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Embracing Change: Transforming Religious Studies for a New Generation

Explore curriculum, pedagogy, and technology transformations in religious studies amidst millennial sociality. Embrace Tomoko Masuzawa's perspectives on world religions and prioritize student engagement and diverse learning styles.

diana-schultz
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Embracing Change: Transforming Religious Studies for a New Generation

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  1. MOODLING THE INTRO COURSE R. F. LUMPP RMGP AAR/SBL REGIONAL ILIFF SCHOOL OF THEOLOGY MARCH 19, 2011 1

  2. IT SEEMED LIKE A GOOD TIME FOR THE IDEA • CURRICULUM CHANGE (From essence to existence) • GENERATION CHANGE (Millennial Sociality and SBNR) • PEDAGOGICAL CHALLENGE (Sensibility) • DEVELOPING TECHNOLOGY (It’s there…and not going away) • NEW FIELD PERSPECTIVES (Mazuzawa + from “about” to “with”) 2

  3. CURRICULUM CHANGE (From essence to existence) • NEW REGIS COLLEGE CORE EMPHASIZING CATHOLIC AND JESUIT IDENTITY AND MISSION (“How ought we to live?”) • “RELIGION AND THE HUMAN QUEST” • INCREASEDEMPHASIS ON ROLE OF RELIGIOUS STUDIES IN CORE CURRICULUM 3

  4. PEDAGOGICAL CHALLENGE (Sensibility) • Varied learning styles (MBTI) • Don’t care for chalk and talk • Prefer listening to one another than listening to faculty • Enjoy and expect variety • Shorter attention span

  5. PEDAGOGICAL CHALLENGE (Sensibility) • May need remediation in school skills • Don’t see relationship between school and life • CSAP: taught to the test • May resist relevance

  6. GENERATION CHANGE (Millennial Sociality and SBNR) • Social Networking • Less tradition knowledge • Shrinking Planet • Enjoy group work, especially if it’s not goal oriented • Expect immediacy • Etc. 6

  7. DEVELOPING TECHNOLOGY (It’s there…and not going away) • Like flexibility of online work • Difficulty prioritizing information • Need help with linear organization 7

  8. NEW FIELD PERSPECTIVES • Tomoko Masuzawa. THE INVENTION OF WORLD RELIGIONS • SBNR • DIVERSITY IN COMMUNITY AND RELATIONSHIPS • DIALOGUE (knowing with) over KNOWLEDGE ABOUT • SHOPPING FOR LIFE RELEVANCE, APPLICATION • Etic vs. emic 8

  9. FOCAL QUESTIONS • WHAT DO WE NEED TO BE IN THE SAME PLACE FOR? • WHAT KINDS OF ASSIGNMENTS BEST ENCOURAGE ENGAGEMENT, LEARNING? • HOW MUCH IS ENOUGH FOR AN INTRO? • WHAT SLOs ARE MOST ASSESSABLE? • WHAT RESOURCES ARE MOST EFFECTIVE? (Textbooks vs. Wikis and YouTubes) 9

  10. FOCAL QUESTIONS • WHAT CLASSROOM FORMATS WORK BEST? • HOW MUCH STUDENT REPORT AND PRESENTATION? • ORAL VS. WRITTEN ASSIGNMENTS? 10

  11. FOUR SEGMENTS • BASIC PHILOSOPHY OF ‘RELIGION’ • ICONS OF RELATIONSHIPS, SOCIETY, COMMUNITY • ICONS OF COSMOS • ICONS OF HUMAN DESTINY 11

  12. THE “PLAN” FOUR SEGMENTS: 1. BASIC PHILOSOPHY OF “RELIGION History and etymology Definition:“Religion”= Intensive and Comprehensive Valuing Committed and holistic life-quest Vocabulary: holy, sacred, power, tradition... Plato’s Cave and Line 12

  13. State of Mind Mental Activity Object/Outcome 13

  14. ICONS OF COSMOS • SIMPLE COSMOLOGICAL EXPRESSIONS • Chant, dance, and contingency • LAKOTA STAR COSMOLOGY AND LIFE STYLE • Directions, experience, value • Constellations, geography and seasons • Wakan • Tipi and Sun Dance • UNITY OF CHINESE EXPERIENCE • LAO TZE excerpts from TAO TE CHING 14

  15. ICONS OF RELATIONSHIP, SOCIETY, COMMUNITY • INDIA: • VARNA/CASTE: work and social organization • HOLY COWS: Indian ecology and economy • CONFUCIUS: Deliberate tradition and social cohesion • EXODUS 20: Treaty/Covenant and community • Formation of community • FIVE PILLARS: The architecture of community 15

  16. ICONS OF HUMAN DESTINY • YOGA: the quest/search and human differences • 4 NOBLE TRUTHS/8 FOLD PATH • ZEN & JODO • KINGDOM OF GOD • Passover/Sabbath, etc • KINGDOM OF GOD • Holy Week 16

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