Encountering Faith in the Classroom: Turning Difficult Discussions Into Constructive EngagementMiriam Rosalyn Diamond Stylus Pub., 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. |
From inside the book
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Page 79
... Simply stated , learners expect consistency . Inconsistency creates a state of dissonance , and this feeling of dissonance drives learners to restore consis- tency . Students experiencing dissonance respond in one of five predictable ...
... Simply stated , learners expect consistency . Inconsistency creates a state of dissonance , and this feeling of dissonance drives learners to restore consis- tency . Students experiencing dissonance respond in one of five predictable ...
Page 86
... simply accepted the new information without thinking critically about it ( Franken . 2002 ) . If this occurs , student should be reminded of their earlier dissonance , which should challenge students to reconcile the two cognitions by ...
... simply accepted the new information without thinking critically about it ( Franken . 2002 ) . If this occurs , student should be reminded of their earlier dissonance , which should challenge students to reconcile the two cognitions by ...
Page 147
... simply smiled and let it pass because I instinctively felt that arguing with him would be the wrong thing to do . But that conversation has stayed in my mind ever since , because it showed me how strongly people hold on to their ...
... simply smiled and let it pass because I instinctively felt that arguing with him would be the wrong thing to do . But that conversation has stayed in my mind ever since , because it showed me how strongly people hold on to their ...
Contents
FAITH AND REASON | 3 |
Wingspread Declaration on Religion and Public Life | 20 |
UNDERGRADUATE PERSPECTIVES ABOUT RELIGION | 33 |
Copyright | |
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Other editions - View all
Encountering Faith in the Classroom: Turning Difficult Discussions Into ... Miriam Rosalyn Diamond No preview available - 2008 |
Encountering Faith in the Classroom: Turning Difficult Discussions Into ... Miriam Rosalyn Diamond No preview available - 2023 |
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Abington Township academic freedom African American Amendment Center approach authentic Bible campus challenge Chickering Christian church classroom college students colleges and universities context course court create critical cultural curriculum dents dialogue disciplines discussion diversity dualism encourage engage Establishment Clause ethical example experience explore faculty member faith feel framework fundamentalist gious goal graduate help students higher education important institutions instructor intellectual intelligent design issues Jossey-Bass March 25 methodological naturalism moral Nash opportunity Parker Palmer pedagogical perspective philosophy positions practice professional professor programs questions reflection religio-spiritual Religion and Public religion and spirituality religious beliefs religious literacy Religious pluralism responsibility Retrieved March search for meaning secular secular humanists seminar social spirituality and religion student affairs student development student learning teachers teaching theory tion topic U.S. Constitution understanding values views Wingspread worldviews writing