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Educating Through Meeting: Reflections on a Dialogic Pedagogy for Teaching Religious Studies
Author(s) -
Kramer Kenneth
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 - 10.1111/1467-9647.00096
Subject(s) - dialogic , pedagogy , meaning (existential) , inclusion (mineral) , reflection (computer programming) , sociology , mathematics education , psychology , epistemology , philosophy , social science , computer science , programming language
This article originated as a brief reflection on pedagogical issues intended to catalyze collegial discussions at a meeting of the Comparative Religious Studies faculty at San Jose State University. The author distinguishes four interrelated elements that motivate his own teaching: human meaning, dialogic inter‐activity, responsible response, and multi‐methodologic study. Dialogic pedagogy is illustrated with concrete examples of how theory fits in the classroom. To further clarify the discussion, Martin Buber's theory of educating is applied to the teaching process, especially his understanding of “one‐sided inclusion.”