An Inquiry-Driven Course Model for Religions 101*
Educators responsible for creating an introduction to religions course often struggle to design a syllabus that does not reinforce a world religions paradigm (WRP). This article offers an inquiry-driven course model for teaching about religion that guides students through a process for reading, cont...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor & Francis Group
2021
|
| In: |
Religious education
Year: 2021, Volume: 116, Issue: 2, Pages: 170-181 |
| Standardized Subjects / Keyword chains: | B
USA
/ Science of Religion
/ Introduction
/ Teaching method
|
| RelBib Classification: | AH Religious education AX Inter-religious relations |
| Further subjects: | B
World Religions
B Pedagogy B Method B Inquiry B Religious Literacy |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a Educators responsible for creating an introduction to religions course often struggle to design a syllabus that does not reinforce a world religions paradigm (WRP). This article offers an inquiry-driven course model for teaching about religion that guides students through a process for reading, contextualizing, and critiquing WRP-based information about religion. The course model utilizes an inquiry cycle. The article examines the religious studies and pedagogical theories and methods that underpin such a course. Concrete examples are provided for each phase of inquiry that illustrate the practical applications for such a model. Classroom implementation challenges are discussed. | ||
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