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"'Can We Talk?': Boundary Crossing and Sexual Misconduct in Seminary Teaching"
Ashby Jr., Homer U. and Carol Hepokoski
Teaching Theology and Religion 5, no. 2 (2002): 80-89
2002
This article explores a variety of personal and professional boundary issues encountered by seminary faculty. The authors contend that boundary crossing is inevitable in contemporary theological education, which is structured such that professors engage in multiple roles with students as they attend to the education of the whole person. Guidelines are reviewed for minimizing risk to students and professors. Topics include life as a community member,...
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"'Cyber' Barth"
McKim, Donald K.
Teaching Theology and Religion 1, no. 3 (1998): 183-186
1998
This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage...
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"'For Questioning is the Piety of Thought' But, Not Without Consequences in Technocratic Culture"
Massanari, Ronald L.
Teaching Theology and Religion 1, no. 3 (1998): 154-160
1998
Using a representative anecdote, insights from Jrgen Habermas, Jacques Ellul, and Ivan Illich, and in the form of a collage, this paper advocates a pedagogy of questioning and explores some of the conflicts and consequences of adopting such a pedagogy in a technocratic culture, especially as related to conventional expectations for education framed by efficiency, practicality, and functionality.
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"'I Wasn't Prepared for the Emotion': Archival Research in Religious and Theological Studies"
Hicks, Jane E.
Teaching Theology and Religion 6, no. 1 (2003): 43-47
2003
One might think that primary research in library and church archives would be a dry, lifeless endeavor, far removed from the present day spiritual urgency that quickens the religious studies classroom. After all, archives raise the specter of musty tomes housed in dark, dank, and isolated basements. To the contrary, based on interviews with several students and teachers doing such research, this article maintains that primary archival research in...
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"'To a Land that I Will Show You': Training Rabbis for the Future"
Greenstein, David
Teaching Theology and Religion 9, no. 2 (2006): 97-102
2006
Rabbis are commonly perceived as bearers of Torah the sacred traditions and ways of life of Judaism. As such, rabbis certainly have an important role to play in a community seeking guidance and inspiration from and a renewed connection to those traditions. Yet, historically, rabbis arose as a class in a period of crisis and were not merely conservative figures, but were also radical agents for change. The training of rabbis in the contemporary world...
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"To Teach Them to See": Teaching Christian Theology in Material Things"
VanderWilt, Jeffrey
Teaching Theology and Religion 5, no. 2 (2002): 66-70
2002
Teachers of theology or religious studies readily seek to open their students to the interpretation of theological texts. Do they share a similar readiness to open students to the interpretation of religious symbols and artifacts, the material cultures of religious faiths? Although theological studies have preferred the abstract concept over the material object, any proper understanding of religious faith must admit some form of direct encounter with...
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"'We're Going to Read Poetry in This Class?'"
Frank, Thomas E.
Teaching Theology and Religion 8, no. 1 (2005): 47-50
2005
How can poetry be a resource for effective teaching of congregational life and leadership? Drawing on poetry from an array of sources, the author weaves a narrative to discuss specific strategies employed for using poetry in the classroom. Recognizing the capacity of poems to awaken latent imaginations and evoke new insights about church leadership among his students, the author provides details about particular methods that can serve as alternative...
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"'What "Great Cloud of Witnesses"? Isn't My Own Religious Experience Enough?'"
Sherman, Robert J.
Teaching Theology and Religion 2, no. 3 (1999): 163-168
1999
The author notes that current seminary students show great variation in their academic skills, in their familiarity with the basics of Christianity, and in their sense of, and skill in, theological method. This condition is both caused and exacerbated by the students' acculturation in American religious privatism, which makes them resist a critical and constructive examination of their views and hinders their understanding of theology as an undertaking...
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"A Long and Winding Road: Soto Zen Training in America"
Senauke, Hozan Alan
Teaching Theology and Religion 9, no. 2 (2006): 127-132
2006
This paper seeks to outline the broad parameters of Soto Zen Buddhist training in the North American context. Using his personal experience of training as a case study, the author argues that Zen in America is strongly oriented towards meditation and everyday practice in the world by dedicated lay people, a situation relatively rare in the history of Buddhism. The training of today's Zen teachers calls for unique skills conditioned by modern life...
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"A Madness to Our Method: Congregational Studies as A Cross-Disciplinary Approach to Contextualizing Teaching and Learning in Theological Education"
Mercer, Joyce Ann
Teaching Theology and Religion 9, no. 3 (2006): 148-155
2006
This article explores congregational studies as a valuable teaching tool for contextualizing theological education across disciplines. As a form of pedagogy, congregational studies situates learning in a particular local ministry context. In addition, such a pedagogy apprentices learners within a particular "community of practice" namely, that of professional church leaders of various types (lay, clergy, professional educators, etc.) having the...
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"A Non-Muslim Teaching Islam: Pedagogical and Ethical Challenges"
Berkson, Mark
Teaching Theology and Religion 8, no. 2 (2005): 86-98
2005
This paper is a reflection on the two most significant challenges that I have faced teaching the introductory course in Islam. The first is the challenge of teaching Islam after September 11, 2001, the events of which gave rise to such pedagogical questions as how much and in what ways the course syllabus should change, and in particular how we should address issues such as extremism and terrorism. The second is the challenge of being a non-Muslim...
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"A Pedagogy of Dealienation: A Case Study in the Application of Peter Berger's The Sacred Canopy"
Chance, J. Bradley
Teaching Theology and Religion 7, no. 2 (2004): 101-107
2004
This paper explores the use of Peter Berger's theory of religion and its features of alienation and dealienation to lead students to the critical awareness of the role that human beings play in the construction of social worlds, including most especially our religious worlds. After summarizing Berger's theory of the alienating and potentially dealienating capacity of religion, the paper describes how the author used the study of certain biblical texts,...
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"A Teacher's Life: An Interview with Raymond B. Williams"
Warford, Malcolm and Lucinda Huffaker
Teaching Theology and Religion 5, no. 4 (2002): 211-220
2002
Raymond B. Williams, Professor Emeritus of Religion at Wabash College, founding Director of the Wabash Center for Teaching and Learning in Theology and Religion, long time member of the Executive Board of the American Academy of Religion, and founding editor of the journal Teaching Theology and Religion, has moved on to what will no doubt be a very active retirement. An interview with Williams was conducted by Malcolm Warford to be published in a...
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"A Typology of the Use of Technology in Theological Education"
Delamarter, Steve
Teaching Theology and Religion 7, no. 3 (2004): 134-140
2004
This essay explores the terrain of technology in theological education and offers a typology for how technology is used in seminary contexts. The author surveys 43 seminaries in North America to gain insight into the attitudes of faculty toward the use of technology in their teaching and for use in the preparation of ministers. Reflections on the typology in the concluding section offer fuel for subsequent work on the topic.
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"Active Learning for the Kingdom of God"
Lambert, Lake
Teaching Theology and Religion 3, no. 2 (2000): 71-80
2000
At the same time that teachers in theology and religion have been encouraged to consider how their personal identities affect their teaching, there has also been increased interest in active learning strategies. This essay argues that these two initiatives may be in conflict if the communal commitments of the instructor do not mirror the democratic commitments inherent to most active learning pedagogies. As a teacher of theology and ethics who is...
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"Adjusting the Religious Autobiography Course for the Postmodern Classroom"
Ray, Darby Kathleen
Teaching Theology and Religion 3, no. 1 (2000): 42-46
2000
Religious autobiography as an introductory course is popular yet problematic. Often, it lacks methodological breadth and functions to ensconce Western notions of subjectivity which elide difference, locatedness, and the reality of multiple or shifting identifications. These problems can be addressed by incorporating into the course a community-based learning exercise in which each student is paired with a local senior citizen, conducts a series of...
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"After the Facts: Alternative Student Evaluation for Active Learning Pedagogies in the Undergraduate Biblical Studies Classroom"
Aspan, Paul F. and Faith Kirkham Hawkins
Teaching Theology and Religion 3, no. 3 (2000): 133-151
2000
After laying a theoretical basis for an active learning orientation in the classroom, the co-authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio-based assessment of student learning allows students a range of...
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"American Scripture and Christian Scripture: The Use of Analogy to Introduce the Critical Study of the Bible"
Chance, J. Bradley
Teaching Theology and Religion 3, no. 3 (2000): 157-163
2000
This paper explores the use of analogy to introduce students to the critical study of scripture. It describes how Pauline Maier's book American Scripture: Making the Declaration of Independence can offer students an analogous framework for critical study of the Bible. Maier examines four features, necessary to make good sense of this piece of 'American scripture': its historical background, its genre, its process of composition, including the editing...
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"An Integrative Educational Strategy for Christian Leaders in a Multifaith World"
Talvacchia, Kathleen T.
Teaching Theology and Religion 9, no. 2 (2006): 139-145
2006
This paper asserts that training Christian leaders for faithful and effective leadership in religious communities, which is responsive to the reality of the diverse religious experiences of this country, requires that they learn the skills of integration, specifically the ability to integrate formation into a community within the context of a multicultural, multifaith world. The process of pastoral theological reflection, a process that seeks to methodically...
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"Ancient Christianity in Cyberspace: A Digital Media Lab for Students"
Royalty, Robert M.
Teaching Theology and Religion 5, no. 1 (2002): 42-48
2002
"Ancient Christianity, Ancient Cities and Cyberspace?" was a teaching experiment combining the study of theology, religion, history, and new computer technologies. The course included both a regular class meeting and a concurrent digital media lab. All student assignments were digital. Students came in with a wide variety of technical knowledge and backgrounds in classical and religious studies. In addition to learning about the history and theology...
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"Approaches to Jewish Studies: Teaching a Methods Class"
Hochman, Leah
Teaching Theology and Religion 8, no. 2 (2005): 78-85
2005
Like religious studies, Jewish studies is an academic exploration of literature, ritual, history, philosophy, and experience across disciplinary boundaries. As with all area studies, Jewish studies balances itself often precariously as a bridge across that range of methodological options. The breadth of theories employed by each has complicated the teaching of an upper level seminar in Jewish studies. Conceived as a cross between a parade of scholars...
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"Are We Missing a Truly Multicultural Moment? Comments on "The Bible in African American Perspectives""
Brown, Michael Joseph
Teaching Theology and Religion 1, no. 3 (1998): 165-168
1998
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"As If Religion Matters: Teaching the Introductory Course as if it Does"
Thompson, Deanna A.
Teaching Theology and Religion 6, no. 2 (2003): 85-92
2003
This essay chronicles the academic odyssey of a young professor who sets out to revise the department's Introduction to Religion course only to realize that she must first clarify her vocational commitments before she can create a teachable course. She is convinced through working with many students who express disdain or even hostility toward the subject matter that she wants to model a relationship to the subject matter that says religion matters,...
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"Ask and You Shall Find Out: Some Multicultural Dynamics in Catholic Theological Education"
Gillman, Florence Morgan
Teaching Theology and Religion 3, no. 3 (2000): 152-156
2000
The theological classroom is a place where dynamics of diversity and multiculturalism enter not only the understanding and interpretation of the course material, but also the very processes of teaching and learning. But how is one to learn and assess what students and professors are experiencing as cultural differences, and how is one to sort out the personal characteristics from the cultural? This essay, underscoring the importance of asking students...
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"Assessment and Good Teaching"
Klimoski, Victor
Teaching Theology and Religion 8, no. 2 (2005): 69-77
2005
This article has three purposes. First, it makes the case for assessment as an educational practice that flows from the core concerns of a school, in this piece particularly seminaries and theological schools. Second, it describes practices that enable assessment to be a resource for achieving the quality everyone wants from an educational and formational program. Finally, it concludes with comments about building a "culture for assessment" so that...
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"Assessment for the Right Reason The Ethics of Outcomes Assessment"
Glennon, Fred
Teaching Theology and Religion 2, no. 1 (1999): 14-25
1999
This essay explores and challenges the two primary ethical arguments for assessment, accountability, and professional responsibility, by demonstrating their strengths and exposing their weaknesses, which are rooted in their limited notions of community, contract, and guild respectively. In contrast, I argue for assessment on the basis of an ethic of covenantal obligation which incorporates both accountability and responsibility but grounds them on...
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"Becoming Pilgrims: Engaging Theory Through Practice in the Introductory World Religions Course"
Hill, Susan E.
Teaching Theology and Religion 7, no. 2 (2004): 108-114
2004
This paper explores the use of the educational pilgrimage as an active learning strategy in the introductory world religions course. As we study pilgrimages from different religious traditions throughout the semester using Victor Turner as our theoretical guide, students also plan their own campus pilgrimage, paying homage to sites that help them reach their educational goals. Using student comments and my own observations, I highlight the ways in...
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"Beyond Diversity: Cultural Competence, White Racism Awareness, and European American Theology Students"
Kujawa-Holbrook, Sheryl
Teaching Theology and Religion 5, no. 3 (2002): 141-148
2002
As the population within our religious institutions and the United States grows increasingly diverse, the need for a greater awareness of cultural and racial differences is a challenge facing theology students who will live and work within a changing context. For European American students this challenge includes an understanding of the power dynamics inherent in "whiteness" and how the resultant social power affects persons of other races and cultures....
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"Beyond the "Critical" Curtain: Community-based Service Learning in an African Context"
West, Gerald Oakley
Teaching Theology and Religion 7, no. 2 (2004): 71-82
2004
A case of community-based service learning in the School of Theology at the University of Natal, Pietermaritzburg, South Africa is analyzed for what it means to teach biblical studies in an African context where biblical scholarship is partially constituted by ordinary African readers of the Bible and where context is a central pedagogical concept. Reflecting on a series of experiments over the past ten years in two second-year University level modules,...
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"Called to Teach"
Smith, Gordon T. and Ken R. Badley
Teaching Theology and Religion 1, no. 3 (1998): 171-176
1998
During the 1996 97 academic year the authors conducted interviews with seminary professors known by their students, colleagues, and deans as teachers who had remained vibrant into the last decade of their teaching careers. The purpose of the interviews was to hear how these professors viewed the teaching vocation as they had given it expression in their specific institutional settings. From the interview transcripts, the authors have identified eight...
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"Can Communicative Methods Enhance Ancient Language Acquisition?"
Overland, Paul
Teaching Theology and Religion 7, no. 1 (2004): 51-57
2004
For several years the field of Second Language Acquisition has benefited from methods associated with communicative language learning. However, these benefits have largely been overlooked when teaching ancient languages, likely because the objective for ancient languages is literacy, not oral fluency. This article outlines an experiment that capitalized on communicative language methods to accelerate literacy for beginning students of Biblical Hebrew....
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"Caring about More: An Integrative Capstone Course Connecting Religious Studies with General Education"
Carlson, Jeffrey
Teaching Theology and Religion 4, no. 2 (2001): 81-88
2001
This paper describes and analyzes an "Integrating Seminar" capstone course for undergraduate religious studies majors, which has the following goals for student learning: (1) to reflect on the cumulative achievement of their studies of religion; (2) to take stock of their learning in liberal studies coursework; and (3) to explore the connections between these specialized and general learning experiences. Readings provided by the instructor and the...
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"Catholic Theological Education in a Religiously Pluralistic Age"
Lefebure, Leo D.
Teaching Theology and Religion 9, no. 2 (2006): 85-90
2006
This article describes the transformation of Catholic theological education over the last fifty years from a highly defensive posture vis--vis other religions toward dialogical engagement with members of other religions and all persons of good will. Until Vatican II, most Catholic theologians and officials distrusted exploration of other religions as leading to a dilution of Catholic identity. Vatican II condemned anti-Semitism and called for dialogue...
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"Catholicity and Context: The Cenotaphs of Orthodox Theological Education"
Marangos, Frank
Teaching Theology and Religion 9, no. 2 (2006): 103-108
2006
For more than twenty-five years, field education programs have been the primary pedagogical strategy by which contextual (practical) theological training has occurred at most Orthodox theological schools in America. These programs are based on a developmental approach, with students progressing from observation to participation to actual leadership. A synthetic model of contextualism will prepare students more effectively for ministry in the third...
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"CHATS about Theology"
Pauw, Amy Plantinga
Teaching Theology and Religion 1, no. 1 (1998): 42-43
1998
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"Classroom Exercise: Interpreting Sacred Texts"
Oden, Amy G.
Teaching Theology and Religion 1, no. 1 (1998): 48-50
1998
The author uses a contemporary functional document (a campus map) to design an imaginative exercise which teaches students the limits of map (or text) as a guide to reliable information. Through the exercise, students learn about gaps in information and the limits of what any text reveals, even one which is ostensibly designed as a reliable guide for navigating a campus.
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"Cognitive Dissonance Theory and the Induced-Compliance Paradigm: Concerns for Teaching Religious Studies"
Burns, Charlene P. E.
Teaching Theology and Religion 9, no. 1 (2006): 3-8
2006
Cognitive Dissonance Theory and the Induced-Compliance Paradigm pose some interesting questions for those teaching religious studies in publicly funded colleges and universities. Given that religious beliefs can be challenged by the historical-critical study of scriptures, for example, and that the cognitive dissonance generated when this occurs can result in unconscious alteration of beliefs and attitudes, it is vital to make explicit the potential...
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"Community Happens: Anatomy of a Remarkable Teaching Experience"
Haynes, Stephen R.
Teaching Theology and Religion 4, no. 3 (2001): 133-140
2001
There is no pedagogical philosophy or technique that ensures the emergence of genuine community in the religious studies classroom. But teachers can engage in activities that create the conditions for community and student transformation. Among these is strategic self-disclosure the practice of revealing one's own orientation toward a subject matter, a discipline, or the institutional context in which teaching and learning take place. But strategic...
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"Conceptions and Misconceptions about "Western Buddhism": Issues and Approaches for the Classroom"
Berkwitz, Stephen C.
Teaching Theology and Religion 7, no. 3 (2004): 141-152
2004
This article responds to the exponential growth in academic textbooks on Western or American Buddhism by arguing that popular trade books written by Buddhist teachers in the West make more effective tools for teaching and learning about the growth of Buddhism in western societies. The use of such texts in the classroom provides students with opportunities to exercise critical thinking and permits instructors to avoid conveying misleading interpretations...
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"Confessions from the Classroom Teaching with Augustinian Eyes"
Stimming, Mary T.
Teaching Theology and Religion 2, no. 3 (1999): 137-142
1999
Through an analysis of Augustine's Confessions, this essay aims to identify the sources, tenets, and implications of the theological anthropology that grounds the author's pedagogy. The author describes classroom dynamics and teaching strategies in terms of the concepts of creation, sin, and redemption found in the Confessions. In relation to Augustine's doctrine of creation, the author argues that a theological anthropology that posits an ineradicable...
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"Confronting Ghosts of the Christ-Haunted South: Teaching Theology through Teaching Story Lawanda Smith"
Smith, Lawanda
Teaching Theology and Religion 7, no. 2 (2004): 95-100
2004
Southern fiction writer Flannery O'Connor once characterized the South as Christ-haunted, and having taught in the South for eight years now, I have come to appreciate O'Connor's evaluation. Most of the students I encounter understand one predominant way to practice Christian faith: assent to propositional theology. Most of them either accept this view uncritically or reject Christian thought completely, seeing it as stifling. My goal is to introduce...
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"Conversational Learning: A Feminist Pedagogy for Teaching Preaching"
Kim, Eunjoo Mary
Teaching Theology and Religion 5, no. 3 (2002): 69-177
2002
An increasing number of female students populate preaching classes in seminaries and theological schools across the United States. Based on the analysis of female students' needs and demands in preaching courses, I propose a pedagogy for conversational learning to teach homiletics. My own teaching experience and the knowledge gained through conversations with other feminist educators and homileticians are major resources upon which the principles...
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"Creating Visionary and Enhanced Theological Institutions"
Valantasis, Richard
Teaching Theology and Religion 8, no. 1 (2005): 11-14
2005
Theological school faculty at mid-career often discover a bifurcated work environment in the theological institutions they serve. Scholarly and pedagogical passions can be set in tension with academic administrative responsibilities each vying for the lion's share of time. In this essay the author plunges into murky vocational waters to explore possible contributing factors for the bifurcated existence mid-career faculty experience. The essay suggests...
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"Critical Encounters with Rabbinic Doctrines of Creation: The Teacher as Source of Authority or as Partner in Dialogue"
Goshen-Gottstein, Alon
Teaching Theology and Religion 4, no. 3 (2001): 155-165
2001
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...
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"Dancers Exult at the Awakening"
Smith, W. Alan
Teaching Theology and Religion 7, no. 1 (2004): 20-29
2004
This article explores the art form of dance as a metaphor for the teaching of theology. Employing the work of Maria Harris, the author contends that there are seven elements of dance than can serve as metaphors for teachers of theology: preparation, rhythm, movement, expectancy, response, embodiment, and performance. Each dance element is described in detail, and the correlations between specific elements of dance and how one might teach theology...
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"De-schooling the Theological Seminary: An Appropriate Paradigm for Effective Ministerial Formation"
Harkness, Allan G.
Teaching Theology and Religion 4, no. 3 (2001): 141-154
2001
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...
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"Designing for Online Distance Education: Putting Pedagogy Before Technology"
Ascough, Richard S.
Teaching Theology and Religion 5, no. 1 (2002): 17-29
2002
Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery...
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"Dialogue for Accountability: Pedagogical Proficiency and Religious Scholarship"
Talvacchia, Kathleen T.
Teaching Theology and Religion 1, no. 2 (1998): 79-86
1998
The author believes that the value of teaching in the academy will continue to be diminished as long as teaching and scholarship are viewed as separate and unequal. Thus, pedagogical proficiency is a fundamentally important component of religious and theological scholarship. Pedagogical skills allow scholars to be in dialogue with people outside of their content specialization and outside of the academy; therefore, they enable dialogue with the people...
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"Discoveries and Dangers in Teaching Theology with PowerPoint"
Pauw, Amy Plantinga
Teaching Theology and Religion 5, no. 1 (2002): 39-41
2002
PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized...
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"Divine Therapy: Teaching Reflective and Meditative Practices"
Carroll, Mary
Teaching Theology and Religion 8, no. 4 (2005): 232-238
2005
Reflective and meditative practices, whether Eastern or Western, are being taught in multiple places retreat houses, hospitals, Zen centers but are rarely included in the theology classroom. What would be the rationale for inclusion of reflective/meditative practices in a theology curriculum that does not include such a theory/praxis course? What might a mystical tradition/reflective practice course look like? The author first explores the implications...
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"Doing It Differently: Unleashing Student Creativity"
O'Donovan, Theresa
Teaching Theology and Religion 6, no. 3 (2003): 159-163
2003
Student assignments and assessment is there life beyond the ten-page essay? Drawing on the theory of multiple intelligences and experience with an assignment in which students were asked to address course content in anything but an essay, the author considers the challenges and virtues of a creative format that does not rely exclusively on linguistic intelligence. The process, presentations, and evaluative approach employed in an assignment that...
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"Doing It Together Changing Pedagogies"
Kollar, Nathan R.
Teaching Theology and Religion 2, no. 3 (1999): 154-162
1999
Changing pedagogies is an ongoing process consequent upon personal and social change. Those of us who teach in religious studies or theology departments risk failure in changing pedagogies if we attempt such change alone. This essay, cast as a personal journey, reviews the changing student body, the reasons why we must adapt our pedagogies to this change, and the processes and consequences of adapting these new pedagogies. The goal of changing pedagogies...
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"Echo's Lament: Teaching, Mentoring, and the Danger of Narcissistic Pedagogy"
Hess, Carol Lakey
Teaching Theology and Religion 6, no. 3 (2003): 127-137
2003
In this essay, I explore "narcissistic pedagogy," a pedagogy that centers disproportionately on the needs of the teacher especially the need for admiration. I engage psychological discussions of narcissistic patterns, and I retell the ancient myth of Narcissus. The core of narcissistic pedagogy is that the teacher experiences students not as centers of their own activity but as part of the teacher's self. All educational situations are vulnerable...
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"Educating American Muslim Leadership (Men and Women) for the Twenty-First Century"
al-Islam, Amir
Teaching Theology and Religion 9, no. 2 (2006): 73-78
2006
Educating and training Muslim men and women leaders who are capable of effectively navigating the multi-ethnic and multi-religious terrain in America particularly in the post 9 11 milieu requires the development of a new critical American Muslim pedagogy. This new pedagogy, centered in Islamic epistemology and ontology, should selectively appropriate the best of traditional Muslim educational paradigms and modalities used over time. However, the...
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