Pedagogical cliff-jumping
This article chronicles how Introduction to the Study of Religion has become my favorite course to teach. In it, I narrate my process of pedagogical reinvention and syllabus redesign. Framed by professional and personal backstories, I share my pedagogical desires, list some pedagogical cues I took,...
Main Author: | |
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Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Wiley-Blackwell
[2021]
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In: |
Teaching theology and religion
Year: 2021, Volume: 24, Issue: 1, Pages: 55-64 |
Further subjects: | B
Pedagogy
B Introduction B Terms B Syllabus B Performance B Framework B Case |
Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
Summary: | This article chronicles how Introduction to the Study of Religion has become my favorite course to teach. In it, I narrate my process of pedagogical reinvention and syllabus redesign. Framed by professional and personal backstories, I share my pedagogical desires, list some pedagogical cues I took, and articulate pedagogical decisions and associated wagers. (Along the way, I draw on a range of disciplinary, interdisciplinary, and pedagogical materials as guides.) Then I tell how my Intro course realized these elements in its design and its execution. By doing so, I make a case for taking pedagogical risks and for reinventing Intro courses as performative responses to the practical and disciplinary question “how might we study religion?” |
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ISSN: | 1467-9647 |
Contains: | Enthalten in: Teaching theology and religion
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Persistent identifiers: | DOI: 10.1111/teth.12575 |