A symposium on teaching virtue: Interdisciplinary perspectives on pedagogy, liturgy, and moral formation

Abstract

Theologian Paul J. Griffiths has argued that thinking about Christian learning ''must begin from thinking about the liturgy.'' This comparison between learning and liturgy invites reflection upon the nature and ends of Christian higher education, particularly how pedagogy might be informed by liturgy. This interdisciplinary symposium considers this very connection, proposing that the space of the classroom, the activities of teaching and learning, and the aims of Christian higher education are contiguous with the liturgical life of the Church. Four short reflections from the fields of composition, theology, ethics, and history offer four approaches to the relationship between liturgy and learning, demonstrating that the ''liturgical'' habits of these various disciplines cooperate in moral formation.

Faith integration in STEM courses for undergraduates: Exemplars of pedagogical practices

“…Some of these practices, such as hospitality and confession through humility, would apply in a broad spectrum of academic disciplines. Others, such as Cody Stecker's use of catechesis in a theology classroom (Gutacker et al, 2019), might have a narrower range of applicability. Still others have offered exemplars from a variety of disciplines, including the natural sciences (cf.…”

“…Other researchers have sought to extend the notion of faith-influenced pedagogical practices to these and related disciplines. For example, Gutacker et al (2019) offer examples from history, English composition, political science, and theology. They build on the work edited by Smith and Smith (2011), in particular the writing of Paul Griffiths (2011) and his notion of liturgical practices within the classroom environment.…”