Deadline was March 1, 2014
Grants up to $20,000
The Wabash Center requests grant proposals for projects that address challenges to teaching and learning presented by changes in the students enrolling in our courses and the worlds from which they come and to which they go. We are interested in projects that explore how to best teach religious and theological studies in the current social constructs of spirituality and religion, and amid weakening communities of faith.
If “map is not territory” (that is, no explanation of religious phenomenon can be adequate to what is experienced), what happens in the classroom when there is no agreed upon territory or boundary to what counts as religion? What and how ought we be teaching to form students for emerging ministries and ways of being religious?
Coinciding with these questions about the field are present realities about our students. Who are our students? What is the understanding of religion or church that has formed our students’ understanding? What are our goals for these students and how do we achieve these goals? What are we educating them to think and do in these cultural contexts and constructs?
Successful grant recipients will be gathered as a cohort at the Wabash Center on May 21-23, 2014 to refine their project goals, design, and assessment component. See our website and grant booklet for further information about Wabash Center Grant proposals.
Religion Departments might tackle how the question of religion is relevant to their students; they might begin interdisciplinary conversations with colleagues about the study of religion across the disciplines; or they might develop creative ways to figure “religion” or the otherwise “non-secular” in the curriculum, the introductory course, or the liberal arts.
Theological Schools might tackle the question of how to prepare students for ministry in social worlds witnessing rapid changes in congregational life and emergent forms of ministry; they might consider how to prepare students for a radically pluralistic and often politically contentious religious world; or consider how to teach to a multi-religious student body.
Core questions to be addressed:
• How do faculty discover and take seriously student questions about the study of
religion and theological education?
• How do societal understandings shape the ways faculties, schools, and departments
structure a curriculum of religious and/or theological studies?
• How do faculty design multilayered conversations in the classroom that attend to the
variety of cultural contexts and constructs about religion?
• How do faculty align methods and formats of teaching religious and theological studies
with the ways that students and societies are constructing religious understanding and
Dr. Paul O. Myhre
Associate Director, Wabash Center