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Author: Laura D. May Publisher: ISBN: Category : English language Languages : en Pages : 130
Book Description
In this thesis, I examine composition scholarship on the intersections of religious faith and writing pedagogy over the past twenty years, tracing the origins of compositionists' discomfort with religion and focusing on pedagogical approaches for working with religiously-committed students. In particular, I emphasize the way in which these approaches are productive primarily insomuch as they create a conceptual and pedagogical spaces in which the "modern schism" between faith and learning is broken down or blurred. I ultimately conclude that the most productive directions for future research on this topic include further complicating compositionists' understanding of religious students and religion itself in relation to writing pedagogy.
Author: Laura D. May Publisher: ISBN: Category : English language Languages : en Pages : 130
Book Description
In this thesis, I examine composition scholarship on the intersections of religious faith and writing pedagogy over the past twenty years, tracing the origins of compositionists' discomfort with religion and focusing on pedagogical approaches for working with religiously-committed students. In particular, I emphasize the way in which these approaches are productive primarily insomuch as they create a conceptual and pedagogical spaces in which the "modern schism" between faith and learning is broken down or blurred. I ultimately conclude that the most productive directions for future research on this topic include further complicating compositionists' understanding of religious students and religion itself in relation to writing pedagogy.
Author: Mark Alan Williams Publisher: ISBN: Category : Creative writing Languages : en Pages : 257
Book Description
This dissertation argues for closer attention to the material conditions of student writing on religion. Writing scholars in recent years have called for the inclusion of students' religiously inflected perspectives, values, experiences, genres, and texts in the classroom, but I argue insufficient attention has been paid to the broader social contexts in which composition students must write about religion. In the first chapter, I outline the basic principles of my theoretical approach and attempt to articulate the generalized exigency of this work in terms of our current political and religious climate. I contend that a clearer understanding of how changing conditions create and transform religions can better prepare educators to intervene in and alter potentially counterproductive understandings and assumptions held by students and instructors alike. In the second chapter, I illustrate this, demonstrating how approaches to religious students previously forwarded by rhetoric and composition scholars fail to adequately address the material conditions of the writing classroom and larger American religious culture in which students and teachers interact. The third and fourth chapters draw on scholars outside rhetoric and composition to offer a materialist case-study of American evangelicalism, exploring how its representations are distributed through various channels including institutional policies, celebrity representatives, research definitions, classroom interactions, and political platforms; and how these representations come to shape a society's religious ideas, commitments and identities. I also examine the discourse of alternative forms of evangelicalism to demonstrate how religious formations are contested and change in response to changing social contexts, such as recent shifts in American attitudes towards homosexuality and women's rights. In chapter five, I draw on translingual pedagogies emphasizing the critical use of students' personal resources in the classroom to point out several ways students could employ their diverse religious resources in writing so as to interrogate and intervene in these changing religious contexts. Vital to these pedagogical recommendations is a focus on the role of disciplinary relationships, bodily practices, and material objects in religion, areas of study that have increasing value as rhetoric and composition looks to acknowledge these critical dimensions of learning and writing.
Author: Miriam R. Diamond Publisher: Taylor & Francis ISBN: 1000974456 Category : Education Languages : en Pages : 244
Book Description
When faculty unexpectedly encounter students’ religious ideologies in the classroom, they may respond with apprehension, frustration, dread, or concern. Instructors may view this exchange as a confrontation that threatens the very heart of empirical study, and worry that this will lead to a dead-end in the learning process.The purpose of this book is to explore what happens—and what can happen—in the higher education, and even secondary school, classroom when course content meets or collides with students' religious beliefs. It also considers the impact on learning in an environment where students may feel threatened, angry, misunderstood, or in which they feel their convictions are being discredited,This is a resource that offers ways of conceptualizing, engaging with, and responding to, student beliefs. This book is divided into three sections: student views on the role of religion in the classroom; general guidelines for responding to or actively engaging religious beliefs in courses (such as legal and diversity considerations); and specific examples from a number of disciplines (including the sciences, social sciences, humanities and professional education). Professors from public, private, and religious institutions share their findings and insights.The resounding lessons of this book are the importance of creating a learning space in which students can express their beliefs, dissonance, and emotions constructively, without fear of retribution; and of establishing ground rules of respectful discussion for this process to be valuable and productive. This is an inspirational and practical guide for faculty navigating the controversial, sensitive—yet illuminating—lessons that can be learned when religion takes a seat in the classroom.
Author: Joe Wagner Publisher: McFarland ISBN: 1476620555 Category : Literary Criticism Languages : en Pages : 176
Book Description
Students in first-year composition courses across the country discuss and write about touchy subjects like race, class, gender and religion. This book focuses on the latter, offering a pragmatic way of working with religious belief as a subject of study in the secular setting of the university classroom. Based on the work of American pragmatists like Charles Peirce, William James and John Dewey, this approach considers what religious belief does in the world--the tangible consequences of believing or not believing--and steers away from questions concerning God's existence or benevolence. Religion is viewed as a social and political force affecting human interaction. Drawing on years of experience teaching composition in Chile and the United States, the author explores real-world events such as Chile's 1973 coup d'etat, the resignation of Pope Benedict XVI, and the daily interplay of religious beliefs among family members. Reading and writing assignments--geared for believers and nonbelievers alike--are provided, including student essays that make various arguments about religion.
Author: Jenna Gray-Hildenbrand Publisher: Bloomsbury Publishing ISBN: 1350228427 Category : Religion Languages : en Pages : 248
Book Description
Are you teaching religious studies in the best way possible? Do you inadvertently offer simplistic understandings of religion to undergraduate students, only to then unpick them at advanced levels? This book presents case studies of teaching methods that integrate student learning, classroom experiences, and disciplinary critiques. It shows how critiques of the scholarship of religious studies-including but not limited to the World Religions paradigm, Christian normativity, Orientalism, colonialism, race, gender, sexuality, and class-can be effectively integrated into all courses, especially at an introductory level. Integrating advanced critiques from religious studies into actual pedagogical practices, this book offers ways for scholars to rethink their courses to be more reflective of the state of the field. This is essential reading for all scholars in religious studies.
Author: David A. Noebel Publisher: ISBN: 9780936163307 Category : Humanism Languages : en Pages : 174
Book Description
Secular Humanism is a real and well-developed worldview embraced by many educators, intellectuals and leaders throughout our nation. This program examines the crushing weight of evidence supporting the fact that Secular Humanism is a religion, and the the dominant worldview taught in public schools today.
Author: Linda K. Wertheimer Publisher: Beacon Press ISBN: 0807055271 Category : Religion Languages : en Pages : 234
Book Description
An intimate cross-country look at the new debate over religion in the public schools A suburban Boston school unwittingly started a firestorm of controversy over a sixth-grade field trip. The class was visiting a mosque to learn about world religions when a handful of boys, unnoticed by their teachers, joined the line of worshippers and acted out the motions of the Muslim call to prayer. A video of the prayer went viral with the title “Wellesley, Massachusetts Public School Students Learn to Pray to Allah.” Charges flew that the school exposed the children to Muslims who intended to convert American schoolchildren. Wellesley school officials defended the course, but also acknowledged the delicate dance teachers must perform when dealing with religion in the classroom. Courts long ago banned public school teachers from preaching of any kind. But the question remains: How much should schools teach about the world’s religions? Answering that question in recent decades has pitted schools against their communities. Veteran education journalist Linda K. Wertheimer spent months with that class, and traveled to other communities around the nation, listening to voices on all sides of the controversy, including those of clergy, teachers, children, and parents who are Muslim, Jewish, Christian, Sikh, or atheist. In Lumberton, Texas, nearly a hundred people filled a school-board meeting to protest a teacher’s dress-up exercise that allowed freshman girls to try on a burka as part of a lesson on Islam. In Wichita, Kansas, a Messianic Jewish family’s opposition to a bulletin-board display about Islam in an elementary school led to such upheaval that the school had to hire extra security. Across the country, parents have requested that their children be excused from lessons on Hinduism and Judaism out of fear they will shy away from their own faiths. But in Modesto, a city in the heart of California’s Bible Belt, teachers have avoided problems since 2000, when the school system began requiring all high school freshmen to take a world religions course. Students receive comprehensive lessons on the three major world religions, as well as on Sikhism, Hinduism, Buddhism, and often Shintoism, Taoism, and Confucianism. One Pentecostal Christian girl, terrified by “idols,” including a six-inch gold Buddha, learned to be comfortable with other students’ beliefs. Wertheimer’s fascinating investigation, which includes a return to her rural Ohio school, which once ran weekly Christian Bible classes, reveals a public education system struggling to find the right path forward and offers a promising roadmap for raising a new generation of religiously literate Americans.
Author: Laura D. May
Author: Laura D. May
Author: Elizabeth Vander Lei
Author: Mark Alan Williams
Author: Miriam R. Diamond
Author: Joe Wagner
Author: Jenna Gray-Hildenbrand
Author: David A. Noebel
Author: Jonathan Z. Smith
Author: Linda K. Wertheimer
Author: Ferris E. Reynolds