Learning Involves Moving and Being Moved—Part 2: Six Strategies of an Invitational Pedagogy Posted on January 19, 2015 by Mindy McGarrah SharpPhenomenologists and narrative theorists note the importance of a horizon to learning – a not yet that beckons engaged, creative, responsible movement. Self-psychologist Heinz Kohut insists on “postponing closures” when interpreting any life experience, one’s own or on behalf of another person. Learning has more room to move and breathe when a learning process yields to an open future, leaving room to move discourses, interpretations, theological claims, and processes of becoming into a life’s vocation…
Learning Involves Moving and Being Moved—Part 1: Hinge Moments Posted on January 12, 2015 by Mindy McGarrah SharpHinge moments often evoke dislocation, opening certainties and unfolding more multidimensional possibilities to what appeared to be smoothed out maps. For theological educators trained to map a place in a field, carve out a scholarship domain, advance a particular line of thought, maps and map-making are key vocational tools to meet the dislocations that new questions of hinge moments propose….
Dynamic Online Teaching-Resistances & Conversions Posted on December 8, 2014 by Mindy McGarrah SharpI did not want to do online teaching. Like many theological educators, my education in divinity school and doctoral work was in traditional classroom formats. I attended residential institutions, spent hours in stacks with physical books and their distinct smells, and daily conversed with students and professors in hallways that connected one classroom to another….
Role-Playing the Public Voice to Integrate Teaching & Service Posted on May 27, 2014 by Mindy McGarrah SharpLove them and/or despise them, role-plays are one of the most effective strategies for developing a public theological voice. You can use role-plays in many different ways in your classes to inspire public theology while illuminating course content….
“Let Them Read Drafts!”—Integrating Teaching & Scholarship Posted on May 16, 2014 by Mindy McGarrah SharpLike brioche of “Let Them Eat Cake” fame, students need to delve into the kneading process that moves academic writing from idea to publication. Many of us get stuck believing that a first draft should be a polished draft, which is far from the case. Sharing drafts can also begin to address power dynamics by opening up what can be seen as exclusive academic conversations.