ERIC Number: EJ853464
Record Type: Journal
Publication Date: 2006-Jan
Abstractor: As Provided
Reference Count: 18
Cognitive Dissonance Theory and the Induced-Compliance Paradigm: Concerns for Teaching Religious Studies
Burns, Charlene P. E.
Teaching Theology & Religion, v9 n1 p3-8 Jan 2006
Cognitive Dissonance Theory and the Induced-Compliance Paradigm pose some interesting questions for those teaching religious studies in publicly funded colleges and universities. Given that religious beliefs can be challenged by the historical-critical study of scriptures, for example, and that the cognitive dissonance generated when this occurs can result in unconscious alteration of beliefs and attitudes, it is vital to make explicit the potential for manipulation of student beliefs. The author asks what, if any, responsibilities are implied for the instructor.
Descriptors: Religion Studies, Models, Psychological Patterns, Higher Education, Beliefs, College Faculty, History, Critical Reading, Teacher Responsibility, Student Attitudes
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A