ERIC Number: EJ853701
Record Type: Journal
Publication Date: 2005-Oct
Abstractor: As Provided
Reference Count: 0
Four Pedagogical Mistakes: A "Mea Culpa"
Teaching Theology & Religion, v8 n4 p200-203 Oct 2005
The theological pedagogies which dominate degree-granting schools originated in the courses of study and graduate programs of the teachers. These pedagogies foster a deep rift between theology as an academic or scholarly discipline (science?) and the situations and interests of students. Students are taught to imitate what scholars do: interpreting texts, making formal arguments, and writing essays. Accordingly, theology recedes from the present and future of students including future clergy, having little to do with their religious life or career. By defining theology as scholarship, academic pedagogy obscures its primary meaning, the critical and creative thinking of the situations of life and world under the perspective of the Gospel. If theology's primary meaning is scholarly knowledge and its preoccupation with text interpretation and doctrinal exposition, the result will be to ignore religion's actual practices, especially its idolatrous tendency to literalize its own language and absolutize its institutional mediations. A pedagogy that reflects theology's primary meaning will focus on contemplation, reflection, and thinking and thus order methods, texts, and doctrines to that.
Descriptors: Theological Education, Philosophy, Instruction, Scholarship, Student Interests, Relevance (Education), Theory Practice Relationship
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A