The implications of religious identity for teaching ethics

Some debate exists about the degree to which one should merge one's identities, particularly those with important normative content, with one's teaching practices. This issue becomes particularly important for those with a religious identity who purposefully merge their identity with class...

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Bibliographic Details
Authors: Glanzer, Perry L. (Author) ; Alleman, Nathan F. (Author)
Format: Electronic Article
Language:English
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Published: Routledge [2015]
In: Journal of beliefs and values
Year: 2015, Volume: 36, Issue: 2, Pages: 131-141
RelBib Classification:NCB Personal ethics
RF Christian education; catechetics
Further subjects:B Ethics
B Christianity
B Identity
B Teaching
Online Access: Volltext (Verlag)
Description
Summary:Some debate exists about the degree to which one should merge one's identities, particularly those with important normative content, with one's teaching practices. This issue becomes particularly important for those with a religious identity who purposefully merge their identity with classroom practices. This article examines the qualitative answers of 328 Christian professors to a question addressing how they merge their Christian theological tradition with their ethical teaching in the classroom. We find that the answers demonstrate the identity merging takes place in multiple ways. For these professors, teaching consists of multiple sub-practices (e.g. discussion, lecturing, grading, etc.) that need to be guided by certain virtues and theological perspectives and justifications in order to develop the requisite goods. Indeed, both good teaching and their conception of the good cannot be separated from their identity.
ISSN:1469-9362
Contains:Enthalten in: Journal of beliefs and values
Persistent identifiers:DOI: 10.1080/13617672.2015.1026757