Assignment 2 - Journal Article Review (16% of your grade).You should find a topic in cultural Geography that interests you and select 3 articles fromdifferent Scholarly journals. These are journals in
L oadin g...A cce ssib ilit y In fo rm atio n a nd T ip s
Revis e d D ate : 0 7/2 015
B ack
1 a rtic le (s ) w ill b e s a ve d.
T o c o ntin ue, in In te rn et E xp lo re r, s e le ct
FIL E
th en
SA VE A S
fr o m y o ur b ro w se r's to olb ar a bove .
Be s u re to s a ve a s a p la in
te xt file ( .tx t) o r a 'W eb P age, H TM L o nly ' file ( .h tm l) .
In F ir e F ox, s e le ct
FIL E
th en
SA VE F IL E A S
fr o m y o ur b ro w se r's to olb ar
a bove .
In C hro m e, s e le ct r ig ht c lic k ( w it h y o ur m ouse ) o n th is p age a nd s e le ct
SA VE A S
E BSC O P ublis h in g C it a tio n F orm at:
APA ( A m eric a n P sych olo gic a l A sso c.) :
N O TE :
R evie w th e in str u ctio ns a t
http ://s u pport.e bsco .c o m /h elp /? in t= ehost& la ng= & fe atu re _id = A PA
and m ake a ny
n ece ssa ry c o rre ctio ns b efo re u sin g.
Pay s p ecia l a tte n tio n t o p ers o nal n am es, c ap it a liz a tio n, a n d d ate s.
A lw ays c o nsu lt
yo ur lib ra ry r e so urc e s fo r th e e xa ct fo rm attin g a nd p unctu atio n g uid elin es.
R efe re nce s
R obin so n, J . M . ( 2 015). T each in g R elig io n A ro und th e W orld : A M odest F ir s t G lim pse .
Teach in g T heolo gy & R elig io n
,
18
(3 ),
235–247. h ttp s://d oi. o rg /1 0.1 111/te th .1 2290
< !- -A ddit io nal In fo rm atio n:
P ers is te nt lin k to th is r e co rd ( P erm alin k):
http s://s e arc h .e bsco host.c o m /lo gin .a sp x?
d ir e ct= tr u e& Auth T yp e= sh ib & db= a9h& AN =108757389& sit e = ehost- liv e & sco pe= sit e & cu stid = sfc c
E nd o f c it a tio n-->
T each in g R elig io n A ro und t h e W orld : A M odest F ir s t G lim pse.
T his e ssa y in tr o duce s a c o lle ctio n o f s h ort e ssa ys s o lic it e d fr o m a uth ors a ro und th e g lo be w ho te ach r e lig io n c o urs e s a t th e
co lle ge le ve l ( n ot fo r p ro fe ssio nal r e lig io us tr a in in g). T he c e ntr a l q uestio n u nit in g th is c o lle ctio n is w heth er r e lig io us s tu die s is
a u nif ie d a nd g lo bal p edagogic a l fie ld , a nd th is in tr o ductio n te ase s o ut s a lie nt c o ntin uit ie s a nd d is co ntin uit ie s d riv e n b y b ro ad
cu lt u ra l a nd p olit ic a l c o nte xts . T hese e ssa ys a re p ublis h ed to geth er w it h th is in tr o ductio n in T each in g T heolo gy a nd R elig io n
1 8:3 ( J u ly 2 015). T he a uth ors w ere a ske d to p ro vid e a b rie f o ve rv ie w o f th e c u rric u lu m , s tu dent le arn in g g oals , a nd
p edagogic a l te ch niq ues e m plo ye d in th eir c o urs e s.
sig natu re p edagogie s; in te rn atio nal e duca tio n; K
‐ 12 e duca tio n; J a pan; M ala ysia ; T urk e y; D enm ark ; K ore a; B ots w ana;
B ra zil; N ew Z eala nd; Ir e la nd
C onte xt m atte rs in te ach in g r e lig io n. A ny c la ssro om is a c o nte xt w it h in a b ro ader s e t o f c o nte xts , s o it s h ould n ot b e
su rp ris in g th at r e lig io n is s tu die d in d if fe re nt w ays a ro und th e w orld . B ut w hat c a n a te ach er g ain b y lo okin g b eyo nd
g eogra phic a l a nd c u lt u ra l b ord ers ? W hat c a n o ne le arn s te ppin g in to c la ssro om s le d b y o th ers w ho m ust a ls o w re stle w it h
th e “ w hat” a nd th e “ h ow ” o f te ach in g r e lig io n? R eaders o f th is jo urn al a re u se d to v e ntu rin g b eyo nd th eir o w n lo ca l c o nte xts
b ut le ss o fte n g et th e c h ance to g o o n a m ore e xp ansiv e p edagogic a l jo urn ey. T he n in e e ssa ys c o lle cte d h ere p ro vid e a
m odest fir s t g lim pse in to a nsw erin g o ne c e ntr a l q uestio n: is r e lig io us s tu die s a p edagogic a lly u nit e d fie ld ? M ore s p ecif ic a lly ,
a re th ere w ays o f te ach in g a nd le arn in g th at a re c o m mon to th e s tu dy o f r e lig io n in u nderg ra duate e duca tio n r e gard le ss o f
cu lt u ra l o r lin guis tic c o nte xt? A re th ere n ota ble d if fe re nce s? T hese e ssa ys s h ow u s th at tw o in te rre la te d fa cto rs in flu ence
re lig io us s tu die s c u rric u la a nd p edagogy: b ro ad c u lt u ra l a nd p olit ic a l s tr u ctu re s w hic h in flu ence th e e arly e xp erie nce s o f
ch ild re n in s ch ool, a nd th en th e a ntic ip ate d c a re er p ath s o f g ra duate s. B ro ad p edagogic a l c h oic e s s e em to flo w fr o m th ose
tw o b ase lin e r e alit ie s, b ut th ere is lit tle th at is g lo bal o r u niq ue th e s tu dy o f r e lig io n.
In c u lt u ra l c o nte xts w here th ere is n o s e t c a re er g oal c o nnecte d to th e s tu dy o f r e lig io n, r e lig io n is m ore lik e ly to b e
co nce iv e d a s a g lo bal s tu dy in co rp ora tin g th eory a nd m eth od. In c o nte xts w here s tu dents a re b ein g tr a in ed s p ecif ic a lly to b e
in str u cto rs o f r e lig io us e duca tio n, r e lig io n is m ore lik e ly to b e c o nce iv e d a s a s tu dy o f o ne p rim ary tr a dit io n w it h o th er
p ers p ectiv e s c o nsid ere d in p assin g. In th ose c a se s, “ th eorie s o f r e lig io n” a re o fte n o ve rlo oke d in fa vo r o f c o urs e s fo cu sin g
o n e th ic s o r “ c h ara cte r e duca tio n.” T he e xp lic it ly s e cu la r c u rric u lu m s e rv e s s tu dents p urs u in g a lib era l e duca tio n w hose
ca re er g oals a re m ore a m orp hous, w hile th e m ore d enom in atio nal c u rric u lu m s e rv e s th ose w ho w ill b e te ach ers o r
p ra ctit io ners th em se lv e s. T hese g enera l c o rre la tio ns a re n ot s u rp ris in g. T he q uestio n is w heth er th e e xp lic it ly c ro ss
‐ cu lt u ra l,
se cu la r c u rric u lu m a nd th e d enom in atio nal, m ore th eolo gic a l c u rric u lu m p ro m pt s im ila r p edagogic a l c h oic e s. It is d if fic u lt to
kn ow a nyth in g fo r c e rta in fr o m n in e e ssa ys, b ut th is in quir y c a n h elp u s b egin to s e e w hat is ( o r is n ot) d is tin ctiv e in th e w ays
re lig io n is ta ught a nd le arn ed in c la ssro om s a ro und th e w orld . A g lim pse to Ir e la nd, J a pan, B ots w ana, B ra zil, D enm ark , N ew
Z eala nd, T urk e y, K ore a, a nd M ala ysia c a n h elp u s th in k a bout o ur o w n p edagogic a l a ssu m ptio ns a nd c h oic e s.
U nif o rm it y o r M elt in g P ot?
In sp ir a tio n fo r th is c o lle ctio n o f e ssa ys s te m s fr o m s e ve ra l s o urc e s. T he fir s t is G re gory A lle s’ R elig io us S tu die s: A G lo bal V ie w ( 2 008), w hic h e xa m in es r e lig io us s tu die s g lo bally , p rim arily th ro ugh th e le ns o f s ch ola rs h ip in th e d is cip lin e. A s A lle s’
co lle ctio n c le arly s h ow s, “ c ra ftin g k n ow le dge a bout r e lig io n” is a d iv e rs e g lo bal e nte rp ris e la ckin g a tr u ly “ g lo bal v is io n”
(2 008, 2 ). A lle s r ig htly la m ents th e w este rn b ia s o f m uch s ch ola rs h ip , a lt h ough h e d oes n ote th at e ve n m ore tr a dit io nal
sch ola rs a re b eco m in g in cre asin gly a w are o f d if fe re nt q uestio ns a nd a ppro ach es. T his c o m pila tio n o f e ssa ys s e rv e s, in p art,
to s h ow w este rn s ch ola rs h ow p aro ch ia l a nd lim it e d th eir v ie w s o f r e lig io us s tu die s h ave c o m e to b e. T he A lle s v o lu m e,
p ublis h ed in 2 008, s e em ed to b eg fo r a c o m panio n w ork a bout th e s tu dy o f r e lig io n in c la ssro om s, a la cu na fille d in la rg e
p art b y th e r e ce nt R outle dge In te rn atio nal H andbook o f R elig io us E duca tio n, p ublis h ed in 2 013 ( D avis a nd M ir o sh nik o va ).
T his h efty c o lle ctio n, w hic h d iv id es th e w orld in to th re e g lo bal r e gio ns c o m pris in g fif ty c o untr ie s, fo cu se s la rg ely o n th e
cu lt u ra l a nd p olit ic a l is su es th at s w ir l a ro und r e lig io us e duca tio n in p ublic a nd p riv a te s ch ools . B oth v o lu m es g enera lly e ch o
w hat is fo und in th e e ssa ys c o lle cte d h ere , w heth er th ey a re fo cu sin g o n s ch ola rs h ip o r p edagogy. P ut p la in ly , c o nte xt
m atte rs .
T he m ost g enera tiv e s o urc e o f in sp ir a tio n fo r th ese e ssa ys is th e c o nce pt o f “ s ig natu re p edagogie s,” a te rm c o in ed b y [3 1] to
d escrib e “ th e ty p es o f te ach in g th at o rg aniz e th e fu ndam enta l w ays in w hic h fu tu re p ra ctit io ners a re e duca te d fo r th eir n ew
p ro fe ssio n” ( 2 005b, 5 2). S hulm an's c o in age c a m e o ut o f a th en d eca de
‐ lo ng ( a nd s till o ngoin g) C arn egie F oundatio n fo r th e
A dva nce m ent o f T each in g s tu dy o f te ach in g a nd le arn in g in p ro fe ssio nal fie ld s, in clu din g la w , m edic in e, c le rg y, e ngin eerin g,
a nd e duca tio n. S hulm an's c o nce pt o f s ig natu re p edagogie s r e sts o n a fo undatio nal n otio n th at th ere is – a nd, p erh aps m ore
im porta ntly , th at th ere s h ould b e – a p ro per a nd c u sto m ary w ay to te ach a nd le arn in p ro fe ssio nal fie ld s.[
1 ] A ll s ig natu re
p edagogie s, h e a rg ues, a re p erv a siv e a nd r o utin e. T hey a ll e nta il s o m e d egre e o f p ublic p erfo rm ance b y w hic h th e le arn er is
ju dged o n h is o r h er k n ow le dge a nd s kills . C erta in p ra ctic a l c o m pete ncie s a re a t s ta ke h ere : th e n urs e n eeds to k n ow h ow
to in se rt a c a th ete r a nd th e te ach er n eeds to k n ow h ow to u se th e c h alk b oard ( o r S m artb oard ). F unctio nin g s kills a nd h abit s
o f m in d a re e sse ntia l in c e rta in jo bs, a nd s ig natu re p edagogie s a re d esig ned a ro und a cco unta bilit y in th e a re nas in w hic h
p ra ctit io ners w ork . T o u se S hulm an's g ro upin gs, th ese w ays o f te ach in g a nd le arn in g a re fo cu se d o n in stillin g h abit s o f th e
m in d ( c o nte nt a nd c o gnit iv e a sp ects ), h abit s o f th e b ody ( p hysic a l s kills ), a nd h abit s o f th e h eart ( e th ic s).[
2 ]
S ig natu re p edagogie s a re c le arly d efin able a nd th ey d eve lo p a nd s u rv iv e b eca use th ey fu lf ill a p artic u la r fu nctio n: th ey
p ro duce p ra ctit io ners a nd th in ke rs o f a c e rta in ty p e w ho le arn th eir s kills th ro ugh a d elib era te a nd o fte n q uit e tr a dit io nal
p ro ce ss o f te ach in g a nd le arn in g. T he h is to ric a l p re ce dent fo r th is id ea m ig ht b e fo und in a gric u lt u re s ch ools a nd la nd g ra nt
u niv e rs it ie s, w hic h e m plo ye d r o utin e p edagogie s to p ro duce w ork e rs o f a p artic u la r ty p e, r e ady to s o lv e p artic u la r p ro ble m s
in p artic u la r w ays. T hese s ch ools p ro m ote d e ngin eerin g, s cie nce , a nd a gric u lt u re in s e rv ic e to a c h angin g, in dustr ia liz in g
so cie ty . P ro fe ssio nal s ch ools h ave s in ce la rg ely a dopte d th at m is sio n in a m ore te ch nolo gic a l w orld b y fo cu sin g o n S TE M
d is cip lin es, a nd it s h ould n ot s u rp ris e u s th at th e id ea h as m ove d d ow n to u nderg ra duate s tu die s a nd in to h um anit ie s fie ld s.
In deed, th e id ea o f s ig natu re p edagogie s h as c a ptu re d th e im agin atio ns o f s o m e in “ s o fte r” d is cip lin es, d esp it e – o r p erh aps
b eca use o f – a g ro w in g fo cu s o n c o lle ges a s v o ca tio nal tr a in in g. L atc h in g o nto a p edagogic a l “ s ig natu re ” m ig ht a llo w le ss
vo ca tio nally o rie nte d a ca dem ic p ro gra m s s ta y a liv e in a n a ge o f h ead c o untin g.[
3 ] A lt h ough h e d id n ot in te nd to u se th is
id ea w it h h um anit ie s fie ld s, [3 0] h im se lf r e co gniz e s th e u se fu ln ess o f h is p ara dig m w hen h e d ra w s p ara lle ls b etw een
p ro fe ssio nal a nd lib era l e duca tio n:
A re th ere c o nnectio ns b etw een th ese id eas a nd th e g oals o f lib era l e duca tio n? I w ould s a y th at le arn in g id eas, p ra ctic e s,
a nd v a lu es, a nd d eve lo pin g th e c a pacit y to a ct w it h in te grit y o n th e b asis o f r e sp onsib le ju dgm ents u nder u nce rta in ty , a nd to
le arn fr o m e xp erie nce , is a r e aso nable d escrip tio n o f w hat lib era l le arn in g s h ould b e a bout, a s w ell. ( 2 005a)
T his d esir e fo r a c o nnectio n b etw een w hat w ork s p ro fe ssio nally a nd w hat o ught to w ork in lib era l e duca tio n le adin g to a
ca re er is h ard ly s u rp ris in g in a n a ge fo cu se d o n q uantit a tiv e a sse ssm ent o f o utc o m es. S ig natu re p edagogie s fo cu s in p art
o n p ro ducts , a nd p ro ducts a re m ore a m enable to a sse ssm ent th an p ro ce sse s. It s e em s r e aso nable to a ssu m e th at te ach in g
ce rta in s kills a nd h abit s o f m in d c a n p re pare h um anit ie s g ra duate s fo r w ork in a r a pid ly c h angin g s o cie ty , o fte n fo r jo bs th at
d o n ot y e t e xis t.
S hulm an's w ork in sp ir e d a s tu dy o n tr a in in g c le rg y, a nd h is m odel w ork s v e ry w ell fo r p edagogy in m any p ro fe ssio nal fie ld s,
b ut a s ke ptic r e adin g th is lik e ly d is m is se s th e u se fu ln ess o r a pplic a bilit y o f s u ch a p ara dig m to th e a ca dem ic s tu dy o f r e lig io n
(F oste r e t
al. [1 2] ) . It is w orth n otin g, h ow eve r, th at fa cu lt y o fte n g ra sp fo r a “ s ig natu re ” id entit y w hen th ey a dvis e s tu dents
a nd m ark e t m ajo rs o n s ch ool w ebsit e s. D epartm ent w ebsit e s a nd m ark e tin g m ate ria ls o fte n c la im th at r e lig io us s tu die s
m ajo rs a re c re ativ e , c rit ic a l, a nd c o nstr u ctiv e g lo bal th in ke rs , th at th ey h ave s tr o ng w rit in g a nd s p eakin g s kills , a nd th at th ey
sco re h ig h o n s ta ndard iz e d te sts , s u ch a s th e G RE a nd L S AT. T hey g o o n to a rg ue th at r e lig io us s tu die s m ajo rs a re s u it e d
to c a re ers in la w , b usin ess, e duca tio n, a nd p ublic s e rv ic e , to n am e a fe w . T hese la rg ely a necd ota l c la im s s e rv e a s w ays o f
sh ow in g h ow r e lig io us s tu die s p ro gra m s p ro duce p artic u la r ty p es o f th in ke rs w ho w ill e xce l a t c e rta in ty p es o f jo bs.
(Ir o nic a lly , p erh aps, th ose jo bs o fte n w ill r e quir e fu rth er fo cu se d p ro fe ssio nal tr a in in g s h aped b y th e v e ry s ig natu re
p edagogie s d escrib ed b y S hulm an.) It is h ard in th e c u rre nt c lim ate to ig nore th e d esir e fo r a “ tr ie d a nd tr u e” m eth od th at
p ro duce s a d efin ed a nd e m plo ya ble “ p ro duct” in o rd er to ju stif y h um anit ie s c la sse s a nd m ajo rs . Id entif y in g a s ig natu re
p edagogy c a n le nd a fie ld a d is tin ctiv e ness a nd th us a s ta tu s th at it m ig ht o th erw is e la ck. In deed, p re dic tin g a nd ta kin g c re dit
fo r p artic u la r o utc o m es is m ore th an a w ay to p la ca te s tu dents w ho e quate le arn in g w it h e arn in g: it is a w ay fo r u s to c o dif y
w hat w e th in k w e a re d oin g in o ur c la ssro om s. T each ers w ant s tu dents to b e g lo bal c it iz e ns w it h tr a nsfe ra ble s kill s e ts . T hey
w ant s tu dents to b e c rit ic a l th in ke rs . T each ers w ant s tu dents to d eal w it h c o m ple xit y a nd u nce rta in ty , a nd th ey c h oose
p re su m ably p artic u la r p edagogic a l a ppro ach es to a cco m plis h th ose g oals .
O ne d if fic u lt y in id entif y in g a s ig natu re p edagogy in r e lig io us s tu die s lie s in th e p urp ose o f th e d egre e it s e lf . T he a ca dem ic
stu dy o f r e lig io n in u nderg ra duate e duca tio n in th e U nit e d S ta te s is d is tin ct ( s o m etim es c o m bativ e ly s o ) fr o m th e
d enom in atio nal o r th eolo gic a l s tu dy o f r e lig io n.[
4 ] N eve rth ele ss, e arn in g a n a ccre dit e d d egre e in r e lig io n o r r e lig io us s tu die s
fr o m a n A m eric a n u niv e rs it y g enera lly e quip s g ra duate s w it h tr a nsfe ra ble s kill s e ts , s u ch a s r e adin g, w rit in g, a nd co m munic a tin g e ffe ctiv e ly , th at c a n a pply to a n um ber o f p ro fe ssio nal a nd o th er fie ld s. M ajo rs g o o n to m any d if fe re nt
ca re ers , b ut th e c u rric u lu m it s e lf is n ot fo rm ed a ro und th e id ea o f tr a in in g fo r a p artic u la r c a re er p ath . It is d if fic u lt p oin t to a
p edagogic a l to olb ox o r to ol u se d in r e lig io us s tu die s th at d if fe rs in a ny s ig nif ic a nt a nd d efin in g w ay fr o m th at u se d b y o th er
te ach ers in th e h um anit ie s. A n e xa m in atio n o f s ylla bi p oste d o nlin e s h ow s th at r e lig io us s tu die s d epartm ents o n th e w hole
e m bra ce th e tim e
‐ honore d p edagogie s o f th e h um anit ie s: te xt, le ctu re , a nd d is cu ssio n.[
5 ] W e a ls o d o o ur s h are o f s e lf
‐ a nd
p eer
‐ eva lu atio n o f w rit in g, s h ort w rit in g a ssig nm ents , g uest le ctu re rs , fie ld w ork o r fie ld tr ip s, g ro up p ro je cts , c a se s tu die s,
str u ctu re d d ebate , o pen
‐ ended d is cu ssio n, s im ula tio ns o r r o le
‐ pla yin g, b ra in sto rm in g, v id eos, s m all g ro up d is cu ssio ns, a nd
in te rv ie w s. S ourc e s in clu de te xtb ooks, m onogra phs, a nd p rim ary te xtu al s o urc e s o n w ebsit e s a nd in a nth olo gie s; o th er
so urc e s in clu de film s, T E D ta lk s, a nd p odca sts . W e u se c lic ke rs , T w it te r, a nd o th er te ch nolo gy in r e lig io us s tu die s c la sse s,
to o. A sse ssm ent a nd g ra din g a re b ase d o n e ssa y e xa m s, o bje ctiv e s h ort a nsw er e ssa ys, m ult ip le c h oic e e xa m s, r e se arc h
p apers , c la ss p re se nta tio ns, q uiz ze s, jo urn al e ntr ie s, a nd p artic ip atio n in c la ss d is cu ssio n. A nd o ur r it e s o f p assa ge, s u ch a s
th e in tr o ducto ry th eory c o urs e a nd c a psto ne c o urs e o r s e nio r s e m in ar, a re h ard ly u niq ue to o ur fie ld . In s h ort, w e lo ok lik e
m any o th er h um anit ie s c la ssro om s in th e p edagogic a l a ppro ach es w e a dopt, a nd th ese e ssa ys s h ow th at c h oic e s in o th er
co untr ie s v a ry lit tle fr o m w hat o ne m ig ht fin d in th e U nit e d S ta te s. A ny p edagogic a l u nit y e m erg es fr o m fa ir ly g eneric
ch oic e s, s u ch a s w heth er c la ss is r u n a s a le ctu re o r s e m in ar.
W hat is m ost “ s ig natu re ” a bout r e lig io us s tu die s p edagogy is p erh aps it s s u bje ct. A dm it te dly o ne o f m any h um anit ie s
d is cip lin es th at e m phasiz e c rit ic a l th in kin g, g lo bal k n ow le dge, a nd th e a bilit y to r e ad a nd w rit e a nd a rg ue, r e lig io us s tu die s
h as s o m eth in g e ls e : a c o nte nt fo cu s th at b y it s v e ry n atu re s e ts it s e lf a part, n ot o nly in th e c la ssro om b ut a ls o in “ re al lif e .”
W hat s tu dents h ave th at is d is tin ct to th eir c o nce ntr a tio n is a d eep a nd w id e k n ow le dge o f r e lig io n, h is to ric a lly , th eore tic a lly ,
g lo bally , a nd c u lt u ra lly . H um anit ie s m ajo rs a s a w hole m ig ht p osse ss th e s a m e tr a nsfe ra ble s kill s e ts a s r e lig io us s tu die s
m ajo rs , b ut th eir c o nte nt k n ow le dge is c le arly d if fe re nt a nd is a ppro ach ed d if fe re ntly fo r th at r e aso n: s e ve ra l r e ce nt s tu die s
sh ow th at w hat d is tin guis h es r e lig io us s tu die s fr o m o th er h um anit ie s d is cip lin es is th e in here ntly “ d if fic u lt ” n atu re o f th e
to pic s a t h and.[
6 ] P ublic d ebate s a bout th e a ppro pria te r o le o f e duca tio n a bout r e lig io n o r r e lig io ns s h ow th at th is c o nte nt is
co m monly s e t a part in m any c u lt u ra l a nd p olit ic a l c o nte xts , a nd th e e ssa ys b elo w o fte n r e fle ct th e c o nve rs a tio ns a bout
re lig io n h eld o uts id e th e a ca dem y th at in flu ence th e w ay r e lig io n is s tu die d w it h in th e a ca dem y. R elig io n s h apes g ove rn m ent
d ecis io ns a nd p eople 's liv e s in m yria d w ays a nd in w ays p erh aps m ore p re ssin g a nd p ers o nal th an h is to ry o r E nglis h m ig ht.
T here a re n o p ublic d is cu ssio ns a bout w heth er c h ild re n s h ould b e “ e xp ose d” to h is to ry in K
‐ 12 e duca tio n; th ere is n o p ublic
d is cu ssio n a bout th e v a lu e o f lit e ra tu re fo r le arn in g. Is th is th e k e y d efin in g e le m ent th at b in ds u s to geth er a s a fie ld a nd th us
p ro vid es u s w it h s o m e p edagogic a l u nit y ? [
7 ] P erh aps, b ut it , to o, is p ro ble m atic .
If it is c o nte nt o r fo cu s th at d is tin guis h es u s, w e a re in a q uandary , in p art b eca use w e d if fe r fr o m c la ssro om to c la ssro om o n
th e id eal b ala nce b etw een c o nte nt a nd c rit ic a l th in kin g a nd in p art b eca use w e d is a gre e o n w hat “ c o nte nt” m ig ht e ve n b e.
S eve ra l r e ce nt s tu die s s h ow th at A m eric a n te ach ers o f r e lig io us s tu die s a re fa ce d w it h a d iv id e b etw een w hat th ey w ant a nd
n eed to te ach a nd w hat th eir s tu dents w ant a nd n eed to k n ow . A s r e ce nt r e se arc h h as s h ow n, s tu dents a re m ore o fte n
lo okin g fo r p ers o nal m eanin g a nd s p ir it u al g ro w th th an a re th eir te ach ers , w ho h ave lik e ly b een tr a in ed to a ppro ach r e lig io n
w it h th e e lu siv e o bje ctiv it y s o h aile d b y th ose w ho w is h ed to u pro ot r e lig io us s tu die s fr o m it s th eolo gic a l r o ots .[
8 ] F or s o m e,
th e in te lle ctu al in te grit y o f th e fie ld r e quir e s a bso lu te s e para tio n, w hile o th ers a dvo ca te fo r a n “ a ca dem ic th eolo gy.” [
9 ] S om e
o f u s te ach m ore fo r “ re lig io us lit e ra cy” th an fo r “ c rit ic a l th in kin g.” S om e o f u s a re m ore o pen to s tu dents ’ p ers o nal r e lig io us
b elie fs a nd c o nce rn s, w hile o th ers a im to e sta blis h a c lim ate o f o bje ctiv e , a ca dem ic in quir y . S om e te ach w it h th e “ w hole
stu dent” in m in d, w hile o th ers fe el m ore c o m fo rta ble w it h m ore s tr a ig htfo rw ard , q uantif ia ble s ch ola stic p urs u it s . M eanw hile ,
stu dents a re , a rg uably , m ore fo cu se d o n s p ir it u alit y a nd p ers o nal id entit y fo rm atio n th an p ast g enera tio ns, a nd th is is lik e ly
m ore p ro nounce d in r e lig io us s tu die s c o urs e s th an in o th er d is cip lin es b eca use o f c o nte nt ( o n th is , s e e, fo r in sta nce ,
K ennedy [[1 9] ], M ayrl a nd O eur [[2 4] ], S m it h a nd S nell [[3 2] ], S heppard [[2 9] ], A stin [[
2 ] ], a nd T ra utv e tte r [[3 4] ]) . In s h ort,
te ach ers a nd s tu dents r e pre se nt a h odgepodge o f a ppro ach es a nd c o m mit m ents th at c o ntin ually in fo rm a nd c h ange w hat
h appens “ o n th e g ro und” in o ur c la ssro om s.[
10
] S o e ve n if te ach ers in r e lig io n c la sse s c o ve r a p artic u la r d efin ed r a nge o f
“c o nte nt,” th e le arn ers in th ose v e ry s a m e c la ssro om s m ig ht ta ke s o m eth in g v e ry d if fe re nt a w ay fr o m th e e xp erie nce . T hose
o utc o m es a re d if fic u lt to c a ptu re . T his s e t o f e ssa ys a im s, in ste ad, to e xa m in e th e s tu dy o f r e lig io n fr o m th e p oin t o f v ie w o f
w hat th e te ach er in te nds to c o nve y w it h in a s e t o f c u lt u ra l c ir c u m sta nce s th at c a ll fo r p artic u la r p edagogic a l a ppro ach es.
N in e V ie w s, M ult ip le G oals
T hese q uestio ns a bout w hat m ig ht b e d is tin ctiv e ( o r n ot) a bout te ach in g a bout r e lig io n p ro m pte d s o lic it a tio n o f e ssa ys fr o m
te ach ers in d if fe re nt c u lt u ra l c o nte xts . T he A lle s ( [
1 ] ) a nd R outle dge ( D avis a nd M ir o sh nik o va [
8 ] ) v o lu m es fille d in m any o f
th e c o nte xtu al a nd h is to ric a l b la nks a bout th e g lo bal s tu dy o f r e lig io n, w hile th ese e ssa ys m odestly a im ed to g o to th e le ve l
o f c la ssro om p ra ctic e w it h in p artic u la r c o nte xts . T he r e su lt in g e ssa ys fo cu s m ore o n c u rric u lu m , b ut th at fo cu s h elp s
illu m in ate th e b ro ad q uestio n a bout c o m monalit ie s a nd d if fe re nce s. A t th e o uts e t, th ese c o ntr ib uto rs w ere a ske d to th in k
a bout th eir c la ssro om p ra ctic e s a nd p edagogic a l g oals , a nd th ey w ere a ske d to c o nsid er w hat s u bje ct m atte r is in clu ded in
m ost c u rric u la a nd w hat s o rts o f k n ow le dge a nd s kills s tu dents in r e lig io us s tu die s c la sse s a re e xp ecte d to g ain . T hey w ere
a ls o a ske d to s ke tc h b rie fly th e b ro ader c o nte xt o f r e lig io us s tu die s a m ong o th er d is cip lin es, b oth w it h in th eir in stit u tio ns a nd
m ore b ro adly . In s h ort, th e e ssa y w rit e rs w ere to c o nsid er w hat te ach ers tr y to te ach s tu dents , w hy th ey c h oose to te ach
th ose th in gs, a nd h ow th ey te ach ( id eally , b y d escrib in g a s p ecif ic le arn in g d esig n o r ty p ic a l a ssig nm ent) . A uth ors w ere
e nco ura ged to fo llo w th ose p ro m pts b ut to fo cu s th eir w ork a s th ey s a w b est fit th eir c ir c u m sta nce s. T hese e ssa ys r a nge,
th en, fr o m m ore g enera l o ve rv ie w s to v e ry s p ecif ic r e fle ctio ns o n p artic u la r c h alle nges. O n th e w hole , th ese n in e e ssa ys
a rg ue a gain st a c o m mon p edagogic a l g oal o f te ach in g a bout r e lig io n. S om e te ach to d is ru pt, s o m e to tr a nsfo rm , s o m e to
in doctr in ate , s o m e to e nlig hte n. A s th ese e ssa ys s h ow , a ppro ach es to a ny g iv e n g oal a re in tim ate ly tie d to c o nte xt.
A lt h ough th e e ssa ys s p eak fo r th em se lv e s a nd c a n b e r e ad in div id ually , a tw o
‐ part in te rp re tiv e fr a m ew ork c a n h elp c o nnect
a nd c o ntr a st th e in div id ual p ers p ectiv e s. F ir s t, e ach o f th ese e ssa ys a ddre ss in s o m e w ay th e o utc o m e th ey e xp ect fo r th ose h old in g a n u nderg ra duate d egre e in r e lig io n ( w hic h is o fte n tie d to p re para tio n in r e lig io us e duca tio n p rio r to c o lle ge).
T he s it u atio ns o f in co m in g s tu dents s h ape th e c h oic e s th at s h ape o utc o m es. S eco nd, th ese e ssa ys to geth er h elp s h ow ca se
th e v a rie ty o f p edagogic a l a ppro ach es ta ke n to a cco m plis h w hate ve r g oal is s o ught. T here is n o s ig natu re p edagogy in
re lig io n; th ere is , h ow eve r, a s ig natu re fo cu s o n r e lig io n in a ll o f it s m essin ess. T hese e ssa ys to geth er s h ow h ow im porta nt it
is to te ach a bout r e lig io n, h ow eve r c h alle ngin g th at e ndeavo r m ig ht b e.
A s s o m e o f th ese a uth ors n ote , a b rie f e ssa y c a n h ard ly d o ju stic e to th e c o m ple xit ie s s u rro undin g th e te ach in g o f r e lig io n in
a ny in stit u tio n o f h ig her e duca tio n. A necd ota l e vid ence , w hic h th e p ro m pts c le arly c a ll fo r, s e em s in su ffic ie nt to a cco unt fo r
th e m any c u lt u ra l, p olit ic a l, e co nom ic , a nd o th er fa cto rs c o ntr ib ute to w heth er a nd h ow r e lig io n is a s u bje ct o f s tu dy in
cla ssro om s a ro und th e w orld .[
11
] Y et th ese g enera liz e d e xa m ple s c a n te ll u s m uch . J u st a s it is r a re to e nco unte r th e s tu dy
o f r e lig io n in a c la ssro om in K
‐ 12 p ublic s ch ools in th e U nit e d S ta te s, it is a ls o fa ir ly r a re to fin d a n on
‐ Am eric a n s e cu la r
co lle ge o r u niv e rs it y w it h a d epartm ent d evo te d to th e s tu dy o f r e lig io n. S ch ola rs in te re ste d in r e lig io n a re o fte n fo und in
o th er h om e d epartm ents . A n id eal o f “ s e para tio n o f c h urc h a nd s ta te ” is s o m etim es e m bra ce d, s o m etim es e sch ew ed, b ut
th e c o nnectio n b etw een th e tw o is o fte n fr a ught w it h q uestio ns a bout b oundarie s a nd n atio nal id entit y . T o g iv e a g enera l
e xa m ple , th e in stit u tio nal g oal o f th e A m eric a n B A in r e lig io n o r r e lig io us s tu die s is , m ost o fte n, to p ro duce b ro adly
e m plo ya ble c rit ic a l th in ke rs . T hat is n ot a lw ays th e g oal o f s im ila r d egre es a bro ad, w here r e lig io n is a to pic o f s tu dy fo r th ose
in te ndin g to te ach s tu dents in p ublic s ch ools o r to b e a gents o f th e s ta te . D enom in atio nal a nd c a te ch etic a l c o nce rn s c a n
sh ape p ublic s ch ool c u rric u la to in clu de w hat m ost A m eric a ns w ould c o nsid er in doctr in atio n; in o th er c a se s, a p olic y o f s tr ic t
se cu la ris m c a n le ad to th e a vo id ance o f a ny m entio n o f r e lig io n in e le m enta ry a nd la te r g ra des. S eve ra l o f th ese e ssa ys
m ake c le ar h ow p edagogic a l a ppro ach es in h ig her e duca tio n a re s h aped b y th e w ays r e lig io n h as b een h andle d w it h
ch ild re n p rio r to c o lle ge. E arly c la ssro om r e alit ie s s h ape w hat te ach ers c a n a nd s h ould d o in h ig her e duca tio n ( a s s m all
d epartm ents o f r e lig io us s tu die s w is h in g fo r m ajo rs to “ d is co ve r” u s k n ow to o w ell) .
S ensit iv it y to c o nte xt d riv e s th e ty p es o f te ach in g d escrib ed in th ese e ssa ys. E ach c lo se ly c o nsid ers s tu dent p re para tio n fo r
co lle ge
‐ le ve l s tu dy a nd e xp ecte d s tu dent c a re er p ath s ( o r la ck th ere of) . T he o ve ra ll g oal o f te ach in g s e em s tie d to th ese
e le m ents : tr a nsfo rm ativ e a nd d is ru ptiv e te ach in g is m ore c o m mon w here r e lig io n is m ore o f a lib era l fie ld o f s tu dy; d id actic
a nd p ro fo rm a te ach in g is m ore c o m mon w here a p artic u la r c a re er tr a ck is d efin ed. T his a w are ness o f th e e nd g oal is
co uple d w it h a n a w are ness o f w ho is w alk in g in th e c la ssro om d oor. T each ers w ho h ave a s e nse fo r s tu dents ’ ty p e a nd
d egre e o f e xp osu re to r e lig io us in str u ctio n o r e duca tio n p rio r to c o lle ge a re a rg uably m ore e ffe ctiv e in th e c la ssro om . In th e
U nit e d S ta te s, fo r in sta nce , r e lig io us s tu die s m ajo rs a re n ot h eadin g fo r a ny p artic u la r c a re er, a nd r e lig io us s tu die s s ta nds
o ut in th e u nderg ra duate lib era l a rts c u rric u lu m b eca use m ost s tu dents fr o m p ublic s ch ools e nte r c la sse s w it h k n ow le dge
a bout r e lig io n th at h as n ot b een s h aped th ro ugh fo rm al s ch oolin g. A n E nglis h te ach er c a n a ssu m e, fo r in sta nce , th at
stu dents h ave r e ad a nd s tu die d n ove ls , a nd a h is to ry te ach er c a n a ssu m e th ey h ave b een e xp ose d to w ays o f
u nders ta ndin g h is to ry . C olle ge s tu dents h ave le arn ed m ath em atic s a nd h ave b een e xp ose d to fo rm al te ach in g o f m any
b ra nch es o f s cie nce . Y et it is fa ir to s a y th at A m eric a n c o lle ge s tu dents h ave le arn ed a bout r e lig io n a nd p hilo so phy m ore
fr o m liv in g th an fr o m a ca dem ic s tu dy. F ro m th at p ers p ectiv e , r e lig io us e duca tio n in e arly y e ars c a n b e s e en a s a d etr im ent
to th e o pen
‐ min ded in quir y r e quir e d in c o lle ge c la ssro om s. R elig io n, in p art b eca use it is n ot a s u bje ct s tu die d in e arly
sch oolin g, c a n a ppear s o m ehow m ore “ n atu ra l” o r in evit a ble to o ur s tu dents . R elig io n m ig ht e ve n a ppear to b e a s u bje ct th at
is in appro pria te to d is cu ss in a c la ssro om s e ttin g. P erh aps m ore im porta ntly , h ow eve r, r e lig io n is o fte n s o m eth in g a bout
w hic h s tu dents h ave le arn ed to m ake ju dgm ents o f r ig ht a nd w ro ng, a nd s o m e s tu dents m ig ht h ave c o nsid era ble d if fic u lt y
d is ta ncin g th em se lv e s fr o m p rio r k n ow le dge a nd p re vio us in flu ence .
T each in g r e lig io n r e quir e s a c o nsid era tio n o f p artic u la r c o nte nt a nd a ppro ach b ase d o n a h ost o f fa cto rs . N orth A m eric a n
te ach ers o f r e lig io n h ave b een tr a in ed to c o nsid er th e b enefit s o f b ro ad c o ve ra ge in th eir c o urs e s, w it h th e m ajo rit y fo cu sin g
o n te xtb ook
‐ driv e n a ccu m ula tio n o f fa cts a nd id eas th at h ave r e so nance fo r a p artic u la r a udie nce . A s u rv e y o f s ylla bi fr o m
in tr o ducto ry c o urs e s in r e lig io us s tu die s s h ow th at m ost a dvo ca te c o ve ra ge o f c o nte nt, r e stin g, it s e em s, o n th e a ssu m ptio n
th at s o m e d egre e o f r e lig io us lit e ra cy is n ece ssa ry a s th e fo undatio n fo r fu rth er s tu dy. T his a ppro ach is o fte n w elc o m ed b y
stu dents ; a fte r a ll, it is in k e epin g w it h th e r o te m em oriz a tio n e xp ecte d in th e s ta ndard iz e d te stin g m odel o f e duca tio n p rio r to
co lle ge. F or te ach ers , a fe elin g o f n eedin g to c o ve r a c e rta in a m ount o f c o nte nt is a d ir e ct r e sp onse to th e a ssu m ptio n th at
stu dents k n ow lit tle a bout r e lig io us tr a dit io ns, e ve n th eir o w n ( s e e b elo w ). A m in orit y o f in tr o ducto ry c o urs e s a dopt a lo ose r
m odel, m ovin g a w ay fr o m c o ve ra ge o f v a st a m ounts o f in fo rm atio n in fa vo r o f c lo se te xtu al w ork o n r e pre se nta tiv e te xts .
T his m ove a w ay fr o m tr y in g to c o ve r a s u bje ct in a s e m este r is o ne a nsw er to th e p ro ble m o f w hat s tu dents s h ould k n ow .
S tu dents d elv e in to w hat w ill b e u se fu l k n ow le dge to th em , a nd in d oin g s o m ake th e s u bje ct c o m e a liv e . In th is a ppro ach ,
co nte nt c o ve ra ge is d is m is se d in fa vo r o f d epth o f in quir y , b ut th is is o nly th e n orm in m ore a dva nce d c o urs e s, th ose th at
o nly a fe w s tu dents ( m ostly m ajo rs ) h ave th e lu xu ry to ta ke .
O uts id e o f th e U nit e d S ta te s, r e lig io us s tu die s lo oks v e ry d if fe re nt. H ere w e d elv e b rie fly in to th e w orld s o f te ach ers in B ra zil,
Ja pan, Ir e la nd, M ala ysia , N ew Z eala nd, D enm ark , B ots w ana, K ore a, a nd T urk e y to e xp lo re r e lig io us s tu die s in th ose
co untr ie s. In Ir e la nd a nd B ra zil, r e lig io us e duca tio n is p art o f s ch oolin g p rio r to u niv e rs it y ; in th e c a se o f Ir e la nd, th is
p re para tio n is fa ir ly u nif o rm a cro ss e arly e duca tio n, b ut in B ra zil it is a p atc h w ork o f p re para tio n. In th ose c a se s, th e g oal o f
stu dyin g r e lig io n is to p ro duce in str u cto rs o f r e lig io us e duca tio n. In M ala ysia a nd T urk e y, s tu dents a ls o c o m e to h ig her
e duca tio n w it h s ig nif ic a nt p rio r e xp osu re to r e lig io us e duca tio n; m any s tu dents e m erg e fr o m th ese p ro gra m s tr a in ed to w ork
in g ove rn m ent jo bs. T he g oal in th ose lo ca tio ns is m ore s tr a ig htfo rw ard : to r e in fo rc e th e e sta blis h ed n orm s. In B ots w ana,
re lig io us s tu die s w as c o nce iv e d to s e rv e e th ic a l e nds b ut h as e m erg ed a s a m ore e xp lic it ly s e cu la r p urs u it . T he g oal h ere
se em s to b e to e sta blis h s ta bilit y w hile tr a nsfo rm in g in div id ual liv e s. In K ore a, d epartm ents o f r e lig io us s tu die s in h ig her
e duca tio n a re q uit e r a re b ut c le arly im porta nt in u niv e rs it y
‐ le ve l g enera l e duca tio n. In J a pan, s tu dents r a re ly th in k a bout
re lig io n a s p art o f th eir e ve ry d ay liv e s, m uch le ss a s a c u lt u ra l n orm . In D enm ark a nd N ew Z eala nd, s tu dents a rriv e in
co lle ge w it h s o m e e xp osu re to r e lig io n a nd g o o n to m any ty p es o f jo bs. In th ese c a se s, th e g oal o f r e lig io us s tu die s s e em s
to b e p rim arily d is ru ptiv e o r tr a nsfo rm ativ e . D is ru ptio n is n ot a d riv in g fo rc e in Ir e la nd o r B ra zil. A in e H yla nd a nd B ria n B ockin g ( [1 7] ) d escrib e th e e vo lv in g s it u atio n in
Ir e la nd, w here th e v a st m ajo rit y o f p riv a te ly o w ned a nd c o ntr o lle d b ut p ublic ly fu nded p rim ary a nd s e co ndary s ch ools a re
fa cin g p re ssu re s to e xp and th e d iv e rs it y o f th eir r e lig io us in str u ctio n. H ere is a c a se w here a n e m phasis o n r e lig io us
e duca tio n in e arly y e ars d riv e s a te ach er e duca tio n e m phasis in s e co ndary s ch ools . Y et th e p edagogic a l a ppro ach ta ke n
se em s fu ndam enta lly c a te ch etic a l o r p aro ch ia l; fie ld w ork is c it e d a s a p edagogic a l to ol, b ut b re adth o f k n ow le dge a bout
o th er tr a dit io ns s e em s a lo w p rio rit y . T his e ssa y b rin gs to lig ht o ngoin g c o nce rn s a bout b ala nce a nd c o nte nt in a c u rric u lu m
th at e ffe ctiv e ly s p ans p rim ary th ro ugh s e co ndary s ch oolin g. E duard o C ru z a nd A fo nso S oare s ( [
7 ] ) d escrib e a h is to ry o f
te nsio ns in B ra zil o n m atte rs r e la te d to th e r e lig io us e duca tio n o f c h ild re n in s e cu la r s ta te
‐ ru n s ch ools . L ik e th e e xa m in atio n
o f Ir is h s tu dy o f r e lig io n, th is e ssa y is a ls o d iv id ed b etw een p rim ary a nd c o lle ge
‐ le ve l e duca tio n a nd it d escrib es a p atc h w ork
sit u atio n d efin ed in p art b y la w s b ut a ls o b y s ta te s’ r ig hts to d ete rm in e lo ca l c u rric u la . A s in th e U nit e d S ta te s, th ere a re n o
g ove rn m enta l g uid elin es fo r th e s tu dy o f r e lig io n a fte r h ig h s ch ool le ve l, a nd th ere s e em s to b e lit tle a lig nm ent b etw een th e
p re
‐ co lle ge a nd c o lle ge c u rric u la , lik e ly b eca use o f th e v a rie d c h oic e s m ade b y s ta te s a bout c u rric u la . T hese a uth ors
p riv ile ge p rim ary s o urc e m ate ria l a nd d is cu ssio n in th eir te ach in g, w it h a sse ssm ent fo cu sin g o n m ore th an c o nte nt
kn ow le dge.
T hose tw o e ssa ys p oin t o ut th e c h alle nge o f p ro m otin g r e lig io us lit e ra cy b oth w it h in a p artic u la r tr a dit io n a nd a cro ss
tr a dit io ns, g iv e n th e p re
‐ univ e rs it y r e lig io us e duca tio n c u rric u lu m , w hic h m ix e s c a te ch etic a l a nd “ w orld r e lig io n” a ppro ach es.
In b oth c a se s th ere is s o m e c o nce rn a bout d is tin guis h in g r e lig io us in str u ctio n fr o m e duca tio n a bout r e lig io n, b ut th e lin es
o ve ra ll s e em b lu rrie r th an th ey m ig ht b e in th e U nit e d S ta te s. T he lin es s e em fa r c le are r in M ala ysia a nd T urk e y. T he e ssa y
b y J e ff K enney ( [2 0] ) a bout M ala ysia e ch oes th e c u lt u ra l d yn am ic s o f Ir e la nd in a n Is la m ic c u lt u re . M ala ysia n r e lig io us
stu die s is fu lly s u bsu m ed u nder w hat A m eric a ns w ould c o nsid er Is la m ic S tu die s, a nd s tu dents w ho e nro ll in h ig her
e duca tio n h ave h ad e xte nsiv e e xp osu re to Is la m ic th eolo gy a nd o th er id eas in e arlie r s ch oolin g. T he g oal o f th is p ro gra m is
fo r s tu dents to le arn a bout th e s ta te
‐ mandate d r e lig io n w hile tr a in in g to b e g ood c it iz e ns a nd w ork e rs . T here is a n e xp lic it
g oal h ere a m ong te ach ers o f p ro m otin g p lu ra lis m a nd u nders ta ndin g a cro ss r e lig io us tr a dit io ns w hile m ain ta in in g th e
in te grit y o f th e M ala ysia n M uslim n atio nal id entit y . T his is n ot r e lig io us s tu die s in a n a ca dem ic s e nse b ut it d oes h elp u s s e e
h ow r e lig io n is c o nce iv e d o f a nd s tu die d in o th er c o nte xts .
S im ila r th em es a re s e en in W endy W is e m an a nd B ura k K esg in 's ( [3 7] ) e ssa y o n th e s tu dy o f r e lig io n in T urk e y. A s th e
a uth ors m ake c le ar, r e lig io us s tu die s a s a s e cu la r d is cip lin e d oes n ot e xis t in T urk e y; a s in M ala ysia , th e s tu dy o f r e lig io n is
th e s tu dy o f Is la m ic th eolo gy, e ve n in th is s e cu la r s ta te . In deed, th e s tu dy o f Is la m , c o nce iv e d o f a s a u nif y in g fo rc e in a
se cu la r s o cie ty , fe eds d ir e ctly in to th e p ip elin e fo r g ove rn m ent jo bs. S ecu la r s tu dy o f r e lig io n is s e gre gate d in h is to ry ,
so cio lo gy, a nd c u lt u ra l s tu die s c la sse s, a nd r e lig io n a s a c a te gory is n eve r in te rro gate d c rit ic a lly . F ar fr o m p re parin g s tu dents
fo r c a re ers , le arn in g a bout r e lig io n in T urk e y ( w hic h d oes e xte nd to c o urs e s in A sia n a nd A bra ham ic r e lig io ns) is p art o f th e
n atio nal a genda. W is e m an d escrib es d esig nin g a c o urs e th at w ent a gain st th is g ra in b y e nablin g s tu dents to c h alle nge th e
u nders ta ndin gs th ey h ad in herit e d ( 2 015, 2 67). T his is c le arly n ot th e u su al s ta te o f a ffa ir s fo r c o lle ge s tu dents le arn in g
a bout r e lig io n, h ow eve r: W is e m an's e xp erim ent is d efin it e ly a n o utlie r in a v e ry c o nse rv a tiv e a ppro ach to th e s tu dy o f
re lig io n, w hic h is m ore a to ol o f n atio nalis m th an o f lib era l e duca tio n.
N atio nal id entit y is a ls o a k e y e le m ent in th e J a panese a ppro ach to te ach in g a bout r e lig io n. In c o ntr a st to M ala ysia , th e
e xp ecta tio n o f e xp osu re to a t le ast o ne r e lig io us tr a dit io n is a bse nt in J a pan, w here , [1 3] te lls u s, th e s tu dent b ody e m erg es
fr o m a c u lt u re th at g enera lly c o nsid ers it s e lf u nif o rm a nd a
‐ re lig io us ( 2 015). T he o penin g g am bit fo r in tr o ducto ry c o urs e s in
re lig io n c a n in clu de p ro ble m atiz in g th e te rm “ re lig io n,” a m ove th at is a c o m mon fir s t s te p in A m eric a n c o nte xts a s w ell. T hat
a ppro ach is e ch oed in h er a ssig nm ents , s u ch a s h avin g s tu dents r e se arc h th e a dve nt o f O uija b oard s in J a pan in th e 1 970s.
F ujiw ara a ls o d escrib es a m ore tr a dit io nal J a panese p edagogic a l m eth od o f s u sta in ed c lo se r e adin g o f o ne te xt o ve r s e ve ra l
se m este rs . In th is m ore c la ssic a l m ode o f te xtu al s tu dy, a fo ca l te xt a llo w s b ro ader d is co ve ry in r e la te d te xts d urin g th e
co urs e . [1 3] e xp la in s h ow th is tr a dit io nal a ppro ach to r e adin g th e c la ssic s h as b een la rg ely r e pla ce d b y th e a doptio n o f
n ew er te ch nolo gie s a nd a ppro ach es th at r e fle ct w hat is g oin g o n in A m eric a n s ch ools ( 2 015, 2 76–7).
[3 3] 's p ie ce fr o m B ots w ana d escrib es a s it u atio n o f c h ange in p edagogic a l a ppro ach d ue to c ir c u m sta nce ( 2 015). H is
d epartm ent a t th e U niv e rs it y o f B ots w ana w as fo rm ed in it ia lly to tr a in te ach ers w ho w ould b e r e sp onsib le fo r m ora l a nd
re lig io us e duca tio n in th e lo w er g ra des. In te re stin gly , th is im petu s w as n ot b ase d o n h is to ric a l a lle gia nce to a ny o ne tr a dit io n
b ut to a p erc e iv e d n eed fo r m ora l d eve lo pm ent in y o uth . T hat o rig in al d epartm enta l m is sio n h as e xp anded a s th e m ark e t fo r
te ach ers h as c o ntr a cte d. C urre ntly , th ose w ho s tu dy r e lig io n a nd th eolo gy a re ta ught w it h a v ie w to m any p ossib le c a re ers ,
la rg ely fo cu se d o n p ublic s e rv ic e . T his is r e fle cte d in th eir te am
‐ a nd fie ld w ork
‐ ce nte re d a ppro ach to te ach in g a nd le arn in g.
T ogare se i a ls o n ote s a fo cu s o n in te rd is cip lin ary s tu dy in h is p ro gra m , a n is su e th at is n ot a ddre sse d in d eta il in a ny o f
th ese p ie ce s d esp it e b ein g a k e y “ s e llin g p oin t” fo r r e lig io us s tu die s a s a s ch ola rly fie ld ( 2 015, 2 74). R elig io us s tu die s in
B ots w ana is c le arly in tr a nsit io n a nd c le arly lo okin g fo rw ard to th e fu tu re .
A n e m bra ce o f tr a nsfo rm atio n is c a ptu re d b y T im C ooper ( [
6 ] ) in N ew Z eala nd a nd Y ohan Y oo ( [3 8] ) in K ore a. C ooper
d escrib es h is e ffo rts to te ach g lo bal c h urc h h is to ry a t a s ta te u niv e rs it y to s tu dents w ho m ay o r m ay n ot b e fa m ilia r w it h th e
h egem onic w este rn n arra tiv e o f th e tr iu m phant c h urc h . H is p edagogic a l te ch niq ues in clu de d is cu ssio n, r o le p la yin g, a nd
o th er a ssig nm ents th at e nco ura ge c re ativ it y a nd e ngagem ent w it h th e s u bje ct. T hese e ssa ys s h ow th at d egre e a nd ty p e o f
stu dent p re para tio n in th e e arly g ra des is a fa cto r in e duca tio n a bout r e lig io n a t c o lle ge le ve l. P erh aps m ore im porta nt,
h ow eve r, is th at th ese te ach ers a re in a p osit io n to c h alle nge a cce pte d n arra tiv e s. T his m odel s e em s q uit e lik e m ost
A m eric a n m odels , w here r e lig io n is in te rro gate d a nd c o nsid ere d a s a k e y fa cto r in c u lt u ra l lif e . [3 8] d escrib es a r e lig io us
stu die s
‐ base d in te nsiv e lib era l a rts le ctu re c o urs e th at e nro lls m ore th an a h undre d s tu dents ( 2 015, 2 93). H is m ain g oals a re
to h elp s tu dents b eco m e a w are o f o th er c u lt u re s p rim arily th ro ugh a n e cle ctic m ix o f n ove ls a nd o ne
‐ day fie ld tr ip . S tu dents
in te ra ct w it h c u lt u ra l p ro ducts to g ain a g re ate r u nders ta ndin g fo r c u lt u ra l a nd r e lig io us s ym bolis m . T he e m phasis o n te ach er
e nth usia sm in th is e ssa y p oin ts u p th e v a lu e o f c h angin g m in ds to c o nsid er o th er w ays o f th in kin g a nd liv in g. T he m odel d escrib ed h ere s e em s v e ry fa m ilia r to th e A m eric a n m odel o f r e lig io us s tu die s a s a n in te rd is cip lin ary fie ld th at c a n c o ntr ib ute
sig nif ic a ntly to a u niv e rs it y 's g enera l e duca tio n p ro gra m .
F in ally , T im J e nse n's ( [1 8] ) e ssa y o n r e lig io us s tu die s in D anis h u niv e rs it ie s w ill p erh aps s o und m ost fa m ilia r to r e aders
fr o m th e U nit e d S ta te s. A lt h ough D anis h c h ild re n h ave r e lig io us e duca tio n in p ublic s ch ools , th is d oes n ot s e em to s h ape
p edagogic a l o r c u rric u la r c h oic e s. [1 8] n ote s th at m ost s tu dents w ho s tu dy r e lig io n d o s o w it h th e in te ntio n o f g oin g o n to
g ra duate s tu dy ( a nd th en to a c a re er in te ach in g r e lig io us e duca tio n o r in a ca dem ia ), a lt h ough m ore a nd m ore
u nderg ra duate s a re u sin g th eir r e lig io n d egre es to fin d n on
‐ aca dem ic jo bs w it h out fu rth er s tu dy ( 2 015, 2 48). C om para tiv e ,
th eore tic a l, a nd h is to ric a l m odels a re p ara m ount. P edagogic a l c h oic e s a re v a rie d, a lt h ough J e nse n, lik e F ujiw ara , b em oans
th e lo ss o f tim e s p ent r e adin g c lo se ly a nd b ro adly . In m any o f th ese e ssa ys, it is c le ar th at c o nte xt s h apes p edagogy in
su btle a nd n ot
‐ so
‐ su btle w ays.
T here a re s e ve ra l le sso ns to b e le arn ed fr o m th ese e ssa ys. F ir s t, th ey b rin g to lig ht th at ta kin g a n in te rn atio nal a nd m ore
in te ntio nal a ppro ach to c o nve rs a tio ns a ro und te ach in g b enefit s u s a ll. F ro m th e m ost p ra ctic a l a ngle , w e a ll n eed m ate ria ls
w it h w hic h to te ach , a nd, a s [
6 ] p oin ts o ut ( 2 015, 2 88), g lo bal c o nnectio ns o f s ch ola rs a nd r e lig io us p eople c a n e nric h
cla ssro om s im mense ly w ell b eyo nd b ooks a nd r e adin gs. H is is a c a ll to e xp andin g th ose p edagogic a l n etw ork s in a w ay th at
re se arc h s ch ola rs h ave a lr e ady d one. T hanks to th e W abash C ente r, te ach ers h ave a cce ss to m any E nglis h
‐ la nguage
re so urc e s fo r th e c la ssro om , b ut te ach in g m ate ria ls fo r r e lig io n a re s p ars e o n s it e s s u ch a s M ER LO T. P erh aps th ese
so urc e s a re n ot a s r o bust a s th ey c o uld b e b eca use th ere is lit tle s e nse th at te ach ers o f r e lig io n c o uld c o lla bora te a cro ss th e
g lo be. T his s e t o f e ssa ys is a s m all s te p to w ard a w are ness o f a s h are d p ro je ct, a nd s h arin g s o urc e s g lo bally c o uld b e a
tr e m endous b oon to a g oal o f tr a nsfo rm in g s tu dents ’ w ays o f th in kin g.
S eco nd, th e d if fic u lt y te ach ers h ave in e xp re ssin g w hat th ey d o is u niv e rs a l. T each ers a re o fte n g ood a t d is cu ssin g w hy th ey
ch oose w hat th ey c h oose to te ach a nd w hy it m atte rs , b ut th ey a re r a re ly g ood a t lo okin g a t th e n uts a nd b olt s o f th e
cla ssro om e xp erie nce s th ey c re ate . T here a re m any e xp la natio ns fo r th is , n ot le ast th at b ackg ro und is s o e sse ntia l to
u nders ta ndin g s u ch c h oic e s, b ut a ls o b eca use p edagogic a l c h oic e s o fte n b eco m e in vis ib le to te ach ers e it h er b eca use th ey
a re e ffe ctiv e a nd n ot q uestio ned o r b eca use th ey h ave b eco m e r o utin e. P erh aps th e a uth ors h ere u se s o m any te ach in g
te ch niq ues th at th ey c o uld n ot n arro w d ow n th eir c h oic e s. W hat is c e rta in is th at th ese e ssa ys d o n ot h elp u s s e e v e ry
cle arly w heth er le ctu re a nd m em oriz a tio n o r d is cu ssio n o r p ro je cts o r a ny o ne p edagogic a l m eth od is c o m mon to r e lig io us
stu die s c la ssro om s ( it is a fa ir b et th at th e le ctu re
‐ and
‐ note
‐ ta kin g m eth od is m ost c o m mon, a lt h ough th e s tu dy th at s h ow s
th at h as y e t to b e d one). W hat th ey d o h elp u s s e e is th at th e a ctu al a cts o f te ach in g a re u niv e rs a lly u nderv a lu ed. P erh aps
w e n eed to a tte nd m ore c lo se ly to w hat w e ta ke fo r g ra nte d in o ur liv e s a s te ach ers .
H ow is k n ow le dge a bout r e lig io n tr a nsm it te d a nd a ssim ila te d a ro und th e w orld ? T hese e ssa ys p oin t to n ot o ne s h are d
p edagogic a l g oal b ut to s e ve ra l: tr a nsfo rm atio n, d is ru ptio n, in doctr in atio n, a nd c rit ic a l th in kin g. S om e te ach ers o f r e lig io n
te nd to w ant to ( a nd c a n) r e dra w m enta l m aps, to fo ste r d if fe re nt w ays o f th in kin g, h ow eve r th at m ig ht b e a ch ie ve d; o th ers
a re in c ir c u m sta nce s th at d o n ot p erm it o r e nco ura ge th at s o rt o f a ppro ach . A ll s e em to b e c o m mit te d to s h ow in g s tu dents
th at r e lig io n im bues o ur e ve ry d ay liv e s a nd is n ot ju st b ra cke te d o ff a s s o m eth in g s o m e p eople d o fo r lim it e d tim es in
p artic u la r p la ce s e ach w eek. It in vo lv e s in ve stig atin g s o urc e s b oth v e ry in d epth a nd in g re at b re adth ; it in vo lv e s, in m any
ca se s, fie ld w ork r a th er th an a fo cu s o n w rit te n s o urc e s. It in vo lv e s tr y in g to c o m e to te rm s w it h r e lig io n a s it w as a nd is liv e d,
e it h er a s p art o f fa it h fo rm atio n o r a s p art o f a c o lle ge e duca tio n. T hese e ssa ys in a ll o f th eir c u lt u ra l s p ecif ic it y h elp u s
e xa m in e th e q uestio n a bout w heth er th ere is a nyth in g c o m mon o r d is tin ctiv e a bout th e w ays r e lig io us s tu die s o r r e lig io n is
ta ught in c la ssro om s a ro und th e w orld . T here is n o s ig natu re p edagogy o f r e lig io us s tu die s g lo bally , b ut th ere is a s e nse o f
sh are d e ndeavo r. T he r e su lt is s im ple b ut n ot s im plis tic : w e a re in a s h are d g lo bal e nte rp ris e th at c a n b e s tr e ngth ened b y
in te rn atio nal c o nve rs a tio n a nd c o opera tio n.
F ootn ote s
1 S om e fie ld s, s u ch a s e duca tio n, la w , a nd m edic in e, d efin e th em se lv e s in la rg e p art o n th eir s ig natu re p edagogie s. S ee, fo r
in sta nce , C onnie M . M oss, “ C an a S ig natu re P edagogy P ro m ote E duca tio nal L eaders h ip fo r a J u st a nd H um ane W orld ?”
(2 008).
2 S hulm an is c a re fu l to n ote th at s ig natu re p edagogie s, w hile h abit u al a nd r o utin e, a re n ot s ta tic : th ey r e sp ond to s o m e
e xte nt to c h angin g s tu dents a nd c ir c u m sta nce s. H e la bels th em “ p edagogie s o f u nce rta in ty ,” r e m ark in g th at e ve n th e m ost
e sta blis h ed p edagogic a l p ra ctic e is “ ro utin e, y e t n eve r th e s a m e; it 's h abit u al, b ut p erv a ded b y u nce rta in ty ” ( 2 005a).
3 T he b est e xa m ple s o f th is s o rt o f e xp lo ra tio n a re G uru ng, C hic k, a nd H ayn ie ( 1 5) a nd C hic k, H ayn ie , a nd G uru ng ( 5 ).
E ach p ie ce in th ese c o lle ctio ns ( id eally ) “ e xp la in s th e h abit s o f m in d th at d is tin guis h th e d is cip lin e, p re se nts th e tr a dit io n o r
g eneric w ays o f te ach in g in th e d is cip lin e, c o nsid ers w hat th ey te ach s tu dents a bout th e d is cip lin e, a nd c o nclu des b y
th oughtfu lly a rtic u la tin g a s ig natu re p edagogy th at te ach es s tu dents th e d is tin ctiv e p ra ctic e s a nd v a lu es o f th at d is cip lin e”
(2 009, 8 ). T he s e co nd v o lu m e in co rp ora te s r e lig io n a nd th eolo gy, o nly th ro ugh a c o nsid era tio n o f Ig natia n p edagogy, a n
a ppro ach lik e ly n ot a ppro pria te to m ost u nderg ra duate c la ssro om s ( 2 012, 1 29–143).
4 S om e h ave q uestio ned th e c o here nce o f r e lig io us s tu die s a s a d is cip lin e, a nd m ost r e co gniz e th e m essin ess o f th e
b oundary b etw een th eolo gy a nd r e lig io us s tu die s. M any s tu die s s e e r e lig io us s tu die s a s a n egativ e , m eanin gle ss, o r
o utm oded c a te gory , in clu din g H art ( 1 6), G ord on ( 1 4), a nd F it z g era ld ( 1 1). It is d if fic u lt to fin d a b ook th at m ake s a c o nvin cin g
a rg um ent fo r th e c o here nce o f r e lig io us s tu die s a s a d is cip lin e. E ve n b ooks th at a re p osit iv e ( s u ch a s A lle s [1 ] a nd
K lo ste rm aie r a nd H urta do [2 2]) a re u nderc u t b y th e s h eer n um ber o f a ppro ach es a nd p ossib le q uestio ns c o nsid ere d in th e
fie ld a nd, m ost im porta ntly fo r th is jo urn al, m ost o f th ese s o urc e s fo cu s o n s ch ola rs h ip , n ot te ach in g. F or a n h is to ric a l
p ers p ectiv e , s e e S hepard ( 2 8). 5 S ee th e c o m pre hensiv e c o lle ctio n o f s ylla bi in r e lig io us s tu die s a nd th eolo gy c o lle cte d o n th e w ebsit e o f th e W abash
C ente r:
http ://w ww.w abash ce nte r.w abash .e du/r e so urc e s/g uid e% 5fs ylla bi. a sp x
.
6 S ee D ia m ond ( 9 ), P enasko vic ( 2 7), a nd E dw ard s, J r. ( 1 0). T he m ost u se fu l b ooks in th is c a te gory a re th ose p ublis h ed b y
th e A AR in it s T each in g R elig io us S tu die s s e rie s.
7 M any o f th e e ssa ys in T he R outle dge In te rn atio nal H andbook o f R elig io us E duca tio n s h ow th at “ re lig io n” is a h ot
‐ butto n
to pic g lo bally , p artic u la rly in r e la tio n to “ re lig io us e duca tio n” o f y o uth ( D avis a nd M ir o sh nik o va 8 ).
8 R obert O rs i r ig htly q uestio ns th e a ppare nt la ck o f in te re st in r e lig io us s tu die s in e xa m in in g th e h is to ric a l r o ots o f th e fie ld .
E xce ptio ns in clu de W ebb ( 3 6), C ady a nd B ro w n ( 3 ), a nd K it a gaw a ( 2 1).
9 A r e ce nt u pbeat N ew sw eek a rtic le o n r e lig io us s tu die s e nds w it h th e fo llo w in g g ra nd c la im : “ F or s tu dents e arn estly
in te re ste d in th e M eanin g o f L if e , r e lig io us s tu die s is th e w ay to g o” ( M ille r 2 5).
1 0
T he m ost v a lu able b ooks fo r th is s tu dy e xp lo re r e lig io n a nd r e lig io us s tu die s in p artic u la r c o nte xts . T hese in clu de A lle s
(1 ), C herry , D eB erg , a nd P orte rfie ld ( 4 ), W alv o ord ( 3 5), a nd K rip al ( 2 3). O f m ore lim it e d u se a re s tu die s o f s tu dents ’
sit u atio ns a nd e xp ecta tio ns, fo r e xa m ple , S m it h a nd S nell ( 3 2) a nd A stin ( 2 ). T hese d eal m ore w it h w hat s tu dents w ant a nd
e xp ect th an w it h w hat a ctu ally h appens in c la ssro om s.
1 1
T o g et a m ore c o m pre hensiv e v ie w o f p artic u la r s it u atio ns, s e e T he R outle dge In te rn atio nal H andbook o f R elig io us
E duca tio n ( D avis a nd M ir o sh nik o va 8 ).
B ib lio gra p hy
1 A lle s, G re gory D ., e d. 2 008. R elig io us S tu die s: A G lo bal V ie w . N ew Y ork , N .Y . : R outle dge.
2 A stin , A .W . 2 004. “ T he S pir it u al L if e o f C olle ge S tu dents : A N atio nal S tu dy o f C olle ge S tu dents ’ S earc h fo r M eanin g
and P urp ose .” In S pir it u alit y in H ig her E duca tio n. L os A ngele s, C alif . : H ig her E duca tio n R ese arc h In stit u te a t U CLA .
3 C ady, L in ell E ., a nd D elw in B ro w n, e d. 2 002. R elig io us S tu die s, T heolo gy, a nd th e U niv e rs it y : C onflic tin g M aps,
Changin g T erra in . A lb any, N .Y . : S ta te U niv e rs it y o f N ew Y ork P re ss.
4 C herry , C onra d, B etty A . D eB erg , a nd A m anda P orte rfie ld . 2 001. R elig io n o n C am pus. C hapel H ill, N .C . : U niv e rs it y
of N orth C aro lin a P re ss.
5 C hic k, N ancy, A ero n H ayn ie , a nd R egan A .R . G uru ng, e ds. 2 012. E xp lo rin g M ore S ig natu re P edagogie s:
Appro ach es to T each in g D is cip lin ary H abit s o f M in d. S te rlin g, V a. : S ty lu s.
6 C ooper, T im . 2 015. “ T each in g C hurc h H is to ry in G lo bal P ers p ectiv e in N ew Z eala nd.” T each in g T heolo gy a nd
Relig io n 1 8, n o. 3 : 2 86 – 2 90.
7 C ru z, E duard o R ., a nd A fo nso L . S oare s. 2 015. “ T each in g R elig io n in B ra zil, in P ublic S ch ools a nd C onfe ssio nal
Colle ges.” T each in g T heolo gy a nd R elig io n 1 8, n o. 3 : 2 96 – 3 00.
8 D avis , D ere k H ., a nd E le na M ir o sh nik o va , e ds. 2 013. T he R outle dge In te rn atio nal H andbook o f R elig io us E duca tio n,
Routle dge In te rn atio nal H andbooks. N ew Y ork , N .Y . : R outle dge.
9 D ia m ond, M ir ia m R osa ly n . 2 008. E nco unte rin g F ait h in th e C la ssro om : T urn in g D if fic u lt D is cu ssio ns in to
Constr u ctiv e E ngagem ent. S te rlin g, V a. : S ty lu s.
10 E dw ard s, M ark U ., J r. 2 006. R elig io n o n O ur C am puse s: A P ro fe sso r's G uid e to C om munit ie s, C onflic ts , a nd
Pro m is in g C onve rs a tio ns. N ew Y ork , N .Y . : P alg ra ve
‐ MacM illa n.
11 F it z g era ld , T im oth y. 2 000. T he Id eolo gy o f R elig io us S tu die s. N ew Y ork , N .Y . : O xfo rd U niv e rs it y P re ss.
12 F oste r, C harle s R ., e t a l. 2 005. E duca tin g C le rg y: T each in g P ra ctic e s a nd P asto ra l Im agin atio n. C arn egie
Foundatio n fo r th e A dva nce m ent o f T each in g. S an F ra ncis co , C alif . : J o sse y
‐ Bass.
13 F ujiw ara , S ato ko . 2 015. “ H ow R elig io us S tu die s is T aught in J a pan.” T each in g T heolo gy a nd R elig io n 1 8, n o. 3 :
276 – 2 79.
14 G ord on, L ew is R . 2 006. D is cip lin ary D eca dence : L iv in g T hought in T ry in g T im es. B ould er, C ol. : P ara dig m .
15 G uru ng, R egan, N ancy C hic k, a nd A ero n H ayn ie , e ds. 2 009. E xp lo rin g S ig natu re P edagogie s: A ppro ach es to
Teach in g D is cip lin ary H abit s o f M in d. S te rlin g, V a. : S ty lu s.
16 H art, D . G . 1 999. T he U niv e rs it y G ets R elig io n: R elig io us S tu die s in A m eric a n H ig her E duca tio n. B alt im ore , M d. :
Jo hns H opkin s U niv e rs it y P re ss.
17 H yla nd, Á in e, a nd B ria n B ockin g. 2 015. “ R elig io n, E duca tio n, a nd R elig io us E duca tio n in Ir is h S ch ools .” T each in g
Theolo gy a nd R elig io n 1 8, n o. 3 : 2 52 – 2 61.
18 J e nse n, T im . 2 015. “ T he B asic C ours e s fo r th e S tu dy o f R elig io ns a t th e U niv e rs it y o f S outh ern D enm ark .”
Teach in g T heolo gy a nd R elig io n 1 8, n o. 3 : 2 48 – 2 51.
19 K ennedy, R ic k. 1 995. F ait h a t S ta te : A H andbook fo r C hris tia ns a t S ecu la r U niv e rs it ie s. D ow ners G ro ve , Ill. :
In te rV ars it y P re ss.
20 K enney, J e ffr e y. 2 015. “ T each in g R elig io us S tu die s a t th e In te rn atio nal Is la m ic U niv e rs it y M ala ysia .” T each in g
Theolo gy a nd R elig io n 1 8, n o. 3 : 2 80 – 2 85.
21 K it a gaw a, J o se ph M it s u o. 1 992. R elig io us S tu die s, T heolo gic a l S tu die s, a nd th e U niv e rs it y
‐ Div in it y S ch ool,
Sch ola rs P re ss S tu die s in T heolo gic a l E duca tio n. A tla nta , G a. : S ch ola rs P re ss.
22 K lo ste rm aie r, K la us K ., a nd L arry W . H urta do, e ds. 1 991. R elig io us S tu die s: Is su es, P ro sp ects , a nd P ro posa ls . V ol.
2. A tla nta , G a. : S ch ola rs P re ss.
23 K rip al, J e ffr e y J . 2 006. “ L im in al P edagogy: T he L ib era l A rts a nd th e T ra nsfo rm in g R it u al o f R elig io us S tu die s.” In
How S hould W e T alk A bout R elig io n? P ers p ectiv e s, C onte xts , P artic u la rit ie s, e dit e d b y J a m es B oyd W hit e , 2 78 – 2 99. Notr e D am e, In d. : U niv e rs it y o f N otr e D am e.
24 M ayrl, D am on, a nd F re eden O eur. 2 009. “ R elig io n a nd H ig her E duca tio n: C urre nt K now le dge a nd D ir e ctio ns fo r
Futu re R ese arc h .” J o urn al fo r th e S cie ntif ic S tu dy o f R elig io n 4 8, n o. 2 : 2 60 – 2 75.
25 M ille r, L is a . 2 010. “ R elig io us S tu die s R eviv a l. ” N ew sw eek S epte m ber 1 0.
26 M oss, C onnie . 2 008. “ C an a S ig natu re P edagogy P ro m ote E duca tio nal L eaders h ip fo r a J u st a nd H um ane W orld ?
” C ente r fo r A dva ncin g th e S tu dy o f T each in g a nd L earn in g T ech nic a l R eport n o. 2
‐ 07. P it ts b urg h, P a.: D uquesn e
Univ e rs it y . w ww.d uq.e du/c a stl/ _ pdf/C ASTL_T ech nic a l_ R eport_ 2_07.p df ( a cce sse d 1 /1 0/1 0).
27 P enasko vic , R ic h ard . 1 997. C rit ic a l T hin kin g a nd th e A ca dem ic S tu dy o f R elig io n, S tu die s in th e H um anit ie s.
Atla nta , G a. : S ch ola rs P re ss.
28 S hepard , R obert S te phen. 1 991. G od's P eople in th e Iv o ry T ow er: R elig io n in th e E arly A m eric a n U niv e rs it y .
Chic a go S tu die s in th e H is to ry o f A m eric a n R elig io n 2 0. B ro okly n , N .Y . : C arls o n P ub.
29 S heppard , T re nt. 2 010. G od o n C am pus. D ow ners G ro ve , Il. : In te rV ars it y .
30 S hulm an, L ee. 2 005a. “ P edagogie s o f U nce rta in ty .” L ib era l E duca tio n. h ttp ://w ww.a acu .o rg /lib era le duca tio n/le
‐
sp 05/le
‐ sp 05fe atu re 2.c fm ( a cce sse d D ece m ber 2 1, 2 010).
31 S hulm an, L ee. 2 005b. “ S ig natu re P edagogie s in th e P ro fe ssio ns.” D aedalu s 1 34 : 5 2 – 5 9.
32 S m it h , C hris tia n, a nd P atr ic ia S nell. 2 009. S ouls in T ra nsit io n: T he R elig io us L iv e s o f Y oung A dult s in A m eric a . N ew
York , N .Y . : O xfo rd U niv e rs it y P re ss.
33 T ogara se i, L ove m ore . 2 015. “ T each in g a nd L earn in g T heolo gy a nd R elig io n a t th e U niv e rs it y o f B ots w ana.”
Teach in g T heolo gy a nd R elig io n 1 8, n o. 3 : 2 71 – 2 75.
34 T ra utv e tte r, L ois C alia n. 2 008. “ U nderg ra duate P ers p ectiv e s A bout R elig io n in H ig her E duca tio n.” In E nco unte rin g
Fait h in th e C la ssro om : T urn in g D if fic u lt D is cu ssio ns in to C onstr u ctiv e E ngagem ent, e dit e d b y M ir ia m R osa ly n
Dia m ond, 3 3 – 4 7. S te rlin g, V a. : S ty lu s.
35 W alv o ord , B arb ara E . 2 008. T each in g a nd L earn in g in C olle ge In tr o ducto ry R elig io n C ours e s. M ald en, M ass. :
Bla ckw ell.
36 W ebb, S te phen H . 2 000. T akin g R elig io n to S ch ool: C hris tia n T heolo gy a nd S ecu la r E duca tio n. G ra nd R apid s,
Mic h . : B ra zo s.
37 W is e m an, W endy, a nd B ura k K esg in . 2 015. “ P ro sp ects fo r R elig io us S tu die s in T urk e y.” T each in g T heolo gy a nd
Relig io n 1 8, n o. 3 : 2 62 – 2 70.
38 Y oo, Y ohan. 2 015. “ T each in g R elig io us S tu die s to U nderg ra duate N on
‐ Majo rs a t S eoul N atio nal U niv e rs it y , S outh
Kore a.” T each in g T heolo gy a nd R elig io n 1 8, n o. 3 : 2 91 – 2 95.
~ ~~~~~~~
B y J o anne M aguir e R obin so n
C opyrig ht o f T each in g T heolo gy & R elig io n is th e p ro perty o f W ile y-B la ckw ell a nd it s c o nte nt m ay n ot b e c o pie d o r e m aile d
to m ult ip le s it e s o r p oste d to a lis ts e rv w it h out th e c o pyrig ht h old er's e xp re ss w rit te n p erm is sio n. H ow eve r, u se rs m ay p rin t,
d ow nlo ad, o r e m ail a rtic le s fo r in div id ual u se .
B ack
