Threshold concepts in religious studies: A qualitative and theoretical exploration of threshold concepts in a "nodal" curriculum.
This article explores "threshold concepts" in North American religious studies undergraduate education. The threshold concepts approach concentrates on how certain concepts or learning experiences can act like the threshold of a doorway that opens onto a new perspective for the learner. Crucially, t...
| Published in: | Teaching Theology & Religion Vol. 24; no. 2; pp. 79 - 93 |
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| Format: | Article |
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Wiley-Blackwell
Jun2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=151470500&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 151470500 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Jun2021 vid: 24 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 151470500 10.1111/teth.12584 ppf: 79 ppct: 14 formats: fmt: @attributes: type: P size: 855KB tig: atl: Threshold concepts in religious studies: A qualitative and theoretical exploration of threshold concepts in a "nodal" curriculum. aug: au: Mosurinjohn, Sharday C. affil: School of Religion, Queen's University, Kingston, Canada su: Religious studies Religious education Theological education Curriculum planning Cumulative instruction sug: subj: Religious studies Religious education Theological education Curriculum planning Cumulative instruction keyword: disciplinary identity nodal curricula sequential curricula social construction threshold concepts transformative knowledge unlearning ab: This article explores "threshold concepts" in North American religious studies undergraduate education. The threshold concepts approach concentrates on how certain concepts or learning experiences can act like the threshold of a doorway that opens onto a new perspective for the learner. Crucially, they come into play in learning to think like a professional within a discipline. Little work has been done on threshold concepts in religious studies. In this article I explore what threshold concepts might be central to it. I also distinguish religious studies as a "nodal" discipline, in contrast to "sequential" ones, and describe how threshold concepts function in a nodal curriculum differently than they do in a sequential one. Drawing on the Scholarship of Teaching and Learning literature, plus my own focus group data from religious studies faculty and students, I argue that the threshold concepts approach is useful for religious studies professors examining what concepts should be at the heart of our curricula and what it means to "think like a religious studies scholar." 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: 2021 holdings: @attributes: islocal: N |
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