The mock conference as a teaching tool: Role-play and conplay in the classroom
In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with t...
| Autor principal: | |
|---|---|
| Outros Autores: | ; ; ; |
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado em: |
[2018]
|
| Em: |
Teaching theology and religion
Ano: 2018, Volume: 21, Número: 1, Páginas: 60-72 |
| Classificações IxTheo: | AG Vida religiosa AH Pedagogia da religião CD Cristianismo ; Cultura FB Formação teológica ZF Pedagogia |
| Outras palavras-chave: | B
Engajamento
B Embodied Pedagogy B Risk B Controversy B role-play |
| Acesso em linha: |
Volltext (Publisher) Volltext (doi) |
| Resumo: | In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this Design & Analysis article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an experiment in role-play enacted on the model of a mock conference. This description is followed by four short responses by authors who have experimented with this form of pedagogy themselves. In Conplay, students dramatize the wildly varying and often conflicting approaches to biblical tradition they have been reading about and discussing in class. They bring the believers, doubters, artists, and critics they have been studying into the room, to interact face-to-face with each other and the class. In Ricker's experience, this playful and collaborative event involves just the right amount of risk to allow high levels of engagement and retention, and it allows a wide range of voices to be heard in an immediate and very human register. Ricker finds Conplay to be very effective, and well worth any perceived risks when it comes to inviting students to take the reins. |
|---|---|
| ISSN: | 1467-9647 |
| Obras secundárias: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12423 |
