Teaching Theology & Religion

Published in cooperation with the Wabash Center for Teaching and Learning in Theology and Religion, in association with the American Academy of Religion, the Society of Biblical Literature, and the Association of Theological Schools

Edited by:
Patricia KillenDirector of the Wabash Center:Nadine S. Pence

Good teaching and learning are essential for the vitality and effectiveness of departments and institutions of higher education engaged in the study of religion and theology. Teaching Theology & Religion sustains a new international discourse among faculty members about teaching and learning in the several sub-disciplines in the study of religion. The level of discourse and the quality of the journal are establishing teaching and learning as an equal partner in scholarly publication.

TopNews and Announcements

Special Issue
10:3 Hospitality in Service of Excellence in Teaching and Learning
Celebrating the tenth anniversary of Teaching Theology and Religion and the Wabash Center for Teaching and Learning in Theology and Religion, and in honour of Lucinda Huffaker's editorship of the journal.

Call for Papers
What is the Place of a Textbook in the Introductory Course? Teaching Theology and Religion invites submissions in response to the question: Do you use a textbook in your introductory course? Why or why not? If so, how? The choice to use or not to use a textbook in an introductory course evokes strong reactions from faculty. Behind the energy and below the debate lie pivotal pedagogical decisions - often conscious, sometimes not.

We are seeking brief manuscripts of 1,000 words or less that move beyond the issue of how well a particular textbook covers the course material to consider how your decision of whether to use a textbook informs your pedagogical strategies for an introductory course you teach. What are your goals for student learning? Describe some of your classroom activities and assignments. Make an argument about how your students learn, what they need to learn, and how using a textbook, or not, helps you reach your goals for the course.

We are also interested in receiving longer pieces (up to 8,000 words) that begin with this query and move into a more sustained consideration of pedagogical issues involved in the decision about using a textbook.
You are invited to submit completed manuscripts by e-mail attachment to: Thomas Pearson at: pearsont@wabash.edu.

TopHighlights

Recent Articles
The Professor's Vocations: Reflections on the Teacher as a Writer
Michael Jinkins

Beyond the 'Critical' Curtain: Community-Based Service Learning in an African Context
Gerald Oakley West

Thirsting for God in the Classroom: A Meditation on Psalm 42: 1-8
William P. Brown

Rethinking the Educational Practices of Biblical Doctoral Studies
Elizabeth Schüssler Fiorenza

Designing for Online Distance Education: Putting Pedagogy Before Technology
Richard S. Ascough

Notes from the Classroom
A Pegagogy of Dealienation: A Case Study in the Application of Peter Berger's The Sacred Canopy
J. Bradley Chance

Experiential Learning and Social Justice Action: An Experiment in the Scholarship of Teaching and Learning
Fred Glennon

Transformational Travel for Seminarians: Reading James in Haiti
A. Katherine Grieb

'I Wasn't Prepared for the Emotion': Archival Research in Religious and Theological Studies
Jane E. Hicks

TopEndorsements

'Teaching Theology & Religion is a journal that will delight and inform its readers. Readers will delight in the various approaches and understandings of teaching while being informed by the many ideas about how to teach theology and religion. The journal reminds us in many different ways of the sheer wonder in the practice of teaching theology and religion.' Rebecca S. Chopp, President, Colgate University.

'Teaching Theology & Religion has now established itself as the one journal that those who teach in this field must read. It manages both to stay close to current issues as they affect teachers and students, exploring a range of 'hot' topics, and also to offer the sort of thoughtful reflection that helps teachers engage with the great, classic issues of education in theology and religion. I am especially impressed by the quality of its attention to questions of theological meaning, truth and ethics in education.' David F. Ford, Regius Professor of Divinity, University of Cambridge.