From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism
This article describes a seminar I taught on Christianity and colonialism. I wanted to introduce students to some content while also allowing them to practice some of the expert skills that we use in religious studies, and more specifically in my own sub-discipline, the anthropology of religion. In...
| Auteur principal: | |
|---|---|
| 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
[2019]
|
| Dans: |
Teaching theology and religion
Année: 2019, Volume: 22, Numéro: 3, Pages: 161-175 |
| RelBib Classification: | FB Formation théologique FD Théologie contextuelle KBN Afrique subsaharienne RJ Mission ZF Pédagogie |
| Sujets non-standardisés: | B
teaching critical reading
B learning design B Cognitive Development B teaching complex thinking |
| Accès en ligne: |
Volltext (Resolving-System) Volltext (doi) |
| Résumé: | This article describes a seminar I taught on Christianity and colonialism. I wanted to introduce students to some content while also allowing them to practice some of the expert skills that we use in religious studies, and more specifically in my own sub-discipline, the anthropology of religion. In particular, I wanted to make more visible some of our practices of critical reading, and how these can feed into practices of complex thinking. However, given the differences between undergraduate and expert practices, what does "critical reading" and "complex thinking" look like in the undergraduate religion classroom? The article presents student readings and lines of thought through the semester, and describes how these undergraduates began to approach complex thinking on the topic of Christianity and colonialism. |
|---|---|
| ISSN: | 1467-9647 |
| Contient: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12491 |