Encountering Faith in the Classroom: Turning Difficult Discussions Into Constructive Engagement

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Stylus Publishing, LLC., 2008 - 219 pages
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.

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Contents

1 FAITH AND REASON Higher Educations Opportunities and Challenges
3
PART TWO STUDENT AND FACULTY PERSPECTIVES
31
2 UNDERGRADUATE PERSPECTIVES ABOUT RELIGION IN HIGHER EDUCATION
33
Perspectives of Students and Faculty in Student Affairs Preparation Programs
48
PART THREE CONSIDERATIONS
63
Exploring the Fundamentalist Perspective
65
Using the CHANGE Method to Resolve Cognitive Dissonance
77
An African American Perspective
90
8 EXPLORING RELIGION AND SPIRITUALITY THROUGH ACADEMIC SERVICELEARNING
119
9 PHILOSOPHY AND RELIGIOUS DISAGREEMENTS IN THE COLLEGE CLASSROOM
134
10 WHEN FAITH AND SCIENCE COLLIDE
147
11 TEACHING SECULAR BIBLE READING TO RELIGIOUSLY COMMITTED STUDENTS
160
12 THE ROLE OF RELIGION AND SPIRITUALITY IN THE LAW SCHOOL CLASSROOM
175
13 TEACHING ABOUT RELIGIOUS AND SPIRITUAL PLURALISM IN A PROFESSIONAL EDUCATION COURSE
188
AFTERWORD
203
ABOUT THE AUTHORS
207

Legal Issues
102
PART FOUR DISCIPLINARY APPROACHES
117
INDEX
215
Copyright

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About the author (2008)

Miriam R. Diamond is a faculty developer and coordinator of the Society for Values in Higher Education's Religion and Public Life Project. She was formerly Associate Director for Faculty Programs at Northwestern University's Searle Center for Teaching Excellence She is co-author of Chalk Talk: E-Advice from Jonas Chalk, Legendary College Teacher.

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