"But Aren't Cults Bad?": Active Learning, Productive Chaos, and Teaching New Religious Movements
This article considers the challenges inherent when teaching about new religious movements ("cults"), how successful instructors have surmounted them, and how teacher-scholars in other fields of religious studies can benefit from a discussion of the successful teaching of new religions. I...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Έκδοση: |
[2015]
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| Στο/Στη: |
Teaching theology and religion
Έτος: 2015, Τόμος: 18, Τεύχος: 2, Σελίδες: 121-132 |
| Σημειογραφίες IxTheo: | AH Θρησκευτική Παιδαγωγική ΑΖ Νέες θρησκείες |
| Άλλες λέξεις-κλειδιά: | B
inherited categories
B Student-centered learning designs and assignments B Defamiliarization |
| Διαθέσιμο Online: |
Volltext (Publisher) Volltext (doi) |
| Σύνοψη: | This article considers the challenges inherent when teaching about new religious movements ("cults"), how successful instructors have surmounted them, and how teacher-scholars in other fields of religious studies can benefit from a discussion of the successful teaching of new religions. I note that student-centered pedagogies are crucial to teaching new religions, particularly if students disrupt and defamiliarize the assumed and reified categories of "cult" and "religion." I argue that what works in a classroom focusing on new religious movements will work more broadly in religious studies classrooms, since the challenges of the former are reproduced in the latter. |
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| ISSN: | 1467-9647 |
| Περιλαμβάνει: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12274 |
