"Big Questions" in the Introductory Religion Classroom: Expanding the Integrative Approach

Autor/in	Deffenbaugh, Daniel G.
Titel	"Big Questions" in the Introductory Religion Classroom: Expanding the Integrative Approach
Quelle	In: Teaching Theology & Religion, 14 (2011) 4, S.307-322 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/j.1467-9647.2011.00735.x
Schlagwörter	Religion; Introductory Courses; College Students; College Faculty; Teacher Attitudes; Critical Thinking; Integrated Curriculum; Service Learning; Mentors; Hermeneutics + Suchen Sie Ihr Suchwort? Einführungskurs; Collegestudent; Fakultät; Lehrerverhalten; Kritisches Denken; Service-Learning; Hermeneutik
Abstract	Recent research by Barbara Walvoord suggests a perceived disparity between faculty learning objectives and students' desire to engage "big questions" in the introductory religion classroom. Faculty opinions of such questions are varied, ranging from a refusal to employ any approach that diverts attention away from critical thinking, to a willingness to integrate personal questions of meaning and purpose into the introductory religion course. This essay argues that, in light of work currently being done by such developmental theorists as Sharon Daloz Parks and Marcia Baxter Magolda, the integrative approach has much to commend it. It concludes with suggestions for how religion faculty can expand this approach through learning covenants, service learning, and seeing the religion classroom as a gateway to various mentoring communities on campus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10