The mock conference as a teaching tool: Role-play and “conplay” in the classroom

In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with t...

Description complète

Enregistré dans:  
Détails bibliographiques
Auteurs: Ricker, Aaron (Auteur) ; Zubko, Katherine C. (Auteur) ; Yoo, William (Auteur)
Collaborateurs: Peterfeso, Jill (Autre) ; Blanchard, Kate (Autre)
Type de support: Électronique Article
Langue:Anglais
Vérifier la disponibilité: HBZ Gateway
Journals Online & Print:
En cours de chargement...
Fernleihe:Fernleihe für die Fachinformationsdienste
Publié: Wiley-Blackwell [2018]
Dans: Teaching theology and religion
Année: 2018, Volume: 21, Numéro: 1, Pages: 60-72
RelBib Classification:AG Vie religieuse
AH Pédagogie religieuse
CD Christianisme et culture
FB Formation théologique
ZF Pédagogie
Sujets non-standardisés:B Engagement
B Embodied Pedagogy
B Risk
B Controversy
B role-play
Accès en ligne: Volltext (Verlag)
Volltext (doi)
Description
Résumé:In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this “Design & Analysis” article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an experiment in role-play enacted on the model of a mock conference. This description is followed by four short responses by authors who have experimented with this form of pedagogy themselves. In “Conplay,” students dramatize the wildly varying and often conflicting approaches to biblical tradition they have been reading about and discussing in class. They bring the believers, doubters, artists, and critics they have been studying into the room, to interact face-to-face with each other and the class. In Ricker's experience, this playful and collaborative event involves just the right amount of risk to allow high levels of engagement and retention, and it allows a wide range of voices to be heard in an immediate and very human register. Ricker finds Conplay to be very effective, and well worth any perceived risks when it comes to inviting students to take the reins.
ISSN:1467-9647
Contient:Enthalten in: Teaching theology and religion
Persistent identifiers:DOI: 10.1111/teth.12423