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The Scholarship of Teaching in Theology and Religion: A Wabash Center Advisory Committee Conversation
Author(s) -
Foster Charles R.
Publication year - 2002
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 - 10.1111/1467-9647.00138
Subject(s) - transformative learning , conversation , confusion , scholarship , resistance (ecology) , relation (database) , rationality , psychology , center (category theory) , epistemology , sociology , pedagogy , social psychology , law , philosophy , political science , psychoanalysis , ecology , communication , database , computer science , biology , chemistry , crystallography
The article is a reflection on what I perceive to be a confusion about the relation between theoretical judgments and judgments of pedagogical efficacy. My interest in the issue originated with my own confusion over persistent student resistance to certain assigned texts that I had initially felt confident would prove valuable in the classroom. The essay unfolds in three segments. In the first, I recount how this concern about the relation between theoretical judgments and judgments of pedagogical efficacy evolved out of my own teaching. I next list three tentative conclusions about the correlation or lack of correlation between theoretical judgments and judgments of pedagogical efficacy. In the concluding segment, I call for concerted resistance to the tendency of pure rationality to colonize the aesthetic and dramatic components of experience so essential to transformative teaching and learning.