CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The religion classroom as a site for justice
Tác giả
Scott W.
Năm xuất bản
2015
Source title
Comparative Theology in the Millennial Classroom: Hybrid Identities, Negotiated Boundaries
Số trích dẫn
0
DOI
10.4324/9781315718279-5
Liên kết
Tóm tắt
The religion classroom can be a site for justice through student engagement on issues of pluralism and service-learning. As an important aspect of liberal arts education, the study of religion and the human experience can inspire minds to deeper ontological inquiry and expand theological imaginations. This chapter discusses the two teaching models include critical service-learning and cooperative learning groups, which allow the religion classroom to become a site for justice. Service-learning is a teaching strategy that combines learning goals and community service to enhance student growth and the common good. It integrates meaningful community service with instruction and reflection to enrich the learning experience, teaching civic responsibility and strengthening the community. Cooperative learning involves the instructional use of small groups so that students work together to maximize their own and each other’s learning. It creates a classroom setting that cultivates authentic community and encourages relationships built on respect and commitment to overall learning goals for the class. © 2016 Taylor & Francis.
Từ khóa
Tài liệu tham khảo
Eck D., A New Religious America: How a “Christian Country” Has Become the World’s Most Religiously Diverse Nation, (2001); Hooks B., Teaching to Transgress: Education as a Practice of Freedom., (1994); Johnson D.W., Johnson R.T., Smith K.A., Active Learning:Cooperation in the College Classroom., (2006); Jones R.P., Cox D., Banchoff T., A Generation in Transition:Religion, Values, and Politics among College-Age Millennials, Findings from the 2012 Millennial Values Survey., (2012); Mitchell T.D., Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models, Michigan Journal of Community Service Learning, 14, 2, pp. 50-65, (2008); Findings from the Condition of Education 2002: Nontraditional Undergraduates, (2012)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus