Civilization for Know-Nothings: Liberal Arts after the Fall of Liberalism
The most familiar obstacle to teaching Christianity on its own terms or indeed in any sense at all within the context of higher education is the influence of postmodernism. Deconstruction and the hermeneutics of suspicion undercut the appeal of the humanities in general, leading to declining enrolme...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Johns Hopkins University Press
2021
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| In: |
Christianity & literature
Year: 2021, Volume: 70, Issue: 3, Pages: 276-292 |
| IxTheo Classification: | CF Christianity and Science RF Christian education; catechetics |
| Further subjects: | B
Humanities
B Critical Pedagogy B Freire B Foucault B Liberalism |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | The most familiar obstacle to teaching Christianity on its own terms or indeed in any sense at all within the context of higher education is the influence of postmodernism. Deconstruction and the hermeneutics of suspicion undercut the appeal of the humanities in general, leading to declining enrolment. Less familiar, by contrast, as an obstacle to appreciating or even understanding Christianity is the pervasive influence of “critical pedagogy” in primary and secondary education. Undergraduates arrive with very little sense that great works of the past, Western or non-Western, Christian or pagan, can provide insights into abiding constants of the human condition. |
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| ISSN: | 2056-5666 |
| Contains: | Enthalten in: Christianity & literature
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| Persistent identifiers: | DOI: 10.1353/chy.2021.0034 |