Learning as Leaving Home: Fear, Empathy, and Hospitality in the Theology and Religion Classroom
The article is a response to this journal's call for papers on metaphors for teaching, and also draws from a previous publication in which Kent Eilers developed a methodology for teaching global theologies. In this methodology, the ultimate goal was the development of "hermeneutical dispos...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2015]
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| In: |
Teaching theology and religion
Year: 2015, Volume: 18, Issue: 3, Pages: 207-223 |
| RelBib Classification: | FB Theological education NBE Anthropology VA Philosophy ZF Education |
| Further subjects: | B
Perspective
B Kent Eilers B Students B Imagination B Safety B Darcia Narvaez B moral systems |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
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| 245 | 1 | 0 | |a Learning as Leaving Home |b Fear, Empathy, and Hospitality in the Theology and Religion Classroom |c Daniel Fleming (The Broken Bay Institute and the University of Newcastle, Australia), Terence Lovat (The University of Newcastle, Australia, and Oxford University, U.K.) |
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| 520 | |a The article is a response to this journal's call for papers on metaphors for teaching, and also draws from a previous publication in which Kent Eilers developed a methodology for teaching global theologies. In this methodology, the ultimate goal was the development of "hermeneutical dispositions of empathy, hospitality, and receptivity toward culturally diverse voices" (2014, 165). This article considers the goals of Eilers' methodology, and others like his, and how it is that the metaphors of "leaving home" and "communal imagination" highlight the importance of the ambient and interpersonal features of a classroom and their effect on the attainment of the above goals. In so doing, it extends the conversation beyond content and methodology in teaching theology and religion into the realms of philosophy of education, as well as the fields of moral and values education. It is contended that the metaphors informed by these areas of study facilitate the attainment of such goals, and similar ones, by demonstrating that the cultivation of an ambience of care, trust, and compassion within the classroom constitutes an essential foundation for learning in which students "leave home" and cultivate "communal imagination." The article finishes with practical suggestions for educators in theology and religion. | ||
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