Encountering Faith in the Classroom: Turning Difficult Discussions Into Constructive EngagementWhen 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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Page
Although the earliest state institutions maintained religious influences , new
demands in the years following the Civil War spurred growth in this sector of
higher education and led to different missions . Notably , these institutions
increasingly ...
Although the earliest state institutions maintained religious influences , new
demands in the years following the Civil War spurred growth in this sector of
higher education and led to different missions . Notably , these institutions
increasingly ...
Page 57
A student at Catholic College captured this sentiment by observing how
influential it was to see professors “ in a light where they experience challenge
and difficulty , too . " Students at Christian University described how one
professor modeled ...
A student at Catholic College captured this sentiment by observing how
influential it was to see professors “ in a light where they experience challenge
and difficulty , too . " Students at Christian University described how one
professor modeled ...
Page 166
We all read through different templates anyway ; why not allow translation to
influence the template ? The variant translations of biblical texts offer a way to
teach critical thinking and religious tolerance . This critical thinking is what many
would ...
We all read through different templates anyway ; why not allow translation to
influence the template ? The variant translations of biblical texts offer a way to
teach critical thinking and religious tolerance . This critical thinking is what many
would ...
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Contents
FAITH AND REASON | 3 |
UNDERGRADUATE PERSPECTIVES ABOUT RELIGION | 33 |
FAITH IN GRADUATE EDUCATION | 48 |
Copyright | |
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