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Author: Miriam Rosalyn Diamond Publisher: Stylus Publishing, LLC. ISBN: 1579222374 Category : Education Languages : en Pages : 245
Book Description
The purpose of this book is to explore what happens--and what can happen--in the higher education, and even secondary school, classroom when course content meets or collides with students' religious beliefs. It also considers the impact on learning in an environment where students may feel threatened, angry, misunderstood, or in which they feel their convictions are being discredited. This is a resource that offers ways of conceptualizing, engaging with, and responding to, student beliefs. This book is divided into three sections: student views on the role of religion in the classroom; general guidelines for responding to or actively engaging religious beliefs in courses (such as legal and diversity considerations); and specific examples from a number of disciplines (including the sciences, social sciences, humanities and professional education). Professors from public, private, and religious institutions share their findings and insights. The resounding lessons of this book are the importance of creating a learning space in which students can express their beliefs, dissonance, and emotions constructively, without fear of retribution; and of establishing ground rules of respectful discussion for this process to be valuable and productive. This is an inspirational and practical guide for faculty navigating the controversial, sensitive--yet illuminating--lessons that can be learned when religion takes a seat in the classroom. This book contains four parts. Part One, "Society, Learning, and Religion", includes (1) Faith and Reason: Higher Education's Opportunities and Challenges (Nancy L. Thomas and Ann Marie B. Bahr). Part Two, "Student and Faculty Perspectives," includes: (2) Undergraduate Perspectives About Religion in Higher Education (Lois Calian Trautvetter); and (3) Faith in Graduate Education: Perspectives of Students and Faculty in Student Affairs Preparation Programs (Judy L. Rogers and Patrick G. Love). Part Three, "Considerations", includes: (4) Blinking in the Sunlight: Exploring the Fundamentalist Perspective (Peggy Catron); (5) What I Think I Believe: Using the change Method to Resolve Cognitive Dissonance (Tamara H. Rosier); (6) Bringing Faith and Spirituality into the Classroom: An African American Perspective (Mark S. Giles, Odelet Nance and Noelle Witherspoon); and (7) Religion in the Classroom: Legal Issues (Barbara A. Lee). Part Four, "Disciplinary Approaches", includes: (8) Exploring Religion and Spirituality through Academic Service-Learning (Kent Koth); (9) Philosophy and Religious Disagreements in the College Classroom (Dona Warren); (10) When Faith and Science Collide (Mano Singham); (11) Teaching Secular Bible Reading to Religiously Committed Students (Roger G. Baker); (12) The Role of Religion and Spirituality in the Law School Classroom (David Hall); and (13) Teaching About Religious and Spiritual Pluralism in a Professional Education Course (Robert J. Nash and Sue M. Baskette). An overview by Miriam Rosalyn Diamond and Christina Copre, an afterword by Miriam Rosalyn Diamond, and an index are included.
Author: Miriam Rosalyn Diamond Publisher: Stylus Publishing, LLC. ISBN: 1579222374 Category : Education Languages : en Pages : 245
Book Description
The purpose of this book is to explore what happens--and what can happen--in the higher education, and even secondary school, classroom when course content meets or collides with students' religious beliefs. It also considers the impact on learning in an environment where students may feel threatened, angry, misunderstood, or in which they feel their convictions are being discredited. This is a resource that offers ways of conceptualizing, engaging with, and responding to, student beliefs. This book is divided into three sections: student views on the role of religion in the classroom; general guidelines for responding to or actively engaging religious beliefs in courses (such as legal and diversity considerations); and specific examples from a number of disciplines (including the sciences, social sciences, humanities and professional education). Professors from public, private, and religious institutions share their findings and insights. The resounding lessons of this book are the importance of creating a learning space in which students can express their beliefs, dissonance, and emotions constructively, without fear of retribution; and of establishing ground rules of respectful discussion for this process to be valuable and productive. This is an inspirational and practical guide for faculty navigating the controversial, sensitive--yet illuminating--lessons that can be learned when religion takes a seat in the classroom. This book contains four parts. Part One, "Society, Learning, and Religion", includes (1) Faith and Reason: Higher Education's Opportunities and Challenges (Nancy L. Thomas and Ann Marie B. Bahr). Part Two, "Student and Faculty Perspectives," includes: (2) Undergraduate Perspectives About Religion in Higher Education (Lois Calian Trautvetter); and (3) Faith in Graduate Education: Perspectives of Students and Faculty in Student Affairs Preparation Programs (Judy L. Rogers and Patrick G. Love). Part Three, "Considerations", includes: (4) Blinking in the Sunlight: Exploring the Fundamentalist Perspective (Peggy Catron); (5) What I Think I Believe: Using the change Method to Resolve Cognitive Dissonance (Tamara H. Rosier); (6) Bringing Faith and Spirituality into the Classroom: An African American Perspective (Mark S. Giles, Odelet Nance and Noelle Witherspoon); and (7) Religion in the Classroom: Legal Issues (Barbara A. Lee). Part Four, "Disciplinary Approaches", includes: (8) Exploring Religion and Spirituality through Academic Service-Learning (Kent Koth); (9) Philosophy and Religious Disagreements in the College Classroom (Dona Warren); (10) When Faith and Science Collide (Mano Singham); (11) Teaching Secular Bible Reading to Religiously Committed Students (Roger G. Baker); (12) The Role of Religion and Spirituality in the Law School Classroom (David Hall); and (13) Teaching About Religious and Spiritual Pluralism in a Professional Education Course (Robert J. Nash and Sue M. Baskette). An overview by Miriam Rosalyn Diamond and Christina Copre, an afterword by Miriam Rosalyn Diamond, and an index are included.
Author: Miriam R. Diamond Publisher: Taylor & Francis ISBN: 1000974456 Category : Education Languages : en Pages : 244
Book Description
When faculty unexpectedly encounter students’ religious ideologies in the classroom, they may respond with apprehension, frustration, dread, or concern. Instructors may view this exchange as a confrontation that threatens the very heart of empirical study, and worry that this will lead to a dead-end in the learning process.The purpose of this book is to explore what happens—and what can happen—in the higher education, and even secondary school, classroom when course content meets or collides with students' religious beliefs. It also considers the impact on learning in an environment where students may feel threatened, angry, misunderstood, or in which they feel their convictions are being discredited,This is a resource that offers ways of conceptualizing, engaging with, and responding to, student beliefs. This book is divided into three sections: student views on the role of religion in the classroom; general guidelines for responding to or actively engaging religious beliefs in courses (such as legal and diversity considerations); and specific examples from a number of disciplines (including the sciences, social sciences, humanities and professional education). Professors from public, private, and religious institutions share their findings and insights.The resounding lessons of this book are the importance of creating a learning space in which students can express their beliefs, dissonance, and emotions constructively, without fear of retribution; and of establishing ground rules of respectful discussion for this process to be valuable and productive. This is an inspirational and practical guide for faculty navigating the controversial, sensitive—yet illuminating—lessons that can be learned when religion takes a seat in the classroom.
Author: Miriam Rosalyn Diamond Publisher: ISBN: 9781003444459 Category : RELIGION Languages : en Pages : 0
Book Description
When faculty unexpectedly encounter students' religious ideologies in the classroom, they may respond with apprehension, frustration, dread, or concern. Instructors may view this exchange as a confrontation that threatens the very heart of empirical study, and worry that this will lead to a dead-end in the learning process.The purpose of this book is to explore what happens--and what can happen--in the higher education, and even secondary school, classroom when course content meets or collides with students' religious beliefs. It also considers the impact on learning in an environment where students may feel threatened, angry, misunderstood, or in which they feel their convictions are being discredited,This is a resource that offers ways of conceptualizing, engaging with, and responding to, student beliefs. This book is divided into three sections: student views on the role of religion in the classroom; general guidelines for responding to or actively engaging religious beliefs in courses (such as legal and diversity considerations); and specific examples from a number of disciplines (including the sciences, social sciences, humanities and professional education). Professors from public, private, and religious institutions share their findings and insights.The resounding lessons of this book are the importance of creating a learning space in which students can express their beliefs, dissonance, and emotions constructively, without fear of retribution; and of establishing ground rules of respectful discussion for this process to be valuable and productive. This is an inspirational and practical guide for faculty navigating the controversial, sensitive--yet illuminating--lessons that can be learned when religion takes a seat in the classroom.
Author: Linda K. Wertheimer Publisher: Beacon Press ISBN: 0807055271 Category : Religion Languages : en Pages : 234
Book Description
An intimate cross-country look at the new debate over religion in the public schools A suburban Boston school unwittingly started a firestorm of controversy over a sixth-grade field trip. The class was visiting a mosque to learn about world religions when a handful of boys, unnoticed by their teachers, joined the line of worshippers and acted out the motions of the Muslim call to prayer. A video of the prayer went viral with the title “Wellesley, Massachusetts Public School Students Learn to Pray to Allah.” Charges flew that the school exposed the children to Muslims who intended to convert American schoolchildren. Wellesley school officials defended the course, but also acknowledged the delicate dance teachers must perform when dealing with religion in the classroom. Courts long ago banned public school teachers from preaching of any kind. But the question remains: How much should schools teach about the world’s religions? Answering that question in recent decades has pitted schools against their communities. Veteran education journalist Linda K. Wertheimer spent months with that class, and traveled to other communities around the nation, listening to voices on all sides of the controversy, including those of clergy, teachers, children, and parents who are Muslim, Jewish, Christian, Sikh, or atheist. In Lumberton, Texas, nearly a hundred people filled a school-board meeting to protest a teacher’s dress-up exercise that allowed freshman girls to try on a burka as part of a lesson on Islam. In Wichita, Kansas, a Messianic Jewish family’s opposition to a bulletin-board display about Islam in an elementary school led to such upheaval that the school had to hire extra security. Across the country, parents have requested that their children be excused from lessons on Hinduism and Judaism out of fear they will shy away from their own faiths. But in Modesto, a city in the heart of California’s Bible Belt, teachers have avoided problems since 2000, when the school system began requiring all high school freshmen to take a world religions course. Students receive comprehensive lessons on the three major world religions, as well as on Sikhism, Hinduism, Buddhism, and often Shintoism, Taoism, and Confucianism. One Pentecostal Christian girl, terrified by “idols,” including a six-inch gold Buddha, learned to be comfortable with other students’ beliefs. Wertheimer’s fascinating investigation, which includes a return to her rural Ohio school, which once ran weekly Christian Bible classes, reveals a public education system struggling to find the right path forward and offers a promising roadmap for raising a new generation of religiously literate Americans.
Author: Jared Dees Publisher: Ave Maria Press ISBN: 1594718628 Category : Religion Languages : en Pages : 192
Book Description
If the goal of catechesis is to cultivate an encounter with Christ, why do religious educators spend so much time focused almost exclusively on ideas and not experiences? The reason is that many have never been shown a method that inspires the heart while also instructing the mind. Jared Dees, creator of the popular website The Religion Teacher, shows how applying the steps of lectio divina to teaching can reorient religious education toward encountering the person of Christ rather than merely sharing information about him. In Christ in the Classroom, Catholic author and speaker Jared Dees applies the five steps of lectio divina—reading/learning, meditation, prayer, contemplation, and action—to the ministry of catechesis. He offers teachers and catechists a practical framework for preparing lessons that broaden the focus of teaching from mostly intellectual learning to also encountering Christ in prayer, reflection, and action. Using this method, students and catechists come to know intimately the person of Christ at the same time that they are learning the tenets and traditions of the Church. Dees shares stories of success and failure from his own teaching experience and he offers dozens of field-tested strategies, tactics, and teaching methods to effectively integrate the steps of lectio divina into the classroom or other catechetical setting. Outfitted with these tools, both experienced and new religious educators will feel confident in their ability to teach effectively and lead their students to a life-changing encounter with Jesus.
Author: David I. Smith Publisher: Wm. B. Eerdmans Publishing ISBN: 1467450642 Category : Religion Languages : en Pages : 235
Book Description
Christian teachers have long been thinking about what content to teach, but little scholarship has been devoted to how faith forms the actual process of teaching. Is there a way to go beyond Christian perspectives on the subject matter and think about the teaching itself as Christian? In this book David I. Smith shows how faith can and should play a critical role in shaping pedagogy and the learning experience.
Author: James D. Holt Publisher: University of Chester ISBN: 1908258985 Category : Religion Languages : en Pages : 336
Book Description
Beyond the Big Six Religions: Expanding the Boundaries in the Teaching of Religion and Worldviews is a timely addition to the literature surrounding Religious Education teaching in schools. The book explores the desirability and possibility of expanding the breadth of religious and non-religious worldviews within the classroom. Written by an expert in Religious Education and minority religions, this book articulates the importance of the inclusion of minority voices within the classroom, and in wider society.
Author: Marion H. Larson Publisher: InterVarsity Press ISBN: 0830891552 Category : Religion Languages : en Pages : 228
Book Description
Understanding our religious neighbors is more important than ever—but also more challenging. In a world of deep religious strife and increasing pluralism it can seem safer to remain inside the "bubble" of our faith community. Christian college campuses in particular provide a strong social bubble that reinforces one's faith identity in distinction from the wider society. Many Christians worry that engaging in interfaith dialogue will require watering down their faith and accepting other religions as equally true. Bethel University professors Marion Larson and Sara Shady not only make the case that we can love our religious neighbors without diluting our commitment, but also offer practical wisdom and ideas for turning our faith bubbles into bridges of religious inclusion and interfaith engagement. Drawing on the parables of Jesus, research on interreligious dialogue, and their own classroom experience, Larson and Shady provide readers with the tools they need to move beyond the bubble. Interfaith dialogue is difficult, and From Bubble to Bridge is the timely guide we have been waiting for.
Author: Nicholas D. Young Publisher: Vernon Press ISBN: 162273615X Category : Education Languages : en Pages : 147
Book Description
Empathic Teaching: Promoting Social Justice in the Contemporary Classroom is written for those who are committed to employing social justice practices in the classroom. The intent is to educate the next generation to value tolerance and to have respect and empathy for others in society. While this tome will largely focus on understanding the role that equity should play in P-12 education, it will do so with an acute awareness that there are myriad factors that influence student engagement and the motivation to learn. Although some of the subjects under consideration have been written about elsewhere broadly, this tome will offer a unique contribution by examining each from a social equity perspective. As schools move to ensure a more inclusive and well-rounded student body, this book will be a substantial asset to anyone interested in advancing a social justice agenda.
Author: Miriam Rosalyn Diamond
Author: Miriam Rosalyn Diamond
Author: Miriam R. Diamond
Author: Miriam Rosalyn Diamond
Author: Linda K. Wertheimer
Author: Jared Dees
Author: David I. Smith
Author: Thorsten Knauth
Author: James D. Holt
Author: Marion H. Larson
Author: Nicholas D. Young