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Teaching and Self‐Formation: Why the Ignoble “Intro to World Religions” Really Matters
Author(s) -
Burns Charles P. E.
Publication year - 2001
Publication title -
teaching theology and religion
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.165
H-Index - 11
eISSN - 1467-9647
pISSN - 1368-4868
DOI - 10.1111/1467-9647.00089
Subject(s) - clarity , argument (complex analysis) , paideia , interpretation (philosophy) , process (computing) , task (project management) , empathy , epistemology , sociology , mathematics education , pedagogy , psychology , philosophy , computer science , social psychology , management , theology , biochemistry , chemistry , linguistics , economics , operating system
This paper explores the idea that the educational process plays a vital role in the formation and transformation of selves. Peter Hodgson's theological interpretation of education as paideia and Lucinda Huffaker's work on the achievement of “clarity of self” are brought together to demonstrate that empathy is central not only to evolution of self, but the educational process as well. The argument insists that introductory courses are places of immense potential for helping students in the lifelong task of achieving self‐clarity. The “Introduction to World Religions“ course is used as a practical illustration of the thesis.