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Assigning Integration: A Framework for Intellectual, Personal, and Professional Development in Seminary Courses
Author(s) -
Kanarek Jane,
Lehman Marjorie
Publication year - 2013
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/teth.12002
Subject(s) - constructive , curriculum , professional development , generative grammar , core (optical fiber) , cognition , mathematics education , pedagogy , psychology , sociology , focus (optics) , computer science , telecommunications , process (computing) , artificial intelligence , neuroscience , operating system , physics , optics
Abstract This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy‐training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative.