Growing interreligious and intercultural competence in the classroom.
Building on various models for intercultural and interreligious competence (IC/IR competence), this essay argues that classroom learning about religious and cultural diversity will engage students' "sociological imaginations" and lead to increased IC/IR competence. The current strategy for increasin...
| Publicado en: | Teaching Theology & Religion Vol. 23; no. 1; pp. 17 - 34 |
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| Formato: | Artículo |
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Wiley-Blackwell
Mar2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=142582846&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 142582846 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Mar2020 vid: 23 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 142582846 10.1111/teth.12527 ppf: 17 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 228KB tig: atl: Growing interreligious and intercultural competence in the classroom. aug: au: Lindsay, Jenn affil: John Cabot University su: Religious education Classroom environment Multicultural education Religious differences American students sug: subj: Religious education Classroom environment Multicultural education Religious differences American students ab: Building on various models for intercultural and interreligious competence (IC/IR competence), this essay argues that classroom learning about religious and cultural diversity will engage students' "sociological imaginations" and lead to increased IC/IR competence. The current strategy for increasing intercultural competence (attitude, skills and knowledge, to be developed in that order) does not reflect best practices for educating about social difference. Instead, knowledge acquisition about other cultures and religions is the "front line" task for increasing alterity competence, and the liberal arts classroom can represent a "safe space" for learning about cultural and religious differences in a depersonalized, sociological manner. Supporting this argument are self‐assessments of IC/IR competence collected from primarily European and white American students enrolled in "Religions of the World" or "Intercultural Communications," allowing an analysis of IC/IR competence in light of the two distinct disciplines and contributing valuable data toward a broader theory of IC/IR pedagogy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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