Seminarium

The Elements of Great Teaching

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Teaching the Bible in Texas: An Archive Possessed?

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Three things are sacred in Texas, its history, the Bible, and football. Here the Alamo is a pilgrimage site, and High school football is almost equal in importance to Sunday church attendance.

This past summer, I integrated Texas History and the Bible in a dream elective course titled, “A Borderlands Reading of Deuteronomistic History.” Central to the course was a reading of Joshua to 2 Kings side by side with Texas borderlands history from the late nineteenth century through the early decades of the twentieth century. The primary topics of discussion were the intersecting themes of empire, conquest, exile, family, gender, and violence….

 

Sound Bites from the Past

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When I was a student, the way many professors taught Church History was through readers—a published book of excerpts from the primary sources. These books were assigned, and students were to read the relevant excerpts as preparation for lectures on the various time periods, controversies, and patristic writers. When I became the professor, I simply followed the lead of my own teachers, without really considering whether there was another way to do it. . . .

 

Quite Possibly the Best Resource in Your LMS: Forums

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On what side of the flipped classroom do I put my forums?

Class forums are butter of how I teach “introductions to world religions”-type courses. Forums help me keep my students as far as possible away from approaching “world religions” as a mind-numbing memorization marathon of beliefs and practices that distances them from thinking critically about religion. Students can do that in an anatomy and physiology class, should they choose to study medicine. I think it’s far more interesting for me and the students to have the intro course engage in the current theoretical and methodological debates of religious studies. My goal is for students to learn how to critically think and discuss with others. . . .

 

Teaching with Meta-Questions

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What’s the point?

Do you ever get those blank why-are-we-talking-about-this stare?  Is your answer too often, “Just because?”  Today’s challenge is to consider your larger course agenda and how it maps onto student curiosity.  More specifically, it is time to identify the metaquestion you hope your course will answer. . . .

The Changing Understanding of How We Learn–Part 3 : What’s next for Theological Education?

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You are a seasoned professor who has taught countless numbers of first year students your particular discipline, but this year you resolve to try a different approach to teaching, one that includes brain-based strategies for helping students learn. In previous posts, we’ve examined the shift from teaching to helping students learn and the nature of effective learning. How do you structure a seminary class/learning experience that makes this shift while continuing to communicate important content?