RT Article
T1 Luther, learning, and the liberal arts
JF Teaching theology and religion
VO 20
IS 4
SP 296
OP 303
A1 Burnett, Amy Nelson 1957-
LA English
PB Wiley-Blackwell
YR 2017
UL https://ixtheo.de/Record/1566518539
AB The learning goals of a well-designed course in the liberal arts include not only the imparting of knowledge but also the development of critical thinking and disciplinary expertise. A class on Luther can help students acquire those intellectual skills associated with the discipline of history and the liberal arts more generally as they consider broader questions about institutional religion, spirituality, moral choices, and human agency. Current scholarship on how people learn highlights the importance of adequate mental frameworks for the acquisition, retention, and retrieval of new ideas and information. This scholarship underlies the choice of specific strategies used to teach about Luther and the Reformation. Assignments provide "scaffolding," which begins with modeling and then moves from simpler to more complex assignments. Students practice the specific intellectual skills of critical reading and textual analysis over the course of the semester.
K1 95 Theses
K1 Critical Thinking
K1 disciplinary expertise
K1 Learning
K1 Martin Luther
K1 Scaffolding
DO 10.1111/teth.12401