Inviting perspective transformation: Sexual history awareness for professional formation
How do we deal with our own sexuality as teachers and as learners in the classroom? As a seminary professor in a mainline Christian context, I find that discussing sexuality increases student discomfort levels by threatening to raise questions about the connections between morality, behavior, and bo...
| Главный автор: | |
|---|---|
| Формат: | Электронный ресурс Статья |
| Язык: | Английский |
| Проверить наличие: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Опубликовано: |
[2017]
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| В: |
Teaching theology and religion
Год: 2017, Том: 20, Выпуск: 2, Страницы: 117-125 |
| Индексация IxTheo: | FB Теологическое образование NCF Сексуальная этика ZF Педагогика |
| Другие ключевые слова: | B
Sexuality
B ministerial formation B perspective transformation B Professional Ethics |
| Online-ссылка: |
Volltext (Publisher) Volltext (doi) |
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| 520 | |a How do we deal with our own sexuality as teachers and as learners in the classroom? As a seminary professor in a mainline Christian context, I find that discussing sexuality increases student discomfort levels by threatening to raise questions about the connections between morality, behavior, and bodies of those in the room - questions we have been culturally trained to avoid. In order to decrease discomfort, many instructors approach sexuality only as content-based subject matter. Particularly for ministry students, this approach can be a disservice to their discernment process and preparation for future ministry contexts, especially for those in turmoil regarding sexuality-related issues. By explicitly engaging how personal experience and cultural contexts shape our sexuality, pedagogical models can promote critical self-reflection and seek perspective transformation, not values change, as a resource for professional sexual ethics training in ministry. | ||
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