What is the role of biblical studies in a liberal arts curriculum? At the 2009North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of "coverage" (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement.
Defining Student Learning Outcomes for Biblical Studies: The Task Ahead Jane S. WebsterAs the 2008 AAR-Teagle report on the emerging Religion major makes clear, the nature of the religious studies classroom is changing. Moving from the seminary model in which Christianity is primary and other religious traditions are secondary, the new religion major has begun to look more "comparative, intercultural, multidisciplinary, critical, integrative, and constructive," (2008,(21)(22)(23)(24)(25)(26)(27)(28)(29). In light of these results, it is appropriate to review our goals for teaching biblical literature in the liberal arts context. In this Forum we will think more generally about our courses and what we hope to achieve in the classroom. If we can find some consensus in these areas, we might be able to draw a number of general principles that will help to shape our courses to address the changing needs of the discipline and our students, and to connect our course objectives with the larger curriculum of a liberal arts education.
The “Make Your Own Religion” class project was designed to address a perceived need to introduce more theoretical thinking about religion into a typical religion survey course, and to do so in such a way that students would experience the wonder of theoretical discovery, and through or because of that discovery hopefully both better retain knowledge gained from the project and nurture within themselves the practice of thinking more analytically about religion (and other social and cultural things). Despite a number of challenges and unresolved questions associated with the project, it has proven relatively successful at introducing and provoking theoretical thinking about religion in a compressed period of time, without taking an inordinate number of class periods away from the survey itself. A brief description and analysis of the assignment is followed by four short responses
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