From Classroom to Controversy: Conflict in the Teaching of Religion

Abstract

What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically.

Türkiye’de Tartışmalı ve Sosyobilimsel Konular Üzerine Yazılan Lisansüstü Tezlerin Eğitim Bilimleri Perspektifinden İncelenmesi

“…İlgili alan yazın incelendiğinde tartışmalı konulara hem sosyal bilimler (Healey, 2012;Neal, 2013) hem de fen bilimleriyle (Healey, 2012;Khishfe, 2012;Levinson, 2006) ilgili derslerde yer verildiği görülmektedir. Tarihsel olarak incelendiğinde tartışmalı konuların, daha çok etkili vatandaşlar yetiştirmekle ilişkilendirildiği ve bu sebeple bu konulara ilişkin resmi eğitim politikalarının daha çok sosyal bilgiler ve vatandaşlık eğitimi kapsamında ele alındığı görülmüştür (NCSS, 2016).…”

Preservice Teachers and Religion: Serious Gaps in Religious Knowledge and the First Amendment

“…Furthermore, avoiding religion does not create "neutral" curriculum but implies that religion is nonimportant, non-existent, or non-influential (Haynes 1994; Preservice Teachers and Religion 247 James and Barton 2010;Prothero 2007). Not teaching religion may also suggest that the controversies and potential reactions are so alarming that it should be avoided (Lin, Jarvie, Purcell, Larke, and Perkins 2009), even though such discussions may advance the tradition of academic freedom and promote greater conflict resolution skills (Neal 2013). At present, students' exposure to religions is limited and/or superficial, especially to religions in nonWestern societies (Subedi 2006).…”

Controversy Teaching Approaches: Model, Measure, and Teaching Applications

“…Controversy teaching choices are synonymous with the educational gatekeeping role that Thornton (1991Thornton ( , 2001 describes for instructors (e.g., determining learning activities), but choices may be limited in some situations (e.g., authority to change the curriculum). Education literature mentions various contextual variables influencing instructors' choices when teaching a controversial topic, such as: the current political affinity or sensitivity of faculty, administrators, or institutions (Jakubowski & Visano, 2002;Maccoby, 1958;Misco, 2012;Watson, 1965); whether the institution is private or public; the social milieu, including the views of local communities or parents (Misco, 2012); the instructor's personal need to avoid conflict (Hildebrand et al, 2008;Neal, 2013) or mitigate risk and protect themself from parents, promotional committees, research sponsors, or administrators (Jakubowski & Visano, 2002;Waterson, 2009); the instructor's sense of readiness to teach the topic and the availability of support from peers and administrators (Philpott et al, 2011); and whether the topic is seen as controversial by students, faculty, or administrators (Jakubowski & Visano, 2002;Scott & Branch, 2003). These contextual considerations highlight the likely variance in what is considered controversial as a teaching topic and which CTAs might result in better outcomes for students and other stakeholders.…”