Rethinking the Course Content and Pedagogies used in Learning about "Asian Religions"
This essay examines the concerns expressed by students when studying a second-year module on Asian religions and how they thought the facilitation of their learning could be most effective. Following research done with three cohorts of second-year students studying Asian religions from 2015 to 2017,...
| Publié dans: | Journal for the study of religion |
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| Auteur principal: | |
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
ASRSA
2021
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| Dans: |
Journal for the study of religion
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| Sujets / Chaînes de mots-clés standardisés: | B
Asie
/ Religion
/ Études de science des religions
/ Pédagogie
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| RelBib Classification: | AA Sciences des religions AH Pédagogie religieuse KBM Asie |
| Sujets non-standardisés: | B
Pedagogy
B Eastern Religion B Technology B Asian religion B Teaching |
| Accès en ligne: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Résumé: | This essay examines the concerns expressed by students when studying a second-year module on Asian religions and how they thought the facilitation of their learning could be most effective. Following research done with three cohorts of second-year students studying Asian religions from 2015 to 2017, this essay argues that both changes in pedagogy and course content are needed to create spaces where learning about these religions can address the concerns raised by students. Students were particularly concerned about how studying Asian religions would prepare them for the world of work and the Fourth Industrial Revolution. The research for this essay is located in a social constructivist pedagogy that forefronts social justice and is grounded in an engaged learning practice. The essay examines why in the Fourth Industrial Revolution, studying Asian religions is important and valuable to students studying for a degree in preparation for entry into the workplace. The essay shows that engagement with different technologies in teaching and learning enables a pedagogy of co-knowledge production and co-sharing of knowledge where students learn technological skills, critical thinking skills, and a deepening awareness of their worldviews and those of other people. In so doing, this module addressed student concerns about their studies and the skills they considered valuable in preparing them for future careers. |
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| ISSN: | 2413-3027 |
| Contient: | Enthalten in: Journal for the study of religion
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| Persistent identifiers: | DOI: 10.17159/2413-3027/2021/v34n1a5 |