A Non-Muslim Teaching Islam: Pedagogical and Ethical Challenges.
This paper is a reflection on the two most significant challenges that I have faced teaching the introductory course in Islam. The first is the challenge of teaching Islam after September 11, 2001, the events of which gave rise to such pedagogical questions as how much and in what ways the course sy...
| Publicado en: | Teaching Theology & Religion Vol. 8; no. 2; pp. 86 - 99 |
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| Formato: | Artículo |
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Wiley-Blackwell
Apr2005
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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=16499160&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 16499160 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Apr2005 vid: 8 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 16499160 10.1111/j.1467-9647.2005.00231.x ppf: 86 ppct: 13 formats: fmt: @attributes: type: P size: 110KB tig: atl: A Non-Muslim Teaching Islam: Pedagogical and Ethical Challenges. aug: au: Berkson, Mark affil: 1Hamline University su: Islamic studies September 11 Terrorist Attacks, 2001 Terrorism Religions Students Subversive activities sug: subj: Islamic studies September 11 Terrorist Attacks, 2001 Terrorism Religions Students Subversive activities ab: This paper is a reflection on the two most significant challenges that I have faced teaching the introductory course in Islam. The first is the challenge of teaching Islam after September 11, 2001, the events of which gave rise to such pedagogical questions as how much and in what ways the course syllabus should change, and in particular how we should address issues such as extremism and terrorism. The second is the challenge of being a non-Muslim teaching Islam, which raises issues of authority (particularly when there are Muslim students in the classroom). The limitations and advantages of teaching a tradition as anoutsiderare explored, and strategies for compensating for the limitations are suggested. The final section of the essay explores the following question: When, if ever, can (or should) we as teachers move from explaining and analyzing the positions taken by members of a tradition to criticizing them? 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: 2005 holdings: @attributes: islocal: N |
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