مرکزی صفحہ Teaching Theology & Religion Teaching the Bible in the Liberal Arts Classroom. Edited by Jane S.Webster and Glenn S.Holland....
مسئلے کے بارے میں بتائیےThis book has a different problem? Report it to us
Check Yes if Check Yes if Check Yes if Check Yes if
you were able to open the file
the file contains a book (comics are also acceptable)
the content of the book is acceptable
Title, Author and Language of the file match the book description. Ignore other fields as they are secondary!
Check No if Check No if Check No if Check No if
- the file is damaged
- the file is DRM protected
- the file is not a book (e.g. executable, xls, html, xml)
- the file is an article
- the file is a book excerpt
- the file is a magazine
- the file is a test blank
- the file is a spam
you believe the content of the book is unacceptable and should be blocked
Title, Author or Language of the file do not match the book description. Ignore other fields.
Change your answer
Reviews participants focus on the balls, a man in a gorilla suit walks across the screen. No one – save for Davidson – sees the gorilla. The viewing exercise illustrates how people miss seeing those things one is not told to focus on. Davidson uses this story for highlighting our “selective attention” – also called “attention blindness” – which begins from infancy in the socialization process. “Look at this, look at this,” when told to a baby, concentrates the young one’s attention in one direction, while limiting other possibilities. This selective attention permeates our world, argues Davidson, including our outdated educational systems. Davidson does not, however, use this apparent attention deficit for lamenting of the horrors of technology. Far from it. One regularly hears that the digital age is unlike any other: “It’s ruining us,” or, “It’s the most revolutionary moment, ever.” Are our educational institutions prepared for these changes? Or, to put it bluntly, why are we modeling education on systems developed for the industrial age? Davidson asks this and other critical questions about pedagogical practices in Now You See It. Davidson weaves together stories of innovative pedagogues, from K-12, universities, and the private sector, who are challenging outmoded institutions and pedagogies that perpetuate the “topdown” model of education. Along the way, her stories build a strong case for pedagogical risk-taking, innovative teaching and learning that decenters the classroom, and shifting away from the contentdelivery “expert” models of education. These arguments are not new. Yet Davidson’s bringing together of “research in brain science, education, and workplace psychology,” frames these teaching debates in new ways. This reframing is “designed as a field guide survival manual for the digital age” (6). A central theme of Davidson’s book is the need to rethink twentieth century edu- 94 cational institutions, as they are not suited for the digital age: this outmoded system does not properly prepare gr; aduates for the twenty-first century workplace. Crowdsourced education, or collaborative learning, is one example of Davidson’s proposals for helping students to become more involved in democratizing the classroom. The book also challenges the “expert” teacher dispensing knowledge to passive learners: “That’s pretty much what I aspire to as an educator; not in teaching facts but in conveying to my students the passion of learning, far beyond my classroom, far beyond any graduation ceremony” (98). Gaming, or game principles, when incorporated into learning is another technique for inculcating a passion for learning. Davidson’s stories of innovative educators are not discipline specific, as the focus is not content retention. Her book provides an excellent model of the adage, “meeting students where they are.” As she notes near the end of her book, “I’m not convinced that our era is intrinsically any more distracting that any other time” (281). It’s easy to fall into the studentblaming trap, especially these days with these students; however, the common factor in these statements is the instructor. Davidson helps educators transform how they view these situations. Jeffrey Brackett Ball State University Teaching the Bible in the Liberal Arts Classroom. Edited by Jane S. Webster and Glenn S. Holland. Sheffield, U.K.: Sheffield Phoenix Press, 2012. xiv + 279 pages. ISBN 1-907534-63-8. $29.50. The field of biblical studies finds itself at a moment of self-reflection, grappling with its role in the changing landscape of higher education. This collection of essays takes up the challenge, exploring the role of bib- © 2014 John Wiley & Sons Ltd Reviews lical studies within liberal arts education and offering practical reflections on course design and best teaching practices from some of the field’s outstanding teachers. While not every essay will prove valuable to all readers, there is more than enough thought-provoking and useful material here to justify the price of admission. The first section of the book focuses on the role of biblical studies as it relates to the overall goals of a liberal arts education. How can biblical studies professors articulate the relevance of their work for liberal arts students who may not specialize in biblical or religious studies? Matthew Baldwin claims the Bible is a “touchstone text” for American culture. Glenn Holland argues that biblical studies serves as a vehicle for more general liberal arts goals such as reading carefully, thinking critically, and communicating effectively. Others (Haar and Madsen, Brady) debate the role of religious commitments in the biblical studies classroom at both church-related and secular institutions. Perhaps the most thought-provoking essay of this section is Suzanne Scholz’s articulation of the challenges facing liberal arts education from broader cultural and economic trends such as neoliberalism and the increasing focus on students as consumers of education. While these framing essays provide a helpful context for understanding the changing face of biblical studies in the liberal arts context, the great strength of the volume lies in its offering of specific approaches to course design and teaching. Several authors focus on effective ways to organize introductory biblical studies beyond the traditional “survey” model. Proposals include focusing on “ultimate questions” (Bibb), “meta-questions” (Webster, Arnold), or a small selection of biblical texts that can be studied with greater depth (Lawrence). Another essay © 2014 John Wiley & Sons Ltd (White) focuses on the role of upper-level courses, suggesting that they should interrogate and problematize the simplifying assumptions necessarily made in introductory courses. For those teaching in contexts that emphasize engaged learning, the volume contains excellent introductions to collaborative learning (Schofield), service learning (Everhart), and arts integration (Betsworth) in biblical studies courses. Two other essays explore the value of teaching difficult or violent biblical texts as a way of helping students not only to develop skills of textual interpretation but also the capacity to interpret the world around them (Everhart, Cottrill). One weakness of the volume is a lack of engagement with digital humanities and the use of technology in the classroom. The only related essay focuses on using wikis to create cooperative class notes (Arnold). Of course, the rapid pace of technological innovation creates difficulties not only for this volume, but for print media more generally – by the time a print volume is published, the technology may already be dated. The book would benefit from a stronger editorial hand, both limiting the number of essays and organizing them more effectively. While the distinctions among the three major sections of the book (“Biblical Studies in the Liberal Arts,” “Pedagogical Theory and Biblical Studies,” and “Case Studies”) are clear in theory, many of the essays appear more or less interchangeable among sections. Despite these few shortcomings, however, this collection will be of immense value to undergraduate biblical studies professors, both in the liberal arts context and beyond. Robert Williamson, Jr. Hendrix College 95