A Room for the Humanists

Autor/in	Hutchings, Pat
Titel	A Room for the Humanists
Quelle	In: Teaching Theology & Religion, 16 (2013) 2, S.128-131 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/teth.12023
Schlagwörter	Stellungnahme; Scholarship; Teaching Methods; Philosophy; Educational Research; Religion; Natural Sciences; Humanism; Religious Education; Theological Education; Editing; Periodicals + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Philosophie; Bildungsforschung; Pädagogische Forschung; Naturwissenschaften; Humanismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Redaktion; Textbearbeitung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum
Abstract	In their essay, Patricia O'Connell Killen and Eugene Gallagher focus on the scholarship of teaching and learning in theology and religion, which, they say, is "identifiable" though "varied," and "exhibits standards of excellence recognizable in other forms of scholarship." Their purpose is descriptive, in large part, to share what they have learned from the unique perch afforded by their role as editors of this journal, and to identify promising patterns emergent in submissions that have crossed their desks over a decade and a half. But it is clearly corrective, as well, aiming to counteract what they see as the hegemony of the social and natural sciences in shaping the conception of the scholarship of teaching and learning today--and to carve out a space more congenial to their disciplinary colleagues and, presumably, the humanities more generally. The author will confess to a somewhat personal disappointment that this corrective move is still necessary. As one of many people in the scholarship of teaching and learning movement who has spent years arguing that the scholarship of teaching and learning should be a "big tent," not owned by any particular field or dominated by one method or model; that it looks, and should look, different in sociology or psychology than it does in the field of English studies or, say, art history; that there is and should be a space for multiple genres, including narrative, even perhaps poetry, or theater, it is sobering to be reminded that the "heavy hand of the social sciences" continues to hang over this work. While many humanists have been drawn to the scholarship of teaching and learning, it can be difficult, especially for those new to the work, to break out of the notion that they must somehow take on the mantel of the sciences and the methods of educational research. This is not, it should be said, a problem exclusive to the scholarship of teaching and learning. The values and epistemologies of science rule the day in many aspects of academic life today, and the humanities are perpetually jostling for a room of their own. The point here is that that room needs to be opened up and made more welcoming to humanities faculty in general, and scholars in religion and theology in particular, who can then turn their distinctive talents and perspectives toward the many pedagogical developments and opportunities emerging in higher education today. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10