Pedagogy as a Field Guide to the Ecology of the Classroom

Reflecting on the complementary pedagogical models on teaching courses related to religion and the environment presented in this issue of the journal by Kevin O'Brien (“Balancing Critique and Commitment”) and Jennifer Ayres (“Learning on the Ground”), I suggest ways in which these essays form a...

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Veröffentlicht in:Teaching theology & religion 2014-07, Vol.17 (3), p.217-220
1. Verfasser: Clingerman, Forrest
Format: Artikel
Sprache:eng
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Zusammenfassung:Reflecting on the complementary pedagogical models on teaching courses related to religion and the environment presented in this issue of the journal by Kevin O'Brien (“Balancing Critique and Commitment”) and Jennifer Ayres (“Learning on the Ground”), I suggest ways in which these essays form a conversation about teaching. Together, O'Brien and Ayres show how the classroom must acknowledge the materiality and embodied nature of learning, the emotional and intellectual levels of commitment, and the place of critical reflection on our everyday practices and actions. O'Brien and Ayres show the benefits of more fully reflecting on the ecology of the classroom – the relationship between individual members of the educational community, and the educational environment itself – in religious studies and theology. Response to: Learning on the Ground and Balancing Critique and Commitment
ISSN:1368-4868
1467-9647
DOI:10.1111/teth.12203