors

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Table Of Content:
Editor's Preface

ch. 1 The School Voucher Decision

ch. 2 School Vouchers and the Original Understanding of the Establishment Clause

ch. 3 Zelman vs. Simmons-Harris: Remarks from a National Press Club Panel

ch. 4 Our Public Schools: Inclusive Mission Brings Us All Together

ch. 5 Chuang Tzu as Teacher: Pedagogical Insights from the Chuang Tzu

ch. 6 Openly Addressing the Reality: Homosexuality and Catholic Seminary Policies

ch. 7 The Living Color of Student's Lives: Bringing Cajitas into the Classroom

ch. 8 Two Preachers, a Trial Lawyer, ad Aristotle

ch. 9 Maintaining a Christian Institutional Identity while Embracing Religious Diversity

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Inviting Atheists to the Table: A Modest Proposal for Higher Education

ch. 2 Teaching Spirituality in Public Higher Education

ch. 3 Spirituality and Religion: Through the Eyes of the "Hidden Educators"

ch. 4 Understanding Women's Spirituality in the Context of a Progressive Campus-Based Catholic Community

ch. 5 Faith and Public Education: Immigrants, Iowa, and the Biblical Mandate to Welcome the Stranger

ch. 6 'Moral Victories': Ronald Reagan and the Debate over School Prayer

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Religion and Public Schools: A Forty Year Retrospective

ch. 2 Defining Spirituality in Public Education: A Response to R. J. Nash from a Spirituality Engaged Atheist

ch. 3 Challenges To Discernment in Religious Education

ch. 4 The Austin TEA Party: Homeschooling Controversy in Texas, 1986-1994

ch. 5 The Sense of Spiritual Calling Among Teacher Education Program Students

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Taking the Tournament of Worldviews Seriously in Education: Why Teaching about Religion Is Not Enough

ch. 2 Fostering Spiritual Depth in a Trans-traditional Context: Communicating Across Differences

ch. 3 God's People and Fundamentalist Ideology in the Classroom: an Examination of Free Presbyterian Schooling in Northern Ireland

ch. 4 In the Matter of Race, Memory and Transformation: The Use of Sacred Sites to Teach Social Justice

ch. 5 Spirituality and School Leaders: The Value of Spirituality in the Lives of Aspiring School Leaders

ch. 6 Evangelical Students in Public Schools: They Don't Stand Out, But Don't Fit In

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Studying Religious Diversity in Public Education: An Interpretive Approach to Religious and Intercultural Understanding

ch. 2 The Complex and Rich Landscape of Student Spirituality: Findings from the Goucher College Spirituality Survey

ch. 3 Being Religious at Knox College: Attitudes Toward Religion, Christian Expression, and Conservative Values on Campus

ch. 4 Religious Autonomy and World Religious Education

ch. 5 Comparing the Influence of Religion on Education in the United States and Overseas: A Meta-Analysis

ch 6. The Religious Free Speech Rights of Public School Teachers: Wigg vx. Sioux Falls School District

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Evangelicals on Campus: An Exploration of Culture, Faith and College Life

ch. 2 The Big Chill: Are Campuses Turning a Cold Shoulder to Religious Students?

ch. 3 Jesus, the Enlightenment and Teaching World History: The Struggles of an Evangelical Scholar

ch. 4 Listening to Teacher Voices: Religion in Schools in the Rural South

ch. 5 In The World But Not of It? Voices and Experiences of Conservative Christian Students in Public Schools

Contributors

Coming in Future Issues

Books Received

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Table Of Content:
Editor's Preface

Special Focus Section


Rethinking Religion, Education, and Pluralism in Europe and the United States

ch. 1 Rethinking Religious Education and Plurality: Issues in Public Religious Education

ch. 2 Religion, Pluralism, and Public Education in America

ch. 3 Defining and Promoting the Study of Religion in British and American Schools

ch. 4 Engaging the Believer A Contribution to the Discussion of Robert Jackson's Rethinking Religious Education and Plurality

ch. 5 The Study of Religion in American Schools Response to Robert Jackson's Religious Education and Plurality

ch. 6 European and Danish Religious Education: Human Rights, the Secular State, and Rethinking Religious Education and Plurality

ch. 7 Recasting Agreements that Govern Teaching and Learning: An Intellectual and Spiritual Framework for Transformation

Contributors

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Journal Issue.

Table Of Content:
Editor's Preface

Special Issue Spirituality in Higher Education

ch. 1 Guest Editor's Preface

ch. 2 Learning With Heart And Mind: Embracing Wholeness in Learning Communities

ch. 3 Integrating Religion and Spirituality in Higher Education: Meeting the Global Challenges of the 21st Century

ch. 4 Equanimity and Spirituality

ch. 5 How Colleges Differ in their Efforts to Promote Moral and Ethical Development in College

ch. 6 Understanding the "Interior" Life of Faculty: How Important is Spirituality?

ch. 7 The Dynamics of Spirituality and the Religious Experience

Contributors

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Table Of Content:
Editor's Preface

ch. 1 God, Darwin, and the Courts: An Evolving Debate

ch. 2 Teaching the Contexts: Why Evolution Should Be Taught As An Argument and How it Might be Done

ch. 3 Problems in the Philosophical Bases of Intelligent Design

ch. 4 Challenging the Myth of Human Superiority

ch. 5 "This Evolution Bit is Straight from Satan": McLean v. Arkansas Board of Education and the Democratization of Southern Christianity

ch. 6 A Clash of Opposing Worldviews: How One Professor Teaches the Intelligent Design/Evolution Controversy

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Exploring Religious Pluralism in Higher Education: Non-Majority Religious Perspectives among Entering First-Year College Students

ch. 2 Teaching Adolescents about Religious Pluralism in a Post- 9/11 World

ch. 3 Diversity and Spirituality in Secular Higher Education: The Teaching Paradox

ch. 4 Evoke: Remembering an Institution's Mission Through Soulful Renewal

ch. 5 Social Studies Teacher Educators: A Survey of Attitudes Toward Religion in the Curriculum

Contributors

Coming in Future Issues

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Table Of Content:
Editor's Preface

ch. 1 "Do You Believe in the Whole Idea of 'God the Father'?" How College Students Talk about Spiritual Transformation

ch. 2 Bible Bills, Bible Curricula, and Controversies of Biblical Proportions: Legislative Efforts to Promote Bible Courses in Public Schools

ch. 3 The Philosophy of Baha'i Education

ch. 4 Religion and High Academic Achievements in Puerto Rican High School Students

ch. 5 Government Involvement in Religious Education: Perspectives from Abraham Kuyper on School Choice

Contributors

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Table Of Content:
Editor's Preface

ch. 1 Talking With Students About Faith in an Era of Religious Extremes

ch. 2 Exploring Religion and Christianity as Points of Diversity Within Counseling Training Programs

ch. 3 Addressing the Identity-Relevance Dilemma: Religious Particularity and Pluralism as Presbyterian Church-Related Colleges

ch. 4 Planning for Change in Christian Colleges: Learnings from Lilly's PTEV

ch. 5 Islamic and Liberal Visions of Citizenship Education: Religion and State in the National Curriculum of Pakistan

Contributors

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Journal Issue.

Table Of Content:
ch. 1 Thinking, believing and sharing: editorial
ch. 2 Welcome from the Director (George MacDonald Ross)
ch. 3 The LTSN and the PRS-LTSN
ch. 4 QAA Benchmarking Project
ch. 5 Workshops, Events and Networks
ch. 6 Teaching Pjilosophy and HPS to Science Students (Geoffrey Cantor)
ch. 7 The Vision of God and its Impact on the Educational Process (William S. Campbell)
ch. 8 The Special Educational Needs and Disability Act: the Implications for PRS (Gary Bunt)
ch. 9 Cultivating Transferable Skills in Philosophy Undergraduates (Christopher Cowley)
ch. 10 Double Marking versus Monitoring of Examinations (Roger White)
ch. 11 Report on a History of Science, Technology and Medicine Workshop, Leeds, 30-31 May 2001 (Graeme Gooday)
ch. 12 Report of a Workshop on Teaching South Asian Religious Traditions, Centre for Applied South Asian Studies, University of Manchester, 18 May 2001 (Suthren Hirst, Searle-Chatterjee, and Nesbitt)
ch. 13 About the Journal

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In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge.

* Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge”
* Considers how theology is often excluded from the knowledges of the modern university because these are constituted by an understanding of time necessary to make economic and state realities seem inevitable
* Argues that it is precisely this difference that makes Christian theology an essential resource for the university to achieve its task - that is, to form people who are able to imagine a different world through critical and disciplined reflection
* Challenges the domesticated character of much recent theology by suggesting how prayer and the love of the poor are essential practices that should shape the theological task
* Converses with figures as diverse as Luigi Giussani, David Burrell, Stanley Fish, Wendell Berry, Jeff Stout, Rowan Williams and Sheldon Wolin
* Published in the new and prestigious Illuminations series. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Theological Knowledge and the Knowledges of the University: Beginning Explorations
ch. 2 Leaving Ruins: The Gospel and Cultural Formations
ch. 3 How Risky is The Risk of Education: Random Reflections from the American Context
ch. 4 The End of "Religious Pluralism:" A Tribute to David Burrell, C.S.C.
ch. 5 The Pathos of the University: The Case of Stanley Fish
ch. 6 What Would a Christian University Look Like?: Some Tentative Answers Inspired by Wendell Berry
ch. 7 Pro Ecclesia, Pro Texana: Schooling the Heart in the Heart of Texas
ch. 8 Christians and the So-Called State (We Are In): A Meditation on Loyalty after September 11, 2001
ch. 9 Democratic Time: Lessons Learned from Yoder and Wolin
ch. 10 The State of the Secular: Theology, Prayer, and the University
ch. 11 To Love God, the Poor, and Learning: Lessons Learned from Saint Gregory of Nazianzus
ch. 12 Seminaries Are in Trouble: Chastened Reflections on the Centennial of Bethany Theological Seminary
ch. 13 Ordinary Time: A Tribute to Rowan Williams

Index

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Journal Issue.

Table Of Content:
Editor's Preface

ch. 1 Measuring Faculty Spirituality and its Relationship to Teaching Style

ch. 2 Learning to Teach about Religion in Public Schools: Perspectives and Experiences of Student Teachers in the Program for Religion and Secondary Education at Harvard Divinity School

ch. 3 Rain and Snow, Bless the Lord: Quaker Theology and Teacher Education Practice

ch. 4 Life on Campus after September 11th: Undergraduates' Attitudes Regarding War and Religious Discrimination

ch. 5 Review of the Bible in History and Literature

Contributors

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Although comparative theology is a continuously growing method in the study of religion, it is still relatively new and not widely accepted in either confessional or secular institutions. Scholars may face difficulty when seeking their institutions' acceptance for a comparative theology course. One way of generating interest and approval for such a course is by designing it from the center of the institution's mission. Professors can look to the institution's mission as a resource for teaching comparatively. We offer four examples from Catholic institutions of how this might be done. Reid Locklin offers further insights in his response to our explorations.

Additional Info:
From the Publisher
"Those who ponder these pages will be renewed to love God with all their minds, to pursue truth, and to live faithfully."--David S. Dockery, Union University

What purpose do purely intellectual pursuits have in the lives of Christians? Why should Christians study subjects that have little bearing on their future careers and ministry? In a style reminiscent of the work of Arthur Holmes and Harry Blamires, veteran professor of philosophy Clifford Williams addresses these issues and more in this succinct and accessible examination of the life of the mind.

Christians cultivating the life of the mind actively pursue situations and discussions that require experimentation, reflection, and perseverance. They are interested in the acquisition of knowledge that is both unrelated and directly related to their faith. Williams answers common Christian objections to such activities, describes the virtues of the person who engages in the life of the mind, and asserts that the life of the mind is justifiably a Christian calling.

The Life of the Mind, the newest addition to the RenewedMinds imprint, is directed toward students contemplating the importance of college and intellectual activity in general, but it will be enjoyed by all committed to developing a Christian mind.


Table Of Content:
Preface
Acknowledgments

ch. 1 Why Do We Like to Think?
ch. 2 Is Thinking Good for Its Own Sake?
ch. 3 The Effects of Thinking
ch. 4 Tensions between the Life of the Mind and Christian Faith
ch. 5 Is the Life of the Mind at Odds with Culture?
ch. 6 The Crowd and the Community
ch. 7 The Hermit and the Explorer

Appendix
Questions for Reflection
Notes

Additional Info:
Journal Issue.

Table Of Content:
Editor's Preface

ch. 1 Dueling Weltanschauungen: Contemporary Collegiate Worldviews Part 1

ch. 2 Between Secularism and Pluralism: Religious Clubs on the Queen's University Campus

ch. 3 John Haught and the New Atheists

Contributors

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Journal Issue.

Table Of Content:
Editor's Preface

ch. 1 The Developmental Pathways of Evangelical Christian Students

ch. 2 Talking with Students about Truth: Using Heidegger to Loosen the Grip of Literal Absolutes

ch. 3 Public Funding, Religious Education, and Multiculturalism in Canada

ch. 4 Latino/a Participation and Engagement in Community Events, in Church Settings, and in Educational Settings

ch. 5 The Servant and Teacher: "Poured Out Like Water" An Essay on Teaching and Living

ch. 6 Judical "hostility to all things religious in public life" or Healthy Separation of Religion and Public Education?

Contributors

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Table Of Content:
Editor's Preface

ch. 1 "Complete Victory is Our Objective": The National Council on Bible Curriculum in Public Schools

ch. 2 Community, Freedom, and Commitment: Student Discipline at Religiously- Affiliated Colleges and Universities

ch. 3 World Religions in Modesto: Findings from a Curricular Innovation

ch. 4 Teaching from the Edge

ch. 5 Wholeness and Creativity in Religious Studies Teaching

Contributors

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Spiritual formation is both an opportunity and a challenge for educators in Christian colleges and seminaries. How can students be nurtured and guided in developing spiritually within the curriculum? Drawing on a number of educators, studies, and arguments, this article develops a rationale for engaging in spiritual formation and for the use of practical assignments or "soul projects." A selection of such projects is grouped into genres, followed by a brief exploration of best practices and an evaluation of such assignments.

Additional Info:
Journal Issue.

Table Of Content:
Editor's Preface

ch. 1 Dueling Weltanschauungen: Contemporary Collegiate Worldviews Part II Toleration and Diversity as Defining Values?

ch. 2 Race Through Religious Eyes: Focusing Teacher Reflectivity on Race, Culture, and Spiritual Belief

ch. 3 Faith-Based Charter Schools: An Idea Whose Time is Unlikely to Come

ch. 4 Bible Electives in Public Schools: A Guide From the Society of Biblical Literature

Contributors

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Table Of Content:
Editor's Preface

ch. 1 The Quest for Meaning: Teaching Spirituality in Communication, Social Work, Nursing, and Leadership

ch. 2 The 'Invisible Institution' and a Disappearing Achievement Gap

ch. 3 An Empirical Study on Factors Influencing Parents' School Choice

ch. 4 Religion Inside the Schoolhouse Gate: Gatekeeping Forces and Religion Coverage in Public High School Newspapers

ch. 5 Teaching and the Seasons of Time: The Final Days of an Art Class

Contributors

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During the twentieth century, theological and religious perspectives have been marginalized, if not utterly excluded, in many of our colleges and universities. The essays in this book argue in different ways for the critical, appreciative, inclusion of theological and religious perspectives in higher education. The contributors believe that even in our secular, religiously disestablished era, religion and God continue to occupy an important and dynamic role in personal and social life. If our colleges and universities are to fulfill their higher aspirations of educating whole persons for the real world in all of its diversity and challenge, we need to go bravely against the flow and "give God tenure." (From the Publisher)

Table Of Content:
Acknowledgments
Contributors
Introduction: Should God Get Tenure? (David W. Gill)

ch. 1 On Being a Professor: The Case of Socrates (Bruce R. Reichenbach)
ch. 2 Academic Excellence: Cliche or Humanizing Vision? (Merold Westphal)
ch. 3 Religion, Science, and the Humanities in the Liberal Arts Curriculum (H. Newton Malony)
ch. 4 Tolstoy and Freud on Our Need for God (Robert C. Roberts)
ch. 5 Religious Toleration and Human rights (Paul A. Marshall)
ch. 6 Christianity, Higher Education, and Socially Marginalized Voices (Lauree Hersh Meyer)
ch. 7 Diversity, Christianity, and Higher Education (Robert G. Clouse)
ch. 8 Evangelical Civility and the Academic Calling (Richard J. Mouw)
ch. 9 Ethics With and Without God (David W. Gill)
ch. 10 C. S. Lewis on Eros as a Means of Grace (Corbin Scott Carnell)
ch. 11 Faith and Imagination (Jill Pelaez Baumgaertner)
ch. 12 Prayer and Higher Education (Carnegie Samuel Calian)
ch. 13 What We Can Learn About Higher Education from the Jesuit (W. Ward Gasque)
ch. 14 The Evangelical Mind in America (Mark A. Knoll)
ch. 15 The Brethren and Higher Education: Tension and Tradition (Donald F. Durnbaugh)

Postscript: J. Omar Good: The Man and His Legacy (Earl C. Kaylor, Jr)

Additional Info:
Rape Culture and Religious Studies: Critical and Pedagogical Engagements stages a critical engagement between religious texts and the problem of sexual violence. Rape and other forms of sexual violence are widespread on college and university campuses; they also occur in sacred texts and religious traditions. The volume addresses these difficult intersections as they play out in texts, traditions, and university contexts. The volume gathers contributions from religious studies scholars to engage these questions from a variety of institutional contexts and to offer a constructive assessment of religious texts and traditions. (From the Publisher)

Table Of Content:
Introduction: Engaging Rape Culture, Reimagining Religious Studies (Rhiannon Graybill, Meredith Minister, and Beatrice Lawrence)

Ch 1. Reading Biblical Rape Texts beyond a Cop-Out Hermeneutics in the Trump Era (Susanne Scholz)
Ch 2. Constructions of Hindu Mythology after the Rape of Jyoti Singh Pandey: Coupling Activism with Pedagogy (T. Nicole Goulet)
Ch 3. Teaching Rape, Slavery, and Genocide in Bible and Culture (Gwynn Kessler)
Ch 4. On #MosqueMeToo: Lessons for Nuancing and Better Implementing the Lessons of #MeToo (Kirsten Boles)
Ch 5. Judges 19 and Non-Con: Sado-Kantian Aesthetics of Violence in the Tale of an Unnamed Woman (Minenhle Nomalungelo Khumalo)
Ch 6. To Confess the Fundamental Marian Dogma: Postulating the Doctrine of Mary’s Reproductive Justice (Jeremy Posadas)
Ch 7. Rape Culture in the Rabbinic Construction of Gender (Beatrice Lawrence)
Ch 8. Sex and Alien Encounter: Rethinking Consent as a Rape Prevention Strategy (Meredith Minister)
Ch 9. Good Intentions are Not Enough (Rhiannon Graybill)

Index

About the Authors

Additional Info:
Interest in church-related higher education has increased greatly in recent years. Teaching as an Act of Faith is a practical guidebook on strategies to incarnate mission and epitomize theological and theoretical reflection in the classroom. In original essays, distinguished practitioners from fourteen liberal arts disciplines and Roman Catholic, Wesleyan, Anabaptist, Lutheran, and Reformed traditions demonstrate how they have been able link religious values more directly to their teaching. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction: An Odyssey of the Mind and Spirit

Pt. 1 The Social Sciences
ch. 1 Teaching Economics While Keeping the Faith
ch. 2 Scuttling the Schizophrenic Student Mind: On Teaching the Unity of Faith and Learning in Psychology
ch. 3 At the Lectern Between Jerusalem and Sarajevo: A Christian Approach to Teaching Political Science
ch. 4 Sociology and Faith: Inviting Students into the Conversation

Pt. 2 The Natural Sciences
ch. 5 Developing a Christian Perspective on the Nature of Mathematics
ch. 6 Christian Theism: Alive and Well in the Physics and Astronomy Classroom
ch. 7 A Careful Convergence: Integrating Biology and Faith in the Church-Related College

Pt. 3 The Fine Arts
ch. 8 "I Love to Tell the Story:" Teaching Theatre at a Church-Related College
ch. 9 Toward a Christian Pedagogy of Art
ch. 10 Music Pedagogy and the Christian Faith: A Twenty-Year Journey of Discovery

Pt. 4 The Humanities
ch. 11 An Ignatian Approach to Teaching Philosophy
ch. 12 Teaching Literature as Mediation: A Christian Practice
ch. 13 Faith, Learning, and the Teaching of History
ch. 14 Christian Faith and the Teaching of Speech Communication

Conclusion: A Prudent Synergy: Pedagogy for Mind and Spirit
App Christianity and Higher Education: A Selected Bibliography
App Ecumenical Christian Professional Associations
Notes on Contributors
Index

Additional Info:
The comeback of the religious studies major and the importance of religious studies in the studies of politics, history and other disciplines.

Additional Info:
After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. (From the Publisher)

Table Of Content:
Foreword (Noah Pickus)
Acknowledgments

I. Introduction: Why the Return to Ethics? Why Now?
ch. 1 Debating Moral Education: An Introduction (Elizabeth Kiss and J. Peter Euben)
ch. 2 The Changing Contours of Moral Education in American Colleges and Universities (Julie Reuben)

II. What Are Universities For?
ch. 3 Aim High: A Response to Stanley Fish (Elizabeth Kiss and J. Peter Euben)
ch. 4 I Know It When I See It: A Reply to Kiss and Euben (Stanley Fish)
ch. 5 The Pathos of the University: The Case of Stanley Fish (Stanley Hauerwas)
ch. 6 On the Distribution of Moral Badges: A Few Worries (Elizabeth V. Spelman)

III. The Politics and Ethics of Higher Education
ch. 7 Pluralism and the Education of the Spirit (Wilson Carey McWilliams and Susan McWilliams)
ch. 8 Multiculturalism and Moral Education (Lawrence Blum)
ch. 9 Against Civic Education (James Bernard Murphy)
ch. 10 Education, Independence, and Acknowledgment (Patchen Markell)
ch. 11 The Power of Morality (George Shulman)
ch. 12 Hunger, Ethics, and the University: A Radical Democratic Goad in Ten Pieces (Romand Coles)

IV. Which Virtues? Whose Character?
ch. 13 Is There an Ethicist in the House? How Can We Tell? (David A. Hoekema)
ch. 14 The Possibility of Moral Education in the University Today (J. Donald Moon)
ch. 15 Is a Humanistic Education Humanizing? (Ruth W. Grant)
ch. 16 Players and Spectators: Sports and Ethical Training in the American University (Michael Allen Gillespie)

Bibliography
Contributors
Index

Additional Info:

Additional Info:
Journal Issue.

Table Of Content:
Editor's Preface

Articles, Essays

ch. 1 How School Law Scholars Teach about Religion in Public Schools: An Analysis of Graduate and Undergraduate Textbooks (Suzanne E. Eckes)

ch. 2 Finding Congruence, Finding Meaning: Value Intersections and Transforming Relationships among Faculty and Staff at a Religious College (Alyssa N. Bryant, Christy Moran Craft)

ch. 3 Asking Sacred Questions: Understanding Religion's Impact on Teacher Belief and Action (Kimberly White)

ch. 4 The Evolving Place of Research on Religion in the American Educational Research Association (Jason Nelson)

Resource Reviews
ch. 5 A Buddhist in the Classroom

ch. 6 American Educational History: School, Society, and the Common Good

ch. 7 Education about Religions and Beliefs (ERB) Clearninghouse

Additional Info:
The return of religious ways of knowing in the academy could be called a "post-secular revolution." "This paper is a guided tour of the movement to reconnect religion and knowledge, a group portrait of the individuals and organizations behind the growing prominence of religious scholarship." Extensive bibliography.

Additional Info:
Sid Brown brings a Buddhist perspective into the classroom to explore the ethical quandaries, lived experiences and intimacy of teaching. Addressing such topics as attention, community, rage, wonder, consumerism, and kindness, Brown demonstrates how this centuries-old tradition can enrich and inform classroom life. (From the Publisher)

Table Of Content:
Introduction In the Event of a Crash Landing

ch. 1 Lie Until It's True: Getting Students' Attention
ch. 2 Viewing Each Other With Kindly Eyes: Community in the Classroom
ch. 3 Stopping an Elephant Dead in Its Tracks: Irritation, Anger, and Rage
ch. 4 Do Not Cross Line: Wonder and Imaginative Engagement
ch. 5 Homicidal Tendencies: The Story of a Teacher and a Student
ch. 6 Letting Women into the Order: Learning from Students
ch. 7 Removing the Arrow: Authentic Teachers and Willing Students, Elements of Reciprocity
ch. 8 Trustful Confidence: Assessing Your Teaching
ch. 9 Conclusion: The Heart of Teaching

Appendix I Nifty assignments
Appendix II Handouts

Notes
Glossary
Bibliography
Index

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
ch. 1 Distinctive, Not Disposable: Religious Studies in American Public Higher Education in the Twenty-first Century (Joanne Robinson, Guest Editor)
ch. 2 From Traditions to Topics to Themes, within an Era of Technological Change (Joel Gereboff)
ch. 3 Religious Studies in the Context of Liberal Education (Brian C. Wilson)
ch. 4 Teaching Religion, Teaching Disruption: Inculcating Independent Critical Thinking through the Study of Religion (Stephen C. Finley)
ch. 5 The Examined Life: Religious Studies and the Cultivation of Self-Reflection (Laura Ammon)
ch. 6 The Lively Classroom: A Fusion of Gen Ed and Religious Studies (Celia Brewer Sinclair)
ch. 7 Hybrid Vigor in Religious Studies Courses (Lora Hobbs)
ch. 8 Religious Studies in American Public Higher Education in the Twenty-first Century: Suggested Resources

Additional Info:

Additional Info:
Journal Issue.

Table Of Content:
Religion, Education and Critical Thinking

Articles, Essays
ch. 1 Misinterpreting the Spirit and Heart: Religious and Paradigmatic Tension in Ethnographic Research (Peter Magolda, Kelsey Ebben Gross)
ch. 2 Moderate Ultra-Orthodoxy: Complexity and Nuance in American Ultra-Orthodox Judaism (Moshe Krakowski)
ch. 3 The Impact of Religious Studies Courses: Measuring Change in College Students' Attitudes (Bret Lewis)
ch. 4 Freedom to Hold or Not to Hold Group Beliefs: The Case of Religious Beliefs in French and Polish Public School Textbooks(Sebastien Urbanski)
ch. 5 Integrating Client Religious Beliefs in Counseling: Evolving Theory, Research, Education, and Practice (Jennifer R. Curry, Leila F. Roach)

Resource Review
ch. 6 Religious Diversity and Children's Literature: Strategies and Resources (Shabana Mir)

Additional Info:
Contemplative Studies—meaning both standard “third-person” study of contemplative traditions in history and various cultures as well as actual “first-person” practice of contemplative exercises as part of coursework—is a new field in academia, and aspects have been controversial in some quarters, seen as not completely compatible with the rigorous “critical inquiry” of liberal arts study. While there are agendas within contemplative studies (CS) that go beyond the traditional questions and issues of liberal education, I want to argue that CS has, for a number of reasons, a place right at the heart of such inquiry. CS can be approached from many disciplines, including psychology, medicine, and neuroscience, as well as literature and visual, fine, and performing arts, but here I will focus on its place in liberal arts generally, and in religious studies specifically.

Additional Info:
In addition to his notable work as a premier Christian philosopher, Nicholas Wolterstorff has become a leading voice on faith-based higher education. This volume gathers the best of Wolterstorff's essays from the past twenty-five years dealing collectively with the purpose of Christian higher education and the nature of academic learning.

Integrated throughout by the biblical idea of shalom, these nineteen essays present a robust framework for thinking about education that combines a Reformed confessional perspective with a radical social conscience and an increasingly progressivist pedagogy. Wolterstorff develops his ideas in relation to an astonishing variety of thinkers ranging from Calvin, Kuyper, and Jellema to Augustine, Aquinas, and Kant to Weber, Habermas, and MacIntyre. In the process, he critiques various models of education, classic foundationalism, modernization theory, liberal arts, and academic freedom. (From the Publisher)

Table Of Content:
Preface
Introduction

Rethinking Christian Higher Education
Teaching for Shalom: On the Goal of Christian Collegiate Education
The Mission of the Christian College at the End of the Twentieth Century
The Integration of Faith and Learning - The Very Idea
On the Idea of a Psychological Model of the Person That Is Biblically Faithful
The Point of Connection between Faith and Learning
The World for Which We Educate
A Case for Disinterested Learning
The Project of a Christian University in a Postmodern Culture
Teaching for Justice: On Shaping How Students Are Disposed to Act
Autobiography: The Story of Two Decades of Thinking about Christian Higher Education
Can Scholarship and Christian Conviction Mix? Another Look at the Integration of Faith and Learning
Abraham Kuyper on Christian Learning
Particularist Perspectives: Bias or Access?
Academic Freedom in Religiously Based Colleges and Universities
Christian Learning In and For a Pluralist Society
Should the Work of Our Hands Have Standing in the Christian College?
What Is the Reformed Perspective on Christian Higher Education?
Call to Boldness: A Response to Fides et Ratio

Afterword
Bibliography
Index

Additional Info:
It is a commonplace that scholarship and teaching inform one another. Minimally, this means that the materials of research guide the formation of a syllabus. In courses that are introductory, however, teachers are called to reflect on the foundations of their scholarship. In this task, teaching serves to unsettle and provoke research, not only in the decision of what books to teach, but also in the course's argument. I propose that this argument be directed not toward a field in some ideal shape but toward the more elementary concepts of course, canon, and introduction themselves, since teaching an introductory course is perforce to consider the very nature of introduction. The three concepts of introduction, canon, and course are integral to thinking across the arts and sciences, nowhere more so than in the study of religion, where the work of Jonathan Z. Smith has tunneled, if only partially, into their paradoxes.

Additional Info:
Journal Issue.

Table Of Content:
Articles, Essays
ch. 1 (Mis) Understanding Islam in a Suburban Texas School District (Miriam D. Ezzani and Melanie C. Brooks)
ch. 2 Uncovered: Two Generations of African American Muslim Parents Speak Out About Education (Aisha El-Amin)
ch. 3 Religious Beliefs, Knowledge, and Teaching Actions: Elementary Teacher Candidates and World Religions (Derek Anderson, Holly Mathys and Tanya Cook)
ch. 4 When the Children Asked to Study God, What Did the Parents Say: Building Family Engagement Around Sensitive Topics (Mona M. Abo-Zena and Ben Mardell)
ch. 5 Exploratory Study of Professional and Personal Beliefs of Early Childhood Teachers in Public Schools: Their Perceptions of Religiousness and Teaching Efficacy (Shin Ji Kang)
ch. 6 Curricular Documents and the Positioning of Teachers and Students in Catholic Schools: The Cult of Personality (Kevin J. Burke)
ch. 7 Supporting Minority Belonging: Finnish Minority RE Teacher Perspectives on the Significance of RE (Harriet Zilliacus and Arto Kallioniemi)
ch. 8 “If It Feels Good…”: Research on School Selection Process Motives Among Parents of Young Children (Ina ter Avest, Gerdien Bertram-Troost and Siebren Miedema)

Additional Info:
Teaching biblical studies in the undergraduate liberal arts classroom poses many challenges. Do biblical studies deserve a place at a secular liberal arts college? In church-affiliated colleges, should courses in Bible toe the denominational line? Can we claim that biblical studies advance the goals of liberal education, whatever we might think they are?

On a more practical level, how can an instructor engage the attention of students who are taking a course in biblical studies only to fulfill a requirement? How best to begin with students from non-religious backgrounds who begin a course with no real knowledge of the Bible at all? How best to deal with students who already think they know what the Bible is all about, and resist any ideas or approaches that might threaten their ideas?

This collection of pedagogical essays reflects the practical experience of instructors who have spent years teaching biblical studies successfully to undergraduates at liberal arts colleges. The essays address both methodological approaches and specific classroom strategies for teaching biblical studies effectively in a way that advances the skills of thinking and expression that are essential to a liberal arts education. The product of several years of conversation among working professors from an array of liberal arts colleges, these essays offer insights and inspiration for biblical studies instructors who work in a very specific and demanding academic environment. (From the Publisher)

Table Of Content:
Part I: Biblical Studies In The Liberal Arts
ch. 1 A Forensic Rationale for Biblical Studies in American Liberal Education (Matthew C. Baldwin)
ch. 2 Occupy Academic Bible Teaching (Susanne Scholz)
ch. 3 Challenges to Teaching Biblical Literature as a General Education Requirement (Stan Harstine and Phillip Wisely)
ch. 4 ‘Not as the Scribes’: Teaching Biblical Studies in the Liberal Arts Curriculum (Glenn S. Holland)
ch. 5 What Do Athens and Jerusalem Have to Do with Sioux Falls? (Murray Joseph Haar and Anna Madesen)
ch. 6 Teaching the Bible in a Secular School (Christian Brady)
ch. 7 Engaging Diverse Students in a Required Biblical Studies Course (Margaret P. Cowan)
ch. 8 Arts Integration and Service-Learning in Introduction to Biblical Literature (Sharon Betsworth)
ch. 9 The Role of the Upper-Level Biblical Studies Seminar (Benjamin White)

Part II: Pedagogical Theory and Biblical Studies
ch. 10 Teaching the Material and Teaching the Students (Shane Kirkpatrick
ch. 11 Service-Learning in Undergraduate Biblical Studies Courses (Janet S. Everhart)
ch. 12 The Reality of Multiple Voices in Biblical Religion (J. Bradley Chance)
ch. 13 Collaborative Learning and the Pedagogy of the Bible (Alison Schofield)
ch. 14 Shifting Contexts and Goals for Introducing the Bible (Bryan D. Bibb)

Part III: Case Studies
ch. 15 Bible-Trek, Next Generation: Adapting a Bible Survey Course for a New Audience (Jonathan David Lawrence)
ch. 16 Dildos and Dismemberment: Reading Difficult Biblical Texts Classroom (Janet Everhart)
ch. 17 Reading Textual Violence as ‘Real’ Violence (Amy C. Cottrill)
ch. 18 Engaging Students Online: Using Wiki Technology (Carl Toney)
ch. 19 What’s the Harm in Harmonization? Using Jesus Films (Margaret E. Ramey)
ch. 20 Teaching with Meta-questions (Jane S. Webster)
ch. 21 Course Design and the Use of Meta-Questions (Russell Arnold)
ch. 22 Biblical Studies and Metacognitive Reading Skills (Rodney K. Duke)
ch. 23 Teaching Revelation to the Left Behind Generation (Susan E. Hylen)

Additional Info:
American higher education was transformed between the end of the Civil War and the beginning of World War I. During this period, U.S. colleges underwent fundamental changes--changes that helped to create the modern university we know today. Most significantly, the study of the sciences and the humanities effectively dissolved the Protestant framework of learning by introducing a new secularized curriculum. This secularization has long been recognized as a decisive turning point in the history of American education. Until now, however, there has been remarkably little attention paid to the details of how this transformation came about. Here, at last, Jon Roberts and James Turner identify the forces and explain the events that reformed the college curriculum during this era.

The first section of the book examines how the study of science became detached from theological considerations. Previously, one of the primary pursuits of "natural scientists" was to achieve an understanding of the workings of the divine in earthly events. During the late nineteenth century, however, scientists reduced the scope of their inquiries to subjects that could be isolated, measured, and studied objectively. In pursuit of "scientific truth," they were drawn away from the larger "truths" that they had once sought. On a related path, social scientists began to pursue the study of human society more scientifically, attempting to generalize principles of behavior from empirically observed events.

The second section describes the revolution that occurred in the humanities, beginning in the mid-nineteenth century, when the study of humanities was largely the study of Greek and Latin. By 1900, however, the humanities were much more broadly construed, including such previously unstudied subjects as literature, philosophy, history, and art history. The "triumph of the humanities" represented a significant change in attitudes about what constituted academic knowledge and, therefore, what should be a part of the college curriculum.

The Sacred and the Secular University rewrites the history of higher education in the United States. It will interest all readers who are concerned about American universities and about how the content of a "college education" has changed over the course of the last century. (From the Publisher)

Table Of Content:
Foreward
Acknowledgements
Introduction by John F. Wilson

Part One: The Sciences
ch. 1 Religion, Science, and Higher Education
ch. 2 The Emergence of the Human Sciences
ch. 3 Knowledge and Inquiry in the Ascendant

Part Two: The Humanities
ch. 4 The Triumph of the Humanities
ch. 5 The Boon and Bane of Specialization
ch. 6 Two Ideals of Knowledge
ch. 7 For and against Secularization
Notes
Index

Additional Info:
Higher education today suffers from lack of a clearly articulated purpose-a deficiency particularly challenging to religious-affiliated institutions. What is the relationship of secular learning to the faith that originally undergirded these institutions? This book offers the reader answers to this and other major questions currently facing denomination-affiliated institutions of higher education. Following a chapter on civil government's relationships to these institutions, 24 chapters survey the colleges, universities, and seminaries associated with denominations. Each chapter begins with an historical essay followed by annotated bibliographic entries covering primary and secondary sources dating back to 1986 on various denomination-connected institutions. There are 614 bibliographic entries, an epilogue on critical issues covered throughout the book, as well as a subject and author index. (From the Publisher)

Table Of Content:
Introduction (Thomas C. Hunt, and James C. Carper)

ch. 1 Government Aid to and Regulation of Religious colleges and universities (Ralph D. Mawdsley)
ch. 2 The educational system of the church of Jesus Christ of latter day saints (Robert L. Millett)
ch. 3 Quakers and higher education (William C. Kashatus)
ch. 4 Lutheran college education in the US (Richard W. Solberg)
ch. 5 Reformed colleges and seminaries (Peter P. DeBoer)
ch. 6 Higher Education among Churches of Christ (Robert E. Hooper)
ch. 7 Moravian colleges and universities (Daniel R. Gilbert)
ch. 8 United Church of Christ colleges, universities and seminaries (Lowell H. Zuck)
ch. 9 Disciples of Christ colleges, universities and seminaries (John M. Imbler)
ch. 10 Episcopal colleges and universities (Donald S. Armentrout)
ch. 11 Higher education institutions of the Church of the Brethren (Kenneth M. Shaffer)
ch. 12 Foursquare Gospel Church colleges (John C. Holmes)
ch. 13 Wesleyan Colleges and University (John C. Holmes)
ch. 14 Free Methodist Colleges (John C. Holmes)
ch. 15 Catholic Higher Education in the US (Gerald P. Fogarty, S. J., Mary A. Grant, Anna M. Donnelly)
ch. 16 Baptist Colleges and Universities (Jerry M. Self)
ch. 17 Seventh Day Adventist higher Education in the US (George R. Knight)
ch. 18 Jewish Seminaries and colleges (Harold S. Wechsler)
ch. 19 American Bible colleges (Virginia Lieson Brereton)
ch. 20 Higher education in the United Methodist Church (L. Glenn Tyndall)
ch. 21 Mennonite Institutions of higher education (Donovan D. Steiner, and Judy H. Mullet)
ch. 22 Independent Christian colleges and universities (William Vance Trollinger, Jr.)
ch. 23 Church of the Nazarene Universities, colleges and theological seminaries (Harold E. Raser)
ch. 24 Pentecostal colleges and seminaries
Epilogue (Edith L. Blumhofer)

Indexes

Additional Info:
The first intensive, close-up investigation of the practice and teaching of religion at American colleges and universities, Religion on Campus is an indispensable resource for all who want to understand what religion really means to today's undergraduates.

To explore firsthand how college students understand, practice, and learn about religion, the authors visited four very different U.S. campuses: a Roman Catholic university in the East, a state university in the West, a historically black university in the South, and a Lutheran liberal arts college in the North. They interviewed students, faculty members, and administrators; attended classes; participated in worship services; observed prayer and Bible study groups; and surveyed the general ethos of each campus. The resulting study makes fascinating and important reading for anyone--including students, parents, teachers, administrators, clergy, and scholars--concerned with the future of young Americans.

Challenging theories of the secularization of higher education and the decline of religion on campus, this book reveals that both the practice and the study of religion are thriving, nourished by a campus culture of diversity, tolerance, and choice.(From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction
ch. 2 West University
ch. 3 South University
ch. 4 East University
ch. 5 North College
ch. 6 Conclusion

App. A Research Methods
App. B In-Class Questionnaire

Index

Additional Info:
Click Here for Book Review
Abstract: Contemplative pedagogy is a way for instructors to:
- empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding;
- help students to develop sophisticated problem-solving skills;
- support students’ sense of connection to and compassion for others; and
- engender inquiries into students’ most profound questions.

Contemplative practices are used in just about every discipline—from physics to economics to history—and are found in every type of institution. Each year more and more faculty, education reformers, and leaders of teaching and learning centers seek out best practices in contemplative teaching, and now can find them here, brought to you by two of the foremost leaders and innovators on the subject.

This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts. Examples of contemplative techniques included in the book are mindfulness, meditation, yoga, deep listening, contemplative reading and writing, and pilgrimage, including site visits and field trips. (From the Publisher)

Table Of Content:
Foreword by Parker J. Palmer
Preface
Acknowledgments
The Authors

Part One - Theoretical and Practical Background
ch. 1 Transformation and Renewal in Higher Education
ch. 2 Current Research on Contemplative Practice
ch. 3 Contemplative Pedagogy in Practice: Two Experiences
ch. 4 Teacher Preparation and Classroom Challenges

Part Two - A Guide to Contemplative Practices
Introduction to the Practices
ch. 5 Mindfulness
ch. 6 Contemplative Approaches to Reading and Writing
ch. 7 Contemplative Senses: Deep Listening and Beholding
ch. 8 Contemplative Movement
ch. 9 Compassion and Loving Kindness
ch. 10 Guest Speakers, Field Trips, and Retreats
ch. 11 Conclusion

Afterword by Arthur Zajonc
References
Index

Additional Info:
Journal Issue.

Additional Info:
Click Here for Book Review
Abstract: If institutions are to create campus environments that provide welcoming and engaging contexts for personal and professional development of students, faculty, administrators, and staff, all members of campus communities must be willing to look closely not just at what they do (or do not do) on a daily basis, but also why. This book offers an analysis of how faculty perceive intersections between spirituality and higher education, and what implications their spiritual inclinations have, not only for undergraduate education, but also for faculty life within academic workplaces.

The Quest for Meaning and Wholeness draws on the 2012 Faculty Beliefs and Values Survey of just over 8,500 faculty employed at a range of institutions, and features faculty voices to answer the “So what?” question about why administration, faculty developers, and researchers should care about the spiritual and religious lives of faculty. (From the Publisher)

Table Of Content:
About the Author
Foreword
Preface
Acknowledgments

ch. 1 Spirituality and Higher Education
ch. 2 The Meaningfulness of Spirituality and Religion in Faculty Members’ Lives
ch. 3 Spiritual Quest
ch. 4 Ethic of Caring, Ecumenical Worldview, and Charitable Involvement
ch. 5 Religious Faith and Perspectives
ch. 6 Equanimity
ch. 7 Higher Education and the Life of the Faculty Spirit

Epilogue
Appendix: Study Methodology
References
Subject Index
Name Index

Additional Info:
What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict’s productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students’ ability to think critically.

Additional Info:
The Religion in the Academy (RITA) project focuses on the many ways that religion, spirituality, and big questions of human meaning and purpose can enhance learning at colleges and universities.

Additional Info:
Religious studies suffers from the outside threat of less and less funding like all the humanities and from the inside challenge that religious studies is simply an ideology. Schneider argues that the religious studies major "needs to grow up" and learn to articulate what it is good for. He articulates several of these goods.

Additional Info:
Religious Advocacy and American History explores the general question of bias and objectivity in higher learning from the perspective of the role of religious convictions in the study of American history. The contributors to this book, many of whom are leading historians of American religion and culture, address primarily two related questions. First, how do personal religious convictions influence one's own research, writing, and teaching? And, second, what place should personal beliefs have within American higher education? (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 Christian Advocacy and the Rules of the Academic Game (George M. Marsden)
ch. 2 Traditional Christianity and the Possibility of Historical Knowledge (Mark A. Noll)
ch. 3 On Critical History (Bruce Kuklick)
ch. 4 Advocacy and Academe (Murray G. Murphey)
Marxism, Christianity, and Bias in the Study of Southern Slave Society (Eugene D. Genovese)
ch. 5 Advocacy and the Writing of American Women's History (Elizabeth Fox. Genovese)
ch. 6 In Search of the Fourth "R": The Treatment of Religion in American History Textbooks and Survey Courses (Paul Boyer)
ch. 7 What's So Special about the University, Anyway? (D.G. Hart)
ch. 8 Understanding the Past, Using the Past: Reflections on Two Approaches to History (Grant Wacker)
ch. 9 A Transcendentalist's Aristotle: Non-evangelical Reflections on Conviction and the Writing of History (Catherine L. Albanese)
ch. 10 Seldon's Choice: Variations on a Theme by Asimov (Paul A. Carter)
ch. 11 One Historian's Sundays (Leslie Woodcock Tentler)

Afterword

Additional Info:
In The Spirit of Service , the contributing authors explore the intersection of faith, service, and social justice in higher education. Reflecting upon the role that higher education plays in preparing future generations of citizens and leaders, this book asserts that spirituality and values necessarily involve one's person—and that educators must begin to connect student learning with the human experiences of faith, service, and commitment to social justice.
Each of the authors describes a teaching experience in order to critically reflect upon the divide in academic culture between responsible, rigorous, intellectual competence and personal values. The authors' lessons in success and failure are meant to provide guidance for all institutions that are committed to preparing young students to lead lives of leadership and civic engagement. Divided into three parts, this book:
* Explores the meaning, practice, and implications of religions or spiritually motivated service
* Offers specific examples from faculty for integrating faith or spiritual perspectives with service, including what has worked and what dilemmas remain
* Focuses on specific dilemmas and implications for engaging in service for social justice
Containing a wealth of practical suggestions and strategies, The Spirit of Service represents a conversation in progress; it is an attempt to understand how to help undergraduates integrate service and spirituality for the purpose of social justice. (From the Publisher)

Table Of Content:
About the Authors
Foreword
Acknowledgements

Part I: Analyzing the Landscape
ch. 1 Why We Started and Why It Matters (Carolyn R. O'Grady and Brian T. Johnson)
ch. 2 Opportunities and Issues: Talking About Faith at a Church-Related College (Florence Amamoto)
ch. 3 The Role of Institutional Narratives, Foundational Documents, and Program Collaboration (Brian T. Johnson and Noreen Buhmann)

Part II: Practicing What We Preach
ch. 4 Teaching Toward Social Justice: Notes From a religion Classroom (Mary M. Solberg)
ch. 5 Faith, Social Justice, and Service-Learning in Environmental Studies: The Struggle for Integration (Mark Bjelland)
ch. 6 Are There Mexicans in Minnesota? Comments on Service-Learning and Lutheran Liberal Arts Education (Gaston A. Alzate)
ch. 7 Faith, Peace, and Politics: Dwelling in Discomfort (Loramy Gerstbauer)
ch. 8 Just Food (Lisa Heldke and Peg O'Connor)
ch. 9 Ora et Labor: Prayer and Service in an International Study Abroad Program(Jenifer K. Ward)

Part III: Getting to the Heart of the Matter
ch. 10 Fear of Disclosure in the Academic Milieu (Leila Brammer)
ch. 11 Speaking Truth to Power (Nadarajan Sethuraju)
ch. 12 Service-Learning for Social Justice: Moving Faculty From Personal to Pedagogical Commitment Through Faculty Development (Elizabeth R. Baer)
ch. 13 Deep Learning and the Big Questions: Reflection in Service-Learning (Chris Johnson)
ch. 14 Student Perspectives (Callista Brown Isabelle and Lillian Zumberge)
ch. 15 Conclusion: What We Know So Far (Brian T. Johnson and Carolyn R. O'Grady)

Index

Additional Info:
A groundbreaking book on using meditation in education and how it can enhance teaching and learning.

Meditation and the Classroom inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion.

The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor. (From the Publisher)

Table Of Content:
Acknowledgments
Editors’ Introduction

I. Why Contemplatives Pedagogy? The Religious Studies Dialogue
ch. 1 The Convergence of Liberal Education and Contemplative Education—Inevitable?
ch. 2 Meditation and Education: India, Tibet, and Modern America
ch. 3 Contemplative Studies: Can It Flourish in the Religious Studies Classrom?
ch. 4 Contemplative Studies and the Art of Persuasion: The Institutional Challenge

II. The Contemplative Professor
ch. 5 From Content, to Context, to Contemplation: One Professor’s Journey
ch. 6 The Collective Dynamics of Contemplative Practice
ch. 7 The Mindful Teacher as the Foundation of Contemplative Pedagogy
ch. 8 Compassion Beyond Fatigue: Contemplative Training for Educators and Other Helping Professionals
ch. 9 Field Notes from a Daoist Professor

III. Critical Issues In Contemplative Teaching
ch. 10 Training the Heart Responsibly: Ethical Considerations in Contemplative Teaching
ch. 11 Invitation and Coercion in Contemplative Pedagogy
ch. 12 Interiority and Higher Education: The Neurophenomenology of Contemplation

IV. Contemplative-Based Courses
ch. 13 Embodied Contemplative Learning: Aikido as a Case Study
ch. 14 Reflections on Theory and Practice: The Case of Modern Yoga
ch. 15 Sustaining Life: Contemplative Pedagogies in a Religion and Ecology Course
ch. 16 Adab: Courteous Behavior in the Classroom
ch. 17 Experiencing Medieval Christian Spirituality

V. Contemplative Exercises For The Classroom
ch. 18 Awareness Practices in an Undergraduate Buddhism Course
ch. 19 Contemplative Inquiry: Beyond the Disembodied Subject
ch. 20 Love of Wisdom Puts You on the Spot: The Warrior Exam
ch. 21 A Meeting of the Minds in Cyberspace: Eco-contemplative Methods for Online Teaching
ch. 22 Mindfulness in the History Classroom: Teaching as Interbeing
ch. 23 Two Contemplative Practices That Animate the Study of Religion
ch. 24 Mindfulness and Contemplative Practice in Art and Religion

VI. Conclusion: Does It Work? Evaluations From Our Students
ch. 25 Emotional Learning: Re-cognizing Emotion and Thought in a Buddhism Course
ch. 26 Meditation in the Classroom: What Do the Students Say They Learn?

Selected Bibliography List of Contributors Index

Additional Info:
The Higher Education Academy report Undergraduate attainment and retention across the disciplines (Woodfield 2014) highlights Philosophy and Religious Studies as one discipline cluster for comparison and comment. This supplementary report explores some of the findings in more detail and suggests some of the sources of differences in retention and attainment for the disciplines covered; and it points to other possible areas of research that might improve future development of retention and attainment at a discipline level. It should be read in conjunction with that original report.

The report explores three main areas where student retention, and some aspects of attainment, could be improved by consideration of the motivations of students to study PRS disciplines; their cognitive journey and personal experiences of encountering troublesome and personally challenging concepts; how the PRS disciplines present themselves to students through role models and engagement with views of wider society and the nature of higher education itself; and through consideration of how students benefit from studying PRS and what learning gain they actually experience.

The intended readership for this report is teachers of Philosophy and Religious Studies; those with a strategic concern for enhancing attainment and retention at the departmental and institutional level, and those specifically interested in the discipline perspective. It has been written to be accessible to any reader interested in the issues Woodfield (2014) raises.

Additional Info:
Key Findings from the First National Longitudinal Study of Undergraduates' Spiritual Growth, conducted by the Higher Education Research Institute (HERI) at UCLA
www.spirtuality.ucla.edu

Additional Info:
Journal Issue.

Table Of Content:
Editor's Preface

Articles, Essays
ch. 1 Integrating Religious and Professional Identities: Christian Faculty at Public Institutions of Higher Education (Christy Moran Craft, John D. Foubert, Jessica Jelkin Lane)
ch. 2 Teaching: Tolerance in Public Education: Organizing the Exposure to Religious and Life-Stance Diversity (Ole Henrik Borchgrevink Hansen)
ch. 3 Measuring Faculty Spirituality and Its Relationship to Teaching Style (John J. Cecero, Tracy A. Prout)
ch. 4 Reinvention and Context: Freirean Approaches to Pedagogical Dialogue in Catholic, Jewish, and Public Schools (John L. Watzke, Maria Fernanda Montes Valencia)
ch. 5 Spirituality as a Pragmatic Science: Toward the Establishment of a Holistic Educational Rationale (Oren Ergas)

Resource Review
ch. 6 Neither Jew Nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses
ch. 7 A Kindly Providence: An Alaskan Missionary's Story, 1926-2006 by Fr. Louis L. Renner, S. J.

Additional Info:
This paper explores the interaction between religious faith and academic study. It presents findings from a small-scale qualitative study of how first year theology undergraduates at Oxford experienced the relationship between academic study and their faigh stance. The findings suggest varied developments in the extent to which students adapted to the learning environment, the strategies they formed in dealing with the interface between faith and academic study, and the expectations they discerned as implicit in the curriculum itself. The paper considers the findings in relation to Perry's nine stages of students' intellectual and ethical development, and proposes that, following Perry, the duscussion of religious faith as one of the contexts within chich undertraduate students make sense of their experience to be restored to educationl discourse. The article concludes by proposing that provision of curriculum space to explore the interaction between the existential and the academic is a key factor for subjects such as theology and religious studies, which contain a significant self-involving element.

Additional Info:
Podcast discusses that there is a "socio-political strategy" behind the claim that religion is 'sui generis'

Additional Info:
What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data concerning the outcomes of select pedagogical approaches that involve exposing students to the experiences of others: the use of narratives; participation in structured experiential learning activities; and community engagement through deep listening and facilitated dialogue. We focus our interpretation around the implications of these pedagogies in relation to student understanding of and attitudes regarding three character traits identified as “other-regarding” virtues in theological and philosophical scholarship – altruism, compassion, and solidarity. This paper considers the implications of these pedagogies and the practical effects of different sorts of teaching strategies on students' self-understanding as moral agents

Additional Info:
Chronicles the development of the intellectual culture of the Western university and proposes an approach to university education that keeps faith with central Christian doctrines. (From the Publisher)

Table Of Content:
ch. 1 Can Christians think?
ch. 2 A holistic beginning : medieval humanism
ch. 3 Letter and spirit : literary humanism
ch. 4 Secular scientific humanism
ch. 5 Dare to think! Enlightenment humanism and dualism
ch. 6 The birth of the humanities : Giambattista Vico's critique of the enlightenment
ch. 7 Non-Christian criticism of enlightenment humanism
ch. 8 Postmodern humanism
ch. 9 Postmodern antihumanism and the university
ch. 10 Incarnational humanism
ch. 11 Incarnational humanism and common grace
ch. 12 Conclusion

Additional Info:
At the end of his 1994 book, The Soul of the American University, George Marsden advanced a modest proposal for an enhanced role for religious faith in today's scholarship. This "unscientific postscript" helped spark a heated debate that spilled out of the pages of academic journals and The Chronicle of Higher Education into mainstream media such as The New York Times, and marked Marsden as one of the leading participants in the debates concerning religion and public life. Marsden now gives his proposal a fuller treatment in The Outrageous Idea of Christian Scholarship, a thoughtful and thought-provoking book on the relationship of religious faith and intellectual scholarship. More than a response to Marsden's critics, The Outrageous Idea of Christian Scholarship takes the next step towards demonstrating what the ancient relationship of faith and learning might mean for the academy today. Marsden argues forcefully that mainstream American higher education needs to be more open to explicit expressions of faith and to accept what faith means in an intellectual context. Contemporary university culture is hollow at its core, Marsden writes. Not only does it lack a spiritual center, but it is without any real alternative. He argues that a religiously diverse culture will be an intellectually richer one, and it is time for scholars and institutions to take the intellectual dimensions of their faith seriously and become active participants in the highest level of academic discourse. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Why Christian Perspectives Are Not Welcomed
ch. 2 The Arguments for Silence
ch. 3 Christian Scholarship and the Rules of the Academic Game
ch. 4 What Difference Could It Possibly Make?
ch. 5 The Positive Contributions of Theological Context
ch. 6 Building Academic Communities

Getting Specific: A Readable Appendix
Notes
Index

Additional Info:
What it is like to be a collegian involved in a Christian organization on a public college campus? What roles do Christian organizations play in the lives of college students enrolled in a public college? What are evangelical student organizations’ political agendas, and how do they mobilize members to advance these agendas? What is the optimal equilibrium between the secular and the sacred within public higher education? What constitutes safe space for evangelical students, and who should provide this space?

This book presents a two-year ethnographic study of a collegiate evangelical student organization on a public university, authored by two “non-evangelicals.” The authors provide a glimpse into the lives of college students who join evangelical student organizations and who subscribe to an evangelical way of life during their college years. They offer empirically derived insights as to how students’ participation in a homogeneous evangelical student organization enhances their satisfaction of their collegiate experience and helps them develop important life lessons and skills. Ironically, while Christian students represent the religious majority on the campus under study, Christian organizations on this campus mobilize members by capitalizing on members’ shared sense of marginalization, and position themselves as cultural outsiders. This evangelical student organization serves as a safe space for students to express their faith within the larger secular university setting.

The narratives and interpretations aim not only to enrich understanding of a particular student organization but more importantly to spark intellectual discourse about the valueof faith-based organizations within public higher education. The role of religion in public higher education, student involvement in the co-curriculum, and peer education are three examples of critical issues in higher education for which this idiosyncratic case study offers broad understanding.

It’s All About Jesus! targets multiple audiences – both sacred and secular. For readers unfamiliar with evangelical collegiate organizations and the students they serve, the authors hope the narratives make the unfamiliar familiar and the dubious obvious. For evangelicals, the authors hope that the thickly described narratives not only make the familiar, familiar and the obvious, obvious, but also uncover the tacit meaning embedded in these familiar, but seldom examined subculture rituals.

The authors hope this book spurs discussion on topics such as campus power and politics, how organizations interact with the secular world around them, and how members can improve their organizations. Additionally, this text urges secular readers in student affairs to consider the many benefits, as well as liabilities, of “parachurches” as co-curricular learning sites on campus.

Lastly, given that the authors lay bare their methodology, their use of theory, and the tensions between their perspectives and those of the participants, this book will serve as a compelling case study for courses on qualitative research within religion studies, anthropology, sociology, and cultural studies fields. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword

ch. 1 Jesus and Higher Education Rituals of Faith
ch. 2 Research Processes Rituals of Inquiry
ch. 3 Researchers' Tales Rituals of Disclosure
ch. 4 Evolving Christians Precollege Evangelical Rituals
ch. 5 God's Squad Rituals of Recruitment
ch. 6 Praise Jesus Rituals of Difference
ch. 7 Getting To Really Know Jesus Teaching and Learning Rituals
ch. 8 Bridging the Gap between Evangelicals and Nonbelievers Outreach Rituals
ch. 9 Leading by Following Jesus Servant Leadership Rituals
ch. 10 From College Seniors to Real-World Evangelicals Transition Rituals
ch. 11 The Chosen Rituals of Vocation
ch. 12 SSC Revelations and Reconciliations Rituals of Understanding
ch. 13 Capstone Principles Exit Rituals
ch. 14 It's all about Jesus The Last Word

Notes
References
Index

Additional Info:
A searching exploration of a century and a half of higher education in American culture. This book will enliven, and inform, the wide-ranging discussion now taking place. Bringing together eleven new essays--most published here for the first time--on the secularization of American, British, and Canadian higher education, this text maps some of the major contours of a largely unexplored topic. It focuses on the histories of leading universities since the late nineteenth century, analyzing the transition from an era when organized Christianity and its ideals had a major role in leading institutions of higher education to an era when they have almost none. This book is an important resource for students of religion and the history of education. (From the Publisher)

Table Of Content:
Contributors
Introduction

ch. 1 The Soul of the American University: An Historical Overview (George M. Marsden )
ch. 2 From Evangelicalism to Liberalism: Public Midwestern Universities in Nineteenth-Century America (Bradley J. Longfield)
ch. 3 Secularization and Sacralization: Speculations on Some Religious Origins of the Secular Humanities Curriculum, 1850-1900 (James Turner )
ch. 4 Faith and Learning in the Age of the University: The Academic Ministry of Daniel Coit Gilman (D.G. Hart )
ch. 5 "For God, for Country, and for Yale": Yale, Religion, and Higher Education between the World Wars (Bradley J. Longfield )
ch. 6 "The Survival of Recognizably Protestant Colleges": Reflections on Old-Line Protestantism, 1950-1990 (Robert Wood Lynn )
ch. 7 American Learning and the Problem of Religious Studies (D.G. Hart )
ch. 8 American Catholic Higher Education, 1940-1990: The Ideological Context (Philip Gleason )
ch. 9 The Secularization of British Universities since the Mid-Nineteenth Century (David Bebbington )
ch. 10 Protestant Colleges in Canada: Past and Future (G.A. Rawlyk)
ch. 11 Christianity and the University in America: A Bibliographical Essay (D.G. Hart.)

Index

Additional Info:
These essays come from scholars in a wide variety of fields: not just theology, but law, literature, political science, education, and philosophy. The essayists are teacher-scholars who genuinely seek to live out the sometimes-competing vocations of professor and believer. Though most of them teach in church-related institutions, they not only affirm the need for a clear theological vision on which to base institutional and pedagogical planning; they also stress the importance of diversity, pluralism, and true academic freedom. (From the Publisher)

Table Of Content:
Acknowledgments
Editor's Introduction: John Marson Dunaway
“In Willingham Chapel," a poem by David Bottoms(M.U.1971)
Mercer Contributors
R. Kirby Godsey, "The Higher Calling of the Undergraduate Experience"
Gordon Johnston, "Poetry and Professing"
Charlotte Thomas, "Falling into Grace"
R. Alan Culpepper, "Full of Grace and Truth: A Theology of Teaching"
Jack L. Sammons, "Parables and Pedagogy"
Andrew Silver, "Pluralism at a Baptist University"
Extra mural Contributors
Richard T. Hughes (Pepperdine University), "What Makes Church-Related Education Christian?"
David Lyle Jeffery (Baylor University), "The Calling of the Teacher and the Place of the Community"
Jeanne Heffernan (Villanova University), "Integrating Heart, Mind, and Soul: The Vocation of the Christian Teacher"
William E. Hull (Samford University), "Where are the Baptists in the Higher Education Dialogue?"
Mary S. Poplin (Claremont Graduate University), "The Radical Call to Service"
Afterword: Jean Bethke Elshtain (University of Chicago)
Notes on Contributors

Additional Info:
This article describes and analyzes controversies in Japan brought about by an intercollegiate educational project on religion. The project team, consisting of selected members of the Japanese Association for Religious Studies and the Japanese Association for the Study of Religion and Society, has been planning a new system for qualifying undergraduates as "specialists in religious cultures" (sh ky -bunkasi). It is anticipated that students with this qualification will be engaged in various occupations that require knowledge of different cultures. The project reflects an increased awareness that the academic study of religion should play a social role and be recognized as worthwhile by the public. This article will focus upon the academic and pedagogical challenges that the project members faced in the process of planning a system to assess and qualify students' literacy in religious traditions. It will argue that religious literacy involves the dynamic ability to put knowledge into practice as well as to reflect continuously upon previously acquired knowledge.

Additional Info:
Prayer in public schools, abortion, gay and lesbian rights - these bitterly divisive issues dominate American politics today, revealing deep disagreements over basic moral values. In a highly readable account that draws on legal arguments, political theory, and philosophy, Ronald F. Thiemann explores the proper role of religious convictions in American public life. He proposes that religion can and should play an active, positive part in our society even as it maintains a fundamental commitment to pluralist, democratic values. Arguing that both increased secularism and growing religious diversity since the 1960s have fragmented commonly held values, Thiemann observes that there has been an historical ambivalence in American attitudes towards religion in public life. He proposes abandoning the idea of an absolute wall between church and state and all the conceptual framework built around that concept in interpreting the First Amendment. He returns instead to James Madison's views and the Constitutional principles of liberty, equality, and toleration. Refuting both political liberalism (as too secular) and communitarianism (as failing to meet the challenge of pluralism), Thiemann offers a new definition of liberalism that gives religions a voice in the public sphere as long as they heed the Constitutional principles of liberty, equality, and toleration or mutual respect. The American republic, Thiemann notes, is a constantly evolving experiment in constructing a pluralistic society from its many particular communities. Religion can act as a positive force in its moral renewal, by helping to shape common cultural values. All those interested in finding solutions to today's divisive political discord, in finding ways to disagree civilly in a democracy, and in exploring the extent to which religious convictions should shape the development of public policies will find that this book offers an important new direction for religion and the nation. (From the Publisher)

Table Of Content:
Foreword
Preface
ch. 1 Religion in Public Life: An American Dilemma
ch. 2 Our Contemporary Dilemma In Historical Perspective: Religion, Values, and the Framing of the Constitution
ch. 3 The Constitutional Tradition: A Perplexing Legacy
ch. 4 Political Liberalism and Public Religion
ch. 5 Political Liberalism Revisioned
ch. 6 Public Religion in a Pluralistic Democracy: A Proposal
ch. 7 Beyond the Wall of Separation: Reconceiving American Public Life
Index

Additional Info:
For much of the twentieth century, it was assumed that higher education was and ought to be a secular enterprise, but that approach no longer suffices. The culture has shifted, and contemporary college and university students are increasingly bringing religious and spiritual questions to campus. In response, college and university leaders are exploring anew the relationship between religion and higher education.

The American University in a Postsecular Age grapples with key questions:

—How religious or irreligious are faculty and students today? What level of religious literacy should be expected from students?
—Can religion be allowed into the classroom without being disruptive?
—Should colleges and universities help students reflect on their own faith?
—Is religion antithetical to critical inquiry?
—Can religion have a positive role to play in higher education?

This is a state-of-the-art introduction to the national discussion about religion and higher education. Leading scholars and top educators express a wide spectrum of opinions that reflect the best current thinking. Introductory and concluding essays by the editors describe the postsecular character of our age and propose a comprehensive framework intended to facilitate ongoing conversation. (From the Publisher)

Table Of Content:
Introduction

I. Postsecular America (Douglas Jacbosen, Rhonda Hustedt Jacobsen)

Part I Religion, Institutions, and Faculty Roles
ch. 2 The Religious Convictions of College and University Professors (Neil Gross, Solon Simmons)
ch. 3 Can Faith Be More Than a Sideshow in the Contemporary Academy? (Robert Wuthnow)
ch. 4 A Level Playing Field for Religion in Higher Education(John J. DiIulio, Jr.)
ch. 5 The Ideals and Diversity of Church-Related Higher Education (Douglas Jacobsen, Rhonda Hustedt Jacobsen)
ch. 6 Why Faculty Find It Difficult to Talk about Religion (Mark U. Edwards, Jr)
ch. 7 Faculty Priorities (R. Eugene Rice)

Part II Religion, the Curriculum, and Student Learning
ch. 8 The Religious and Spiritual Journeys of College Students (Larry A. Braskamp)
ch. 9 The Different Spiritualities of the Students We Teach (Robert J. Nash, DeMethra, LaSha Bradly)
ch. 10 Spirituality, Diversity, and Learner-Centered Teaching (Elizabeth J. Tisdell)
ch. 11 Taking Religion Seriously in Public Universities (Warren A. Nord)
ch. 12 Religious Pluralism, the Study of Religion, and "Postsecular" Culture (Amanda Poterfield)
ch. 13 Professing Understanding and Professing Faith (Lee S. Shulman)

Part III A Framework for Academic Conversation
ch. 14 Talking about Religion (Douglas Jacobsen, Rhonda Hustedt Jacobsen)

Notes
Index

Additional Info:
Recent research by Barbara Walvoord suggests a perceived disparity between faculty learning objectives and students' desire to engage “big questions” in the introductory religion classroom. Faculty opinions of such questions are varied, ranging from a refusal to employ any approach that diverts attention away from critical thinking, to a willingness to integrate personal questions of meaning and purpose into the introductory religion course. This essay argues that, in light of work currently being done by such developmental theorists as Sharon Daloz Parks and Marcia Baxter Magolda, the integrative approach has much to commend it. It concludes with suggestions for how religion faculty can expand this approach through learning covenants, service learning, and seeing the religion classroom as a gateway to various mentoring communities on campus.

Additional Info:
Click Here for Book Review
Abstract: Pietism has long been ignored in evangelical scholarship. This is especially the case in the field of Christian higher education, which is dominated by thinkers in the Reformed tradition and complicated by the association of Pietism with anti-intellectualism. The irony is that Pietism from the beginning "was intimately bound up with education," according to Diarmaid MacCulloch. But until now there has not been a single work dedicated to exploring a distinctively Pietist vision for higher education.

In this groundbreaking volume edited by Christopher Gehrz, scholars associated with the Pietist tradition reflect on the Pietist approach to education. Key themes include holistic formation, humility and openmindedness, the love of neighbor, concern for the common good and spiritual maturity. Pietism sees the Christian college as a place that forms whole and holy persons. In a pluralistic and polarized society, such a vision is needed now more than ever. (From the Publisher)

Table Of Content:
Preface (Janel M. Curry)
Acknowledgments (Christopher Gehrz)
Introduction: Does Pietism Provide a "Usable Past" for Christian Colleges and Universities? (Christopher Gehrz)

Part I: Teaching, Scholarship and Community in the Pietist University
ch. 1 Pietism and Faith-Learning Integration in the Evangelical University (David C. Williams)
ch. 2 Calling for Pietistic Community: Pia Desideria in the Classroom (Katherine J. Nevins)
ch. 3 Love and Learning: A Model for Pietist Scholarship in the Disciplines (Jenell Paris)
ch. 4 The Quest for an Evangelical University: The Educational Visions of Carl F. H. Henry and Carl H. Lundquist (Phyllis E. Alsdurf)
ch. 5 Reconceiving the Christ-Centered College: Convertive Piety and Life Together (Roger E. Olson)

Part II: Changed People Changing the World: Pietists and Their Neighbors’ Good
ch. 6 The Common Priesthood Seeking the Common Good (Dale G. Durie)
ch. 7 Pietism and the Practice of Civil Discourse (Christian T. Collins Winn)
ch. 8 Love My (Religious) Neighbor: A Pietist Approach to Christian Responsibility in a Pluralistic World (Marion H. Larson and Sara L. H. Shady)

Part III: Responses: Views from the Natural and Health Sciences
ch. 9 Pietistic Values in Science and Science Education (Richard W. Peterson)
ch. 10 A Pietist Approach to Nursing Education in a Christian University (Nancy L. Olen)

Part IV: Problems and Proposals: Putting the Pietist Vision into Practice
ch. 11 Intellectual Virtue and the Adventurous Christ Follower (Raymond J. VanArragon)
ch. 12 The Pietist Ethos and Organizational Coherency (Joel S. Ward)
ch. 13 Curating the Usable Past for a Vital Future: An Anabaptist Vision for Pietism (Kent T. K. Gerber)
ch. 14 Neoliberal Challenges to the Pietist Vision of Christian Higher Education (Samuel Zalanga)

Conclusion
"Their Mission Is Innovation": The Pietist University in the Twenty-First Century(Christopher Gehrz)
List of Contributors
Name Index
Subject Index

Additional Info:
Simon presents Roman Catholic and Protestant perspectives on ways to nurture new faculty at church-related educational institutions, for those involved in administering faculty development programs and for those seeking advice on designing and implementing such programs. (From the Publisher)

Table Of Content:
Introduction: Mentoring as an Exercise of Practical Wisdom

ch. 1 Mentoring and Christian Mission
ch. 2 All Mentoring Is Local: Thinking about How Your Program Fits Your Institution
ch. 3 All Mentoring Is Personal: Making Sure Your Program Fits Your Faculty
ch. 4 Getting There from Here
ch. 5 Facing Challenges and Achieving Lasting Success
ch. 6 The Bottom Line: Outcomes of Mentoring

App. 1 Reflection Questions for Mentoring Directors
App. 2 Reflection and Discussion Questions for Mentor Training
App. 3 Questions for Mentors and New Faculty to Reflect on Together

Selected Topical Bibliography
Contributors

Additional Info:
This book is designed to help those who are interested in Christian higher education explore anew the unique features, opportunities, and contemporary challenges of one distinct type of educational institution - the Christian college. What distinguishes Conceiving the Christian College from the many other books on this subject is its incisive discussion of a set of crucial ideas widely misunderstood in the world of Christian higher education. Now serving in his eleventh year as president of one of the nation's foremost Christian colleges, Duane Litfin is well placed to ask pressing questions regarding faith-based education. What is unique about Christian colleges? What is required to sustain them? How do they maintain their bearing in the tumultuous intellectual seas of the twenty-first century? Litfin's themes are large, but they are meant to refocus the conceptual challenges to Christian education in ways that will strengthen both the academic environment of today's Christian colleges and their impact on culture at large. (From the Publisher)

Table Of Content:
ch. 1 Introduction
ch. 2 Two academic models
Challenge : to understand more clearly our own identity
ch. 3 The centerpiece
Challenge : to see more fully whom we serve
ch. 4 A centered education
Challenge : to keep the center at the center
ch. 5 It's all God's truth
Challenge : to strengthen the foundations of Christian thought
ch. 6 A balanced epistemology
Challenge : to preserve the idea of truth
ch. 7 Integrative thinking : prolegomena
Challenge : to understand the integrative mandate
ch. 8 Doing integration
Challenge : to sustain our commitment to the integrative task
ch. 9 Faith and learning
Challenge : to reinforce our commitment to revealed truth
ch. 10 The voluntary principle
Challenge : to reconcile institutional commitments with individual freedoms
ch. 11 Institutional breadth
Challenge : to appreciate our institutional uniqueness
ch. 12 Our place in the academy
Challenge : to engender a more congenial academic environment

Additional Info:
What is the relationship between the academic knowledge of the guild and the formation of students in the classroom? This Forum gathers four essays originally presented at a Special Topics Session at the 2009 conference of the American Academy of Religion (Atlanta, Georgia), with a brief introductory essay by Fred Glennon explaining the genesis of the panel. Douglas Jacobsen and Rhonda Hustedt Jacobsen clarify some of the issues at stake in undergraduate liberal arts classrooms by distinguishing between four dimensions of what they refer to as “the (in)formation teaching matrix: institutional context, course content, faculty roles, and student outcomes. John Thatamanil argues that all learning necessarily presupposes formation. Amanda Porterfield argues against using the word “formation” because it complicates and undermines her teaching goals to historicize religion and narratives about it through open-ended inquiry. And, finally, Mary Elizabeth Moore explores the interactive processes linking formation, information, reformation, and transformation.

Additional Info:
Journal Issue.

Table Of Content:
Editor's Preface

Articles, Essays

ch. 1 The Impact of Pedophile Priests on American Catholic Education: Reflections of a Cradle Catholic (Charles J. Russo)

ch. 2 University Student Affairs Staff and Their Spiritual Discussions with Students (Jill A. Burchell, Jenny J. Lee, Sara M. Olson )

ch. 3 "Anthropology-Lite": An Education Perspective on the Ideology of Religious Studies (Edward Dutton)

ch. 4 Exploring the Spiritual Needs of Adolescent Girls (Kaili Chen Zhang, Charlene Tan)

ch. 5 Yoga in the Public Schools: Diversity, Democracy and the Use of Critical Thinking in Educational Debates (Laura Douglass)

Resource Reviews

ch. 6 Religion in Education: A Contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries

ch. 7 Materials Used to Teach about World Religions in Schools in England: A Summary

Additional Info:
In this excerpt from Kugel's controversial "How to Read the Bible," the author argues—with rich citation and documentation—that academic biblical studies is rife with an "unmistakably apologetic tone" of which even its most self-avowedly "critical" practitioners are largely unaware. The implication is that academic biblical studies, practiced as it is overwhelmingly by people of faith, does not achieve the honesty about the texts' "strangeness" characteristic of other corpus-oriented disciplines. (2014)

Additional Info:
A useful 2016 teaching piece for students of faith adjusting to academic religious studies. In this blog post, Tabor addresses the objection, often raised by students or religious laypeople, that (biblical) historians "exclude the miraculous" in their investigations. Not "suppressing" claims of the supernatural (e.g., miracles), historians welcome all such claims as contributing to our understanding of times and events, but refrain from adjudicating such claims beyond what is accessible to historical means.

Additional Info:
Journal Issue.

Table Of Content:
Special Issue on Religion in Education at the University of Warwick

Articles, Essays
ch. 1 Ethnography, Religious Education, and The Fifth Cup (Eleanor Nesbitt, Olga Schihalejev)
ch. 2 Religious Education Influencing Students' Attitudes: A Threat to Freedom? (Olga Schihalejev)
ch. 3 The Language of Interfaith Encounter Among Inner City Primary School Children (Julia Ipgrave)
ch. 4 Religious Extremism, Religious Education, and the Interpretive Approach (Joyce Miller)
ch. 5 Action Research and the Interpretive Approach to Religious Education (Kevin O'Grady)
ch. 6 "Very Sad, But It Works": One Pupil's Assessment Career in Religious Education (Nigel Fancourt)
ch. 7 The Interpretive Approach and Bridging the "Theory-Practice Gap": Action Research with Student Teachers of Religious Education (Judith Everington)
ch. 8 Comparative Studies in Religious Education: The Issue of Methodology (Oddrun M. H. Braten)

Additional Info:
This timely look at the state of Christian higher education in America contains descriptive, historical narratives that explore how fourteen Christian colleges and universities are successfully integrating faith and learning on their campuses despite the challenges posed by the increasingly pluralistic nature of modern culture. Written by respected representatives from seven major faith traditions - Roman Catholic, Lutheran, Reformed, Mennonite, Evangelical, Wesleyan/Holiness, and Baptist/Restorationist - these narratives are also preceded by introductory essays that define the worldview and theological heritage of each given tradition and ask what that tradition can contribute to the task of higher education. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction
What Can the Roman Catholic Tradition Contribute to Christian Higher Education?
Faith and Learning at the College of Saint Benedict and Saint John's University
The University of Portland: Center of Christian Humanism
What Can the Lutheran Tradition Contribute to Christian Higher Education?
Religious Vision and Academic Quest at St. Olaf College
Faith and Learning at California Lutheran University
What Can the Reformed Tradition Contribute to Christian Higher Education?
Piety and Progress: A History of Calvin College
Whitworth College: Evangelical in the Reformed Tradition
What Can the Mennonite Tradition Contribute to Christian Higher Education?
Goshen College and Its Church Relations: History and Reflections
Religious Idealism and Academic Vocation at Fresno Pacific College
What Can the Evangelical/Interdenominational Tradition Contribute to Christian Higher Education?
Faith and Learning at Wheaton College
Clarity through Ambiguity: Transforming Tensions at Seattle Pacific University
What Can the Wesleyan/Holiness Tradition Contribute to Christian Higher Education?
The History and Character of Messiah College, 1909-1995
Point Loma Nazarene College: Modernization in Christian Higher Education
What Can the Baptist Tradition Contribute to Christian Higher Education?
Christian Identity and Academic Rigor: The Case of Samford University
What Can the Church of Christ Tradition Contribute to Christian Higher Education?
Faith and Learning at Pepperdine University
The Christian University: Maintaining Distinctions in a Pluralistic Culture
Notes on Contributors

Additional Info:
Alluding to several then-recent episodes of professors being forced from posts at evangelical institutions of learning, Enns asks whether schools dedicated to defending propositions grounded in private revelation and confessional dogma can be "truly academic" (and truly just to their instructors and students).

Additional Info:
Over the past twenty years there has been a ferment of reflection on the integration of faith and learning -- yet relatively little notice has been paid to the integration of faith and teaching in the Christian university. In Teaching and Christian Practices twelve university professors describe and reflect on their efforts to allow historic Christian practices to reshape and redirect their pedagogical strategies. Whether using spiritually formative reading to enhance a literature course, table fellowship to reinforce concepts in a pre-nursing nutrition course, or Christian hermeneutics to interpret data in an economics course, the authors present a practice of teaching and learning rooted in the rich tradition of Christian practices -- one that reconceives classrooms and laboratories as vital arenas for faith and spiritual growth. (From the Publisher)

Table Of Content:
Foreword (Criag Dykstra; and Dorothy C. Bass
Caknowledgments
Introduction: Practces, Faith, and Pedagogy (David I. Smith; and James K. A. Smith)

ch. 1 Pedagogical Rhythms: Practices and Reflections on Practice (Rebecca Konyndyk DeYoung)
ch. 2 Reading Practices and Christian Pedagogy: Enacting Charity with Texts (David I. Smith)
ch. 3 The Rough Trail to Authentic Pedagogy: Incorporating Hospitality, Fellowship, and Testimony into the Classroom (Carolyne Call)
ch. 4 Eat This Class: Breaking Bread in the Undergraduate Classroom (Julie A. P. Walton; and Matthew Walters)
ch. 5 From Curiosity to Studiousness: Catechizing the Appetite for Learning (Paul J. Griffiths)
ch. 6 From Tourists to Pilgrims: Christian Practices and the First-Year Experience (Ashley Woodiwiss)
ch. 7 Keeping Time in the Social Sciences: An Experiment with Fixed-Hour Prayer and the Liturgical Calendar (James K. A. Smith)
ch. 8 How Christian Practices Help to Engage Students Morally and Spiritually: Testimony from a Western Civilization Course (Glenn E. Sanders)
ch. 9 Thrill Rides and Labyrinths: The Pedagogical Logic of Freedom and Constraint (Matthew Walhout
ch. 10 Christian Practices and Technical Courses: Making Integral Connections (Kurt C. Schaefer)
ch. 11 Recruiting Students’ Imaginations: Prospects and Pitfalls of Practices (David I. Smith)

Contributors

Additional Info:
Discussions of world citizenship that elide the challenge of grappling with religious worldviews expose a covert intolerance at the very core of secularism, calling into question the “liberality” of liberal education. The ethical imperative of engaging with different worldviews not only demands that religions be taught, but also raises questions regarding how religious worldviews should be taught.

Additional Info:
The author recounts his experience, as a young observant Jew, of James Kugel's academic biblical studies course at Harvard. The piece focuses specifically on how Kugel reconciles his religious faith  with his academic understanding, and how Jewish biblical scholars disagree with one another on what is involved in such a reconciliation. May be of special value for Christian learners undergoing a similar disruption, located as it is "safely" in a non-Christian context.

Additional Info:
The Schooled Heart addresses a basic question about the nature of the university: should moral education figure among the university's purposes? This volume offers an affirmative response to that question. A central purpose of the university is the moral formation of students—what Beaty and Henry call the schooling of the heart. (From the Publisher)

Table Of Content:
Introduction Retrieving the Tradition, Remembering the End (Michael D. Beaty and Douglas V. Henry)
Part I-American Higher Education's Unschooled Heart

ch. 1 Liberal Education, Moral Education, and Religion (Warren A. Nord)
ch. 2 Free Love and Christian Higher Education: Reflections on a Passage from Plato's Theaetetus (Robert C. Roberts)
ch. 3 Returning Moral Philosophy to American Higher Education (Nicholas K. Meriwether)
ch. 4 Pro Ecclesia, Pro Texana: Schooling the Heart in the Heart of Texas (Stanley Hauerwas)

Part II-Christian Resources for Moral Formation in the Academy
ch. 5 Wisdom, Community, Freedom, Truth: Moral Education and the "Schooled Heart" (David Lyle Jeffrey)
ch. 6 Tracking the Toxins of Acedia: Re-envisioning Moral Education (Paul J. Wadell and Darin H. Davis)
ch. 7 Could Humility Be a Deliberative Virtue? (Shawn D. Floyd)
ch. 8 Cultivating Humility: Teaching Practices Rooted in Christian Anthropology (Stephen K. Moroney, Matthew P. Phelps and Scott T. Waalkes)
Notes
List of Contributors
Index

Additional Info:
A website for the seven-year study conducted by the Higher Education Research Institute (HERI) at UCLA examining the role that college plays in facilitating the development of students' spiritual qualities.

Additional Info:
Journal Issue.

Table Of Content:
Understanding the Study of Religion in Undergraduate Programs of Religious Studies as Religious Education
Research in Religious Education: Content and Methods for the Postmodern and Global Era
Of Twirling Dervishes and Daring New Directions: Collaborative and Practitioner Research
The Research We Need in Religious Education: Four Facets
Research for a Movement
Research in Religious Education: Perspectives for the Future
Researching a Womanist Pedagogy to Heal
Research in Religious Education: Philosophical and Theological Perspectives
A Band of Sisters: The Impact of Long-term Small Group Participation: Forty Years in a Women's Prayer and Bible Study Group
Models for Adolescent Ministry: Exploring Eight Ecumenical Examples
How Shall We Study Religious School Culture?
Development of Religious Thinking
Outthinking the Media: Lessons from a Tennis Master
A Nonfoundationalist Approach to Education in Religion

Additional Info:
The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. In this long-needed book, Roger Bergman begins to correct that gross imbalance. He asks: How do we educate ("lead out") the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, Bergman weaves what he has learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. He reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice. Catholic Social Learning explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.

Catholic Social Learning is both a valuable, practical resource for Christian educators and an important step forward in the development of a transformative pedagogy.

Roger Bergman is the founding director of the Justice and Peace Studies Program at Creighton University, where he is also Associate Professor in the Department of Sociology and Anthropology. (From the Publisher)

Table Of Content:
Preface
Acknowledgements

Part I - Foundations
ch. 1 Personal Encounter: The Only Way
ch. 2 Ignatian Pedagogy and the Faith That Does Justice
ch. 3 Teaching Justice After MacIntyre: Toward a Catholic Philosophy of Moral Education

Part II - Applications
ch. 4 Immersion, Empathy, and Perspective Transformation: Semestre Dominicano, 1998
ch. 5 "We Made the Road by Stumbling": Aristotle, Service-Learning, and Justice
ch. 6 Meetings with Remarkable Men and Women: On Teaching Moral Exemplars

Part III - Institution and Program
ch. 7 Education for Justice and the Catholic University: Innovation or Development? An Argument from Tradition
ch. 8 Aristotle, Ignatius, and the Painful Path to Solidarity: A Pedagogy for Justice in Catholic Higher Education

Notes
References
Index

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The most common paradigm of contemporary Protestant theological education for ministerial formation is that of schooling, seen in the institution of the theological seminary/college. This article notes the limitations of the schooling paradigm for educational intervention in the range of domains inherent in effective ministerial formation; recognizes that teaching and learning take different but still legitimate shape when used to describe educational processes in this context; and argues for an integrated, formational, and missional community paradigm modeled especially on the relationship of Jesus with his disciples as being both more consistent with biblical precedents and more effective educationally. The implications of this for the role of faculty of theological institutions are explored.

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The contributors to this inspiring anthology meet the challenge that everyone faces: that of becoming a whole person in both their personal and professional lives. John C. Haughey, SJ, has gathered twelve professionals in higher education from a variety of disciplines—philosophy, theology, health care, business, and administration. What they have in common reflects the creative understanding of the meaning of "catholic" as Haughey has found it to operate in Catholic higher education.

Each essay in the first six chapters describes how its author has assembled a unique whole from within his or her particular area of academic competence. The last six chapters are more autobiographical, with each author describing what has become central to his or her identity. All twelve are "anticipating an entirety" with each contributing a coherence that is as surprising as it is delightful. (From the Publisher)

Table Of Content:
Preface

Part One: Whole as Task
ch. 1. Wholeness Through Science, Justice, and Love (Patrick H. Byrne)
ch. 2 From Discovery to Risk (Cynthia Crysdale)
ch. 3 Professional Education as Transformation (Robert J. Deahl)
ch. 4 Learning to Love the Law of the Sea (William P. George)
ch. 5. Catholicity and Faculty Seminars (Rev. Msgr. Richard M. Liddy)
ch. 6 The "Real World" of Business (J. Michael Stebbins)

Part Two: Whole as Identity
ch. 7 Attaining Harmony as a Hindu-Christian (Michael Amaladoss)
ch. 8 Arriving at a Christocentric Universe (Ilia Delio)
ch. 9 Le Petit Philosophe (Patrick A. Heelan)
ch. 10 Towards a Catholic Christianity: A Personal Narrative (Michael McCarthy)
ch. 11 The Hunting and the Haunting (Peter Steele)
ch. 12 Attaining Harmony with the Earth (Cristina Vanin)

Epilogue
List of Contributors
Index

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This is a case study based upon my experience of teaching an introduction to rabbinic thought to a group of Orthodox Jewish students. The study of one particular midrashic pericope allowed for major tensions between academic and religious approaches to the text to surface. The tension revolved around the apparent contradiction between the rabbinic mythical perception of creation as proceeding from primary negative matter and later philosophical belief in creatio ex nihilo. This contradiction touches upon issues of authority and of interpretation. The article explores various strategies dealing with issues of authority in general and of the meaning of the individual text in particular. Following a presentation of these strategies I offer my reflections upon my role as a teacher in this context. Dialogue emerges as an important element in the teaching process, creating a common ground between teachers and students and making them partners in a common quest for the truth of the text. Traditional dialogical modes of Jewish learning serve as the basis for the introduction of the academic agenda. This agenda is introduced as an extension of classical religious concerns rather than as an alternative to them.