(Inadvertently) Instructing Missionaries in (Public University) World Religions Courses: Examining a Pedagogical Dilemma, its Dimensions, and a Course Section Solution

Karapanagiotis, Nicole

doi:10.1111/teth.12364

“…He recommends training in ethnography and historical analysis so that through research new workers "can figure it out for themselves" (2020: 343) through "the humility of serious listening" (2020: 344). Karapanagiotis (2017) also recommends personal research as a way of teaching world religions to prospective missionaries. Alvarez (2000: 101) asserts that a degree is not essential for missionaries but that "the ability to learn is definitely essential."…”

Section: Missionary Trainingmentioning

confidence: 99%

How should we prepare people for ministry to nomads?

Hibbert,

Williamson,

Williamson

2023

Missiology

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Ministry to nomads is challenging due to the demands of living in nomadic contexts. New workers for nomads need to be able to persevere and, eventually, thrive in the face of these challenges. This article explores the views of 37 missionaries to nomads concerning how best to prepare new workers. It outlines the major initial challenges new workers face and presents the personal characteristics that may promote success. The particular qualities, skills, and knowledge that experienced workers recommend for novices and how these could be developed are explained. There is a strong emphasis on learning by immersion, with experienced missionaries and local people walking alongside to help new workers. Just as ministry among nomads must be holistic, training for workers to nomads should holistically integrate spiritual, character, relational, skill, and knowledge development.

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“…See, for instance, the types of epistemological assumptions thatKarapanagiotis (2017) describes her students holding, as they enter her world religions classroom with the intention of becoming Christian missionaries.12 For a wealth of additional ideas and suggestions, see the Humanities, Arts, Science and Technology Alliance and Collaboratory (HASTAC) site at hastac.org. Thanks to Dr. Dorothy Kim for this and many other references.…”

mentioning

confidence: 99%

Accepting the Inevitability of Politics in the Classroom

Fruchtman¹,

Park²

2020

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Once we acknowledge that we cannot escape politics in the classroom, it is imperative that we, as instructors, adapt our pedagogy accordingly, with the knowledge that our choices in the classroom will replicate, reinforce, or resist the political status quo. The political embeddedness of religion makes this all the more urgent for instructors of Religious Studies, as we attempt to guide students through explorations of communities, identities, histories, ideologies, and representations of human experience which all have political implications in the present. This article delineates several parameters for crafting our pedagogical initiatives, offering classroom climate considerations to keep in mind while we establish our own best practices. It then offers several suggestions—structural, instructor-focused, and student-focused—of best practices to implement in the Religious Studies classroom so as to achieve optimal learning outcomes for all of our students. Key among our conclusions is that inclusive pedagogy is effective pedagogy in Religious Studies.

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“…See, for instance, the types of epistemological assumptions thatKarapanagiotis (2017) describes her students holding, as they enter her world religions classroom with the intention of becoming Christian missionaries.12 For a wealth of additional ideas and suggestions, see the Humanities, Arts, Science and Technology Alliance and Collaboratory (HASTAC) site at hastac.org. Thanks to Dr. Dorothy Kim for this and many other references.Suggested Best PracticesIf we can meet the standards outlined in the foregoing classroom climate considerations, we stand to gain not only a more positive classroom experience for more of our students, but also a greater level of efficacy in teaching our subjects.…”

mentioning

confidence: 99%

Accepting the Inevitability of Politics in the Classroom

Fruchtman¹,

Park²

2020

Wabash Journal

0

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Once we acknowledge that we cannot escape politics in the classroom, it is imperative that we, as instructors, adapt our pedagogy accordingly, with the knowledge that our choices in the classroom will replicate, reinforce, or resist the political status quo. The political embeddedness of religion makes this all the more urgent for instructors of Religious Studies, as we attempt to guide students through explorations of communities, identities, histories, ideologies, and representations of human experience which all have political implications in the present. This article delineates several parameters for crafting our pedagogical initiatives, offering classroom climate considerations to keep in mind while we establish our own best practices. It then offers several suggestions—structural, instructor-focused, and student-focused—of best practices to implement in the Religious Studies classroom so as to achieve optimal learning outcomes for all of our students. Key among our conclusions is that inclusive pedagogy is effective pedagogy in Religious Studies.

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(Inadvertently) Instructing Missionaries in (Public University) World Religions Courses: Examining a Pedagogical Dilemma, its Dimensions, and a Course Section Solution

Cited by 4 publications

References 16 publications

How should we prepare people for ministry to nomads?

How should we prepare people for ministry to nomads?

Accepting the Inevitability of Politics in the Classroom

Accepting the Inevitability of Politics in the Classroom

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