"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...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
[2015]
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| Dans: |
Teaching theology and religion
Année: 2015, Volume: 18, Numéro: 2, Pages: 121-132 |
| Classifications IxTheo: | AH Pédagogie religieuse AZ Nouveau mouvement religieux |
| Sujets non-standardisés: | B
inherited categories
B Student-centered learning designs and assignments B Defamiliarization |
| Accès en ligne: |
Volltext (Maison d'édition) Volltext (doi) |
| Résumé: | 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 |
| Contient: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12274 |
