Teaching for Conversion
Following much recent scholarship on the relationship between the affective and cognitive dimensions of the human person, and the ways in which that relationship shapes the educational process, this article argues that conversion should be a primary goal of the humanist educator, whether that conver...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Brill
2015
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| Dans: |
Religion and the arts
Année: 2015, Volume: 19, Numéro: 1/2, Pages: 74-83 |
| Sujets non-standardisés: | B
poetry and theology
religious doubt
affective learning
Catholic authors
conversion
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| Accès en ligne: |
Volltext (Verlag) |
| Résumé: | Following much recent scholarship on the relationship between the affective and cognitive dimensions of the human person, and the ways in which that relationship shapes the educational process, this article argues that conversion should be a primary goal of the humanist educator, whether that conversion be religious or theological in nature (as it might be in an explicitly religious institution) or a more generic idea of the educator cultivating a student’s love for a particular author, poem, or other imaginative literary work. The context for this argument is the author’s own experience teaching a poetry course in “faith and doubt” at an evangelical university, and the article focuses on the British Jesuit Gerard Manley Hopkins. |
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| ISSN: | 1568-5292 |
| Contient: | In: Religion and the arts
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| Persistent identifiers: | DOI: 10.1163/15685292-01901004 |