Critical Theory in World Religions: An experiment in Course (re)Design

The World Religions Paradigm (WRP) remains popular in classrooms despite its embedded problems that scholars have recognized for decades. The primary ways of responding to those problems have been either to continue teaching the WRP out of convenience or to reject it, removing World Religions co...

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Bibliographic Details
Main Author: Barrett, Jacob (Author)
Format: Electronic Article
Language:English
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Published: Equinox 2021
In: Implicit religion
Year: 2020, Volume: 23, Issue: 3, Pages: 218–232
Standardized Subjects / Keyword chains:B World religion / Critical theory / Religious pedagogy
IxTheo Classification:AA Study of religion
AH Religious education
BG World religions
Further subjects:B course design
B Critical Theory
B Pedagogy
B World Religions
B World Religions Paradigm
B Teaching
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Description
Summary:The World Religions Paradigm (WRP) remains popular in classrooms despite its embedded problems that scholars have recognized for decades. The primary ways of responding to those problems have been either to continue teaching the WRP out of convenience or to reject it, removing World Religions courses from a curriculum completely. Using Jonathan Z. Smith’s six rules on teaching an undergraduate religion course from his essay “Approaching the College Classroom” in On Teaching Religion (2012), the redesign of World Religions at Nebraska Wesleyan University (NWU) represents an important alternative. A model for those who recognize the problems with the WRP but who do not want to (or cannot) stop teaching the topic altogether, the NWU World Religions pilot course finds a way to do both, advocating for not only the continued offering of World Religions courses but the promotion of critical thought and self-reflection among students while doing so.
ISSN:1743-1697
Contains:Enthalten in: Implicit religion
Persistent identifiers:DOI: 10.1558/imre.43226