5 Selected Items
Select an item by clicking its checkbox
A Collaborative Planning Initiative for the Cultivation of a Community of Practice Among Leaders in Lifelong Learning in Theological Schools
Proposal abstract :
This grant project will gather a planning team of six lifelong learning directors to design the large grant proposal “Collaborative for Leaders in Lifelong Learning in Theological Schools.” We will gather selected Board members of the Association of Leaders in Lifelong Learning for Ministry (ALLLM) and, other leaders in lifelong learning, to design and plan a project and proposal for a three-year large grant.
This grant project will gather a planning team of six lifelong learning directors to design the large grant proposal “Collaborative for Leaders in Lifelong Learning in Theological Schools.” We will gather selected Board members of the Association of Leaders in Lifelong Learning for Ministry (ALLLM) and, other leaders in lifelong learning, to design and plan a project and proposal for a three-year large grant.
Proposal abstract :
This grant project will gather a planning team of six lifelong learning directors to design the large grant proposal “Collaborative for Leaders in Lifelong Learning in Theological Schools.” We will gather selected Board members of the Association of Leaders in Lifelong Learning for Ministry (ALLLM) and, other leaders in lifelong learning, to design and plan a project and proposal for a three-year large grant.
This grant project will gather a planning team of six lifelong learning directors to design the large grant proposal “Collaborative for Leaders in Lifelong Learning in Theological Schools.” We will gather selected Board members of the Association of Leaders in Lifelong Learning for Ministry (ALLLM) and, other leaders in lifelong learning, to design and plan a project and proposal for a three-year large grant.
A Conversation Civil Rights Pilgrimage through the South
Cultivating a Community of Practice Among Leaders in Lifelong learning in Theological Schools
Proposal abstract :
This is a proposal for a three-year grant. The primary goal of this project is to equip leaders in lifelong learning, particularly, those directing programs in theological schools, to practice agency and direction for their ministry development and personal growth in order to develop motivations, skills, and practices for lifelong learning as an ethos within theological education. With and among peer leaders in lifelong learning, we aim to cultivate the ...
This is a proposal for a three-year grant. The primary goal of this project is to equip leaders in lifelong learning, particularly, those directing programs in theological schools, to practice agency and direction for their ministry development and personal growth in order to develop motivations, skills, and practices for lifelong learning as an ethos within theological education. With and among peer leaders in lifelong learning, we aim to cultivate the ...
Proposal abstract :
This is a proposal for a three-year grant. The primary goal of this project is to equip leaders in lifelong learning, particularly, those directing programs in theological schools, to practice agency and direction for their ministry development and personal growth in order to develop motivations, skills, and practices for lifelong learning as an ethos within theological education. With and among peer leaders in lifelong learning, we aim to cultivate the reflective practitioner, one who can reflect on his/her/their experience in context and interpret that experience toward action to address the adaptive challenges of lifelong learning.
This is a proposal for a three-year grant. The primary goal of this project is to equip leaders in lifelong learning, particularly, those directing programs in theological schools, to practice agency and direction for their ministry development and personal growth in order to develop motivations, skills, and practices for lifelong learning as an ethos within theological education. With and among peer leaders in lifelong learning, we aim to cultivate the reflective practitioner, one who can reflect on his/her/their experience in context and interpret that experience toward action to address the adaptive challenges of lifelong learning.
Reading the Bible During and After COVID-19
Proposal abstract :
The main goal of our proposal is to help our members reflect and become intentional in tailoring their teaching of the Bible to address issues of accessibility and technology. Towards this end, this workshop will focus on teaching the Bible not only with technology but also with disabilities studies and healthcare concerns (including how to work with students with accessibility challenges). As many people have pointed out, the crisis of ...
The main goal of our proposal is to help our members reflect and become intentional in tailoring their teaching of the Bible to address issues of accessibility and technology. Towards this end, this workshop will focus on teaching the Bible not only with technology but also with disabilities studies and healthcare concerns (including how to work with students with accessibility challenges). As many people have pointed out, the crisis of ...
Proposal abstract :
The main goal of our proposal is to help our members reflect and become intentional in tailoring their teaching of the Bible to address issues of accessibility and technology. Towards this end, this workshop will focus on teaching the Bible not only with technology but also with disabilities studies and healthcare concerns (including how to work with students with accessibility challenges). As many people have pointed out, the crisis of COVID has revealed many inequities in our world. All one needs to do is to look at who gets blamed for causing the virus, who must report to work despite the virus, and whose lives are disproportionately extinguished because of the virus. SBL is committed to making justice, equity, diversity, and inclusion, and equity (JEDI) a central concern. Given how racism is not only pervasive in both society and academy but also related to matters of both public and private health (Sullivan 2020; Crossley 2022), we also have the goal to provide support for biblical scholars of color. This emphasis is also appropriate since biblical scholars of color, in contrast to scholars who understand
Learning Abstract :
The main goal of our proposal is to help our members reflect and become intentional in tailoring
their teaching of the Bible to address issues of accessibility and technology. Towards this end,
this workshop will focus on teaching the Bible not only with technology but also with disabilities
studies and healthcare concerns (including how to work with students with accessibility
challenges).
As many people have pointed out, the crisis of COVID has revealed many inequities in our
world. All one needs to do is to look at who gets blamed for causing the virus, who must report
to work despite the virus, and whose lives are disproportionately extinguished because of the
virus. SBL is committed to making justice, equity, diversity, and inclusion, and equity (JEDI) a
central concern. Given how racism is not only pervasive in both society and academy but also
related to matters of both public and private health (Sullivan 2020; Crossley 2022), we also have
the goal to provide support for biblical scholars of color. This emphasis is also appropriate since
biblical scholars of color, in contrast to scholars who understand
The main goal of our proposal is to help our members reflect and become intentional in tailoring their teaching of the Bible to address issues of accessibility and technology. Towards this end, this workshop will focus on teaching the Bible not only with technology but also with disabilities studies and healthcare concerns (including how to work with students with accessibility challenges). As many people have pointed out, the crisis of COVID has revealed many inequities in our world. All one needs to do is to look at who gets blamed for causing the virus, who must report to work despite the virus, and whose lives are disproportionately extinguished because of the virus. SBL is committed to making justice, equity, diversity, and inclusion, and equity (JEDI) a central concern. Given how racism is not only pervasive in both society and academy but also related to matters of both public and private health (Sullivan 2020; Crossley 2022), we also have the goal to provide support for biblical scholars of color. This emphasis is also appropriate since biblical scholars of color, in contrast to scholars who understand
Learning Abstract :
The main goal of our proposal is to help our members reflect and become intentional in tailoring
their teaching of the Bible to address issues of accessibility and technology. Towards this end,
this workshop will focus on teaching the Bible not only with technology but also with disabilities
studies and healthcare concerns (including how to work with students with accessibility
challenges).
As many people have pointed out, the crisis of COVID has revealed many inequities in our
world. All one needs to do is to look at who gets blamed for causing the virus, who must report
to work despite the virus, and whose lives are disproportionately extinguished because of the
virus. SBL is committed to making justice, equity, diversity, and inclusion, and equity (JEDI) a
central concern. Given how racism is not only pervasive in both society and academy but also
related to matters of both public and private health (Sullivan 2020; Crossley 2022), we also have
the goal to provide support for biblical scholars of color. This emphasis is also appropriate since
biblical scholars of color, in contrast to scholars who understand
The Art of Decentering White-Privilege in Theological Learning Spaces
Proposal abstract :
With the majority of the Association of Theological Schools architecturally built from the vantage point of dominant white male culture (cis-heteropatriachy), this project addresses the diffuse inscription of white privilege in physical spaces (e.g. chapels, classrooms, libraries, social academic spaces) designated for theological learning. Using artwork created by asylum seekers and migrants, this project will organize a series of art exhibits at four theological schools affiliated with the Association ...
With the majority of the Association of Theological Schools architecturally built from the vantage point of dominant white male culture (cis-heteropatriachy), this project addresses the diffuse inscription of white privilege in physical spaces (e.g. chapels, classrooms, libraries, social academic spaces) designated for theological learning. Using artwork created by asylum seekers and migrants, this project will organize a series of art exhibits at four theological schools affiliated with the Association ...
Proposal abstract :
With the majority of the Association of Theological Schools architecturally built from the vantage point of dominant white male culture (cis-heteropatriachy), this project addresses the diffuse inscription of white privilege in physical spaces (e.g. chapels, classrooms, libraries, social academic spaces) designated for theological learning. Using artwork created by asylum seekers and migrants, this project will organize a series of art exhibits at four theological schools affiliated with the Association of Theological Schools (ATS) in effort to recalibrate the pedagogical affects of white-centric theological learning spaces. In the words of Peter Kraftl and Peter Adey, “affect presents itself socially as something that is pushing, pulling, or lifting us to fell, think, or act” (2008). This project brings to the fore an under-examined teaching dynamic in the area of race critical consciousness of which involves the pedagogical capacity of the physical learning space itself, particularly those spaces that evoke a sense of white superiority.
With the majority of the Association of Theological Schools architecturally built from the vantage point of dominant white male culture (cis-heteropatriachy), this project addresses the diffuse inscription of white privilege in physical spaces (e.g. chapels, classrooms, libraries, social academic spaces) designated for theological learning. Using artwork created by asylum seekers and migrants, this project will organize a series of art exhibits at four theological schools affiliated with the Association of Theological Schools (ATS) in effort to recalibrate the pedagogical affects of white-centric theological learning spaces. In the words of Peter Kraftl and Peter Adey, “affect presents itself socially as something that is pushing, pulling, or lifting us to fell, think, or act” (2008). This project brings to the fore an under-examined teaching dynamic in the area of race critical consciousness of which involves the pedagogical capacity of the physical learning space itself, particularly those spaces that evoke a sense of white superiority.