Religious faith may seem to be so personal that it has no place in the composition classroom. But Negotiating Religious Faith in the Composition Classroom demonstrates the myriad and profound ways that religious faith shapes the work of composition students and instructors, whether or not they are believers. Elizabeth Vander Lei and bonnie kyburz invite you to consider anew how religious faith can help writers and teachers accomplish the goals of composition by addressing questions such as: What is the role of faith in the classroom? How can teachers read and respond to faith-based arguments? In what ways are faith and reason compatible? How can we best help our students-and ourselves-to learn within explicitly religious contexts? Can diversity of religious opinion promote learning in meaningful, passionate ways? Negotiating Religious Faith in the Composition Classroom includes work by scholars from a range of institutions and settings: faith-based and secular, large and small, public and private. Bringing together scholarship on politics, education, rhetoric and composition, these scholars offer practical suggestions for the teaching of writing. Thoughtful, balanced, provocative-Negotiating Religious Faith in the Composition Classroom invites readers to join the conversation about religious faith and the teaching of composition.
Students in first-year composition courses across the country discuss and write about touchy subjects like race, class, gender and religion. This book focuses on the latter, offering a pragmatic way of working with religious belief as a subject of study in the secular setting of the university classroom. Based on the work of American pragmatists like Charles Peirce, William James and John Dewey, this approach considers what religious belief does in the world—the tangible consequences of believing or not believing—and steers away from questions concerning God’s existence or benevolence. Religion is viewed as a social and political force affecting human interaction. Drawing on years of experience teaching composition in Chile and the United States, the author explores real-world events such as Chile’s 1973 coup d’état, the resignation of Pope Benedict XVI, and the daily interplay of religious beliefs among family members. Reading and writing assignments—geared for believers and nonbelievers alike—are provided, including student essays that make various arguments about religion.
Young adult literature holds an exceptional place in modern American popular culture. Accessible to readers of all levels, it captures a diverse audience and tends to adapt to the big screen in an exciting way. With its wide readership, YAL sparks interesting discussions inside and outside of the classroom. This collection of new essays examines how YAL has impacted college composition courses, primarily focusing on the first year. Contributors discuss popular YA stories, their educational potential, and possibilities for classroom discussion and exercise.
Regarding teaching about religions and worldviews, there is a gap between the ambitions of educational policies and our knowledge about what really happens in the classroom. Research on classroom interaction about religion is not very far developed, either nationally or as international and as comparative research. There is a growing awareness, however, that research on pupils’ perspectives on religion in education is needed in order to develop sustainable approaches for future education, and this book is a contribution to this research. The classroom can be seen as an arena both for learning and for micro-politics. This arena is shaped, and sometimes challenged and restricted, or even curtailed, by the wider societal and political context. In this book we present studies of classroom interaction that focus on the micro-sociological level of research. The studies presented open up a rather unexplored field of international comparative research on religion in education and the role of diversity for classroom interaction, giving deeper insights into what happens in classrooms, displaying varieties of interactive patterns and relating these to their specific contexts.
The question of how research on structures and outcomes in Religious Education can be carried out successfully is of current interest in many countries. Next to the more traditional historical, analytical and, more recently, international comparative approaches, empirical research in religious education has been able to establish itself as a major approach to this field. Moreover, the contemporary discussion about comparative evaluation in schools has raised a number of questions which also refer to Religious Education. What competences can pupils acquire in this subject? Does Religious Education really support the acquisition and development of the competences aspired? Are there differences in this respect between different forms of Religious Education or between different approaches to teaching? With contributions from eight European countries, the volume brings together approaches and research experiences that try to follow this lead by offering new and empirically based perspectives for the future improvement of teaching and learning in this school subject. Whoever is interested in improving the practice of Religious Education then, will not be able to bypass the question of researching processes and outcomes - an insight which also refers to a small but growing number of studies in this field which can be identified in several countries.
In 2007, around 3500 teachers in 16 European countries participated in a cross-cultural study of existing teaching procedures in religion and theology. This text shows the results which present different approaches, strategies and ways of thinking when it comes to teaching religion in a multicultural context.
The historiography of African religions and religions in Africa presents a remarkable shift from the study of 'Africa as Object' to 'Africa as Subject', thus translating the subject from obscurity into the global community of the academic study of religion. This book presents a unique multidisciplinary exploration of African traditions in the study of religion in Africa and the new African diaspora. The book is structured under three main sections - Emerging trends in the teaching of African Religions; Indigenous Thought and Spirituality; and Christianity, Hinduism and Islam. Contributors drawn from diverse African and global contexts situate current scholarly traditions of the study of African religions within the purview of academic encounter and exchanges with non-African scholars and non-African contexts. African scholars enrich the study of religions from their respective academic and methodological orientations. Jacob Kehinde Olupona stands out as a pioneer in the socio-scientific interpretation of African indigenous religion and religions in Africa. This book is to his honour and marks his immense contribution to an emerging field of study and research.