A Student-Faculty Collaborative Journey toward Transformative Religious and Secular Worldview Literacy

Autor/in	Gardner, Ryan S.
Titel	A Student-Faculty Collaborative Journey toward Transformative Religious and Secular Worldview Literacy
Quelle	In: FIRE: Forum for International Research in Education, 5 (2019) 1, S.126-144 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Teacher Student Relationship; Transformative Learning; Religious Education; World Views; Religion Studies; Church Related Colleges; Undergraduate Students; College Faculty; Instructional Design; Student Attitudes; Moral Development; Ethics; Christianity + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; World view; Weltanschauung; Religionswissenschaft; Kirchliche Hochschule; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Moralische Entwicklung; Ethik; Christentum
Abstract	This article presents the process and results of an action research project conducted during collaboration between one professor and seven students as they worked on designing a course to help students at a religiously owned and sponsored university become "religiously literate" persons, as described by the American Academy of Religion. The new course has been designed to enhance students' public service, increase professional effectiveness, and enrich their private lives. Administrators, faculty, and students in similar contexts will hopefully see in this report how such efforts can create a transformative educational space that helps students become leaders in a world where religious diversity is understood, protected, and respected. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01