CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Formation in the classroom
Tác giả
Glennon F.; Jacobsen D.; Jacobsen R.H.; Thatamanil J.J.; Porterfield A.; Moore M.E.
Năm xuất bản
2011
Source title
Teaching Theology and Religion
Số trích dẫn
7
DOI
10.1111/j.1467-9647.2011.00740.x
Liên kết
Tóm tắt
What is the relationship between the academic knowledge of the guild and the formation of students in the classroom? This Forum gathers four essays originally presented at a Special Topics Session at the 2009 conference of the American Academy of Religion (Atlanta, Georgia), with a brief introductory essay by Fred Glennon explaining the genesis of the panel. Douglas Jacobsen and Rhonda Hustedt Jacobsen clarify some of the issues at stake in undergraduate liberal arts classrooms by distinguishing between four dimensions of what they refer to as "the (in)formation teaching matrix: institutional context, course content, faculty roles, and student outcomes. John Thatamanil argues that all learning necessarily presupposes formation. Amanda Porterfield argues against using the word "formation" because it complicates and undermines her teaching goals to historicize religion and narratives about it through open-ended inquiry. And, finally, Mary Elizabeth Moore explores the interactive processes linking formation, information, reformation, and transformation. © 2011 Blackwell Publishing Ltd.
Từ khóa
Tài liệu tham khảo
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All Open Access; Bronze Open Access
Nguồn
Scopus