Using Hevruta to Do and Teach Comparative Theology

2017 ◽  
Author(s):  
Devorah Schoenfeld ◽  
Jeanine Diller
Keyword(s):  
Traditional Method ◽  
Learning Objectives ◽  
Comparative Theology ◽  
Religious Difference ◽  
Scriptural Reasoning ◽  
Methods Of Learning ◽  
Classroom Use

The traditional method of study known as hevruta is the foundation of traditional Jewish methods of learning as practiced in the yeshiva. This method has been articulated as Scriptural Reasoning in a way that emphasizes the practice of engaged reflection on a text. In this chapter, the authors will attempt a different articulation based on the use of this method in their classrooms, an approach that emphasizes disagreement. When disagreement is placed at the center of the process, the hevruta method becomes a tool for encountering and learning from religious difference. The chapter provides an overview of and rationale for using hevruta, a treatment of learning objectives, suggested steps for classroom use, sample questions, and a discussion of hevruta and comparative theology.

Problem-posing in management classrooms for collective sustainability transformation

2021 ◽  
Vol 22 (3) ◽  
pp. 477-496
Author(s):  
Janette Brunstein ◽  
Mark Edward Walvoord ◽  
Ed Cunliff
Keyword(s):  
Transformative Learning ◽  
Learning Objectives ◽  
Problem Posing ◽  
Content Type ◽  
Analysis Methodology ◽  
Unique Approach ◽  
Teaching Cases ◽  
Classroom Use

Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.

A Disorder of Identity: Religious Difference ‘without’ ‘Religion’

Exchange ◽  
2018 ◽  
Vol 47 (1) ◽  
pp. 25-38
Author(s):  
Marius van Hoogstraten
Keyword(s):  
Social Reality ◽  
Comparative Theology ◽  
Underlying Assumption ◽  
Religious Difference ◽  
The Social ◽  
Definition Of Religion ◽  
Definition Of

Abstract Responding to Paul Hedges’ paper earlier in this volume, I discuss the consequences of the deconstruction of ‘religion’ for the ‘interreligious.’ First, I bring Paul Hedges’ ‘soft’ deconstruction into conversation with John Thatamanil’s comparative theology ‘after’ religion. While the former argues that religion, while always contextually situated, clearly still has ‘reality’, Thatamanil rather argues that the social reality of those practices and collectivities dubbed ‘religions’ is much more blurry and difficult than what the discourse on religion assumes. Far from a purely academic endeavour, taking seriously the deconstruction of ‘religion’ means taking seriously the violent history that has taken place under its name. Then I argue, drawing on John Caputo’s ‘religion without religion’, that instead of relying on fictions of solid or ‘pure’ foundations, of ‘religions’ as clearly delineated representative systems, interreligious engagement ought to embrace this blurring of boundaries and the inherent instability of their languages. Finally, however, I propose that Caputo as well as Hedges leave uninterrogated the underlying assumption that ‘religion’ precedes ‘religious difference’. Rather than finding some definition of ‘religion’ to understand or define religious difference, it may be necessary to trace how religious difference is employed to understand and define ‘religions’, most significantly how some collectivities and practices come to be defined as ‘other religions’.

scholarly journals Comparative Theology and Scriptural Reasoning: A Muslim’s Approach to Interreligious Learning

Religions ◽  
2018 ◽  
Vol 9 (10) ◽  
pp. 297
Author(s):  
Betül Avcı
Keyword(s):  
Interreligious Dialogue ◽  
The Other ◽  
Comparative Theology ◽  
Transformative Power ◽  
Islamic Tradition ◽  
Learning Practices ◽  
Depth Study ◽  
Scriptural Reasoning ◽  
Transformative Journeys ◽  
Initial Results

In this paper, I examine Comparative Theology (CT) and Scriptural Reasoning (SR), two distinctive interreligious learning practices, in relation to each other. I propose that these practices, with respect to their dialogical features and transformative power, represent two of the most noteworthy current modes of interreligious dialogue. They achieve this by their ability to explicitly understand the “other.” This is also because they serve not only as tools in service of understanding in academic circles, but also as existentially/spiritually transformative journeys in the exotic/familiar land of the “other.” In respect to religious particularity and (un)translatability, I argue that both CT and SR have certain liberal and postliberal features, as neither of them yields to such standard taxonomies. Finally, I deal with Muslim engagement with CT and SR and present some initial results of my current comparative questioning/learning project. Consequently, I plan for this descriptive work to stand as a preliminary to, first, an SR session that focuses on some Qur’anic verses and biblical accounts with a probable progressivist view of history and, second, an in-depth study of the Islamic tradition in that light.

scholarly journals Scripture, Conversation and Anglican Identity

2013 ◽  
Vol 11 (2) ◽  
pp. 139-146
Author(s):  
Andrew McGowan
Keyword(s):  
Religious Difference ◽  
The Subject ◽  
Scriptural Reasoning

AbstractThis editorial piece considers the implications of Scriptural Reasoning, a method of inter-religious exchange that is the subject of the present number of the journal, for contemporary Anglicanism. It suggests that the character of Scriptural Reasoning as a conversation held across and despite religious difference offers a challenge to contemporary Anglicans to maintain their own conversation about Scripture.

A Catholic Comparativist's View of Scriptural Reasoning in the Anglican Context

2013 ◽  
Vol 11 (2) ◽  
pp. 217-232 ◽  
Author(s):  
Francis X. Clooney
Keyword(s):  
Common Ground ◽  
Roman Catholic ◽  
Close Reading ◽  
Comparative Theology ◽  
Distinctive Character ◽  
Religious Traditions ◽  
General Terms ◽  
The Common ◽  
Scriptural Reasoning ◽  
Shed Light

AbstractThis article is a response to the essays in this issue of the Journal of Anglican Studies on scriptural reasoning in the Anglican context, from the perspective of a Roman Catholic theologian, and one who is engaged in another kind of interreligious study, comparative theology. It sets out in general terms the distinctive character of comparative theology as an inquiry that crosses the borders between religious traditions. It draws attention to some of the common ground between comparative theology and scriptural reasoning and the character of each as theological disciplines, even while drawing out some of the distinctive marks of comparative theology. In this way it aims to shed light on how scriptural reasoning, even in its general form, is similar to other sustained efforts at interreligious learning, yet possessed of distinctive characteristics that make it interestingly different from the close reading that is comparative theology.

scholarly journals Methods of Learning Kitab Kuning for Beginners in Islamic Boarding School (Dayah)

2020 ◽  
Vol 3 (3) ◽  
pp. 296-310
Author(s):  
Fakhrurrazi Fakhrurrazi ◽  
Saliha Sebgag
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Boarding School ◽  
Learning Objectives ◽  
Minimum Standard ◽  
Qualitative Research Method ◽  
Arabic Script ◽  
Research Implication ◽  
The Subject ◽  
Methods Of Learning

This article aims to determine the learning objectives of the Kitab Kuning (Books in Arabic Script used in Pesantren/Dayah) for the beginners of Santri Dayah Darul Huda Langsa City, to find out the responses of students in learning the Kitab Kuning for Santri beginners Dayah Darul Huda Langsa City, and to find out implementation of the method of learning the Kitab Kuning for Santri Dayah Darul Huda Langsa City. This article's research method is a descriptive qualitative research method that produces data in the form of written and oral words of the subject under study. This article results are: The purpose of learning the Kitab Kuning in Dayah Darul Huda Langsa City is to improve students' quality in understanding and reading the Kitab Kuning well. The students' response is outstanding in learning the Kitab Kuning as a lesson that students must follow and must be passed according to the minimum standard of a grade determined by the curriculum and teaching of Dayah. The dominant methods used by teachers are the sorogan and bandongan method. The research implication is how students can read the Kitab Kuning correctly and adequately to achieve the learning objectives according to the institution's wishes.

Religious Difference and Christian Theology

2020 ◽  
pp. 21-40
Author(s):  
John J. Thatamanil
Keyword(s):  
Religious Diversity ◽  
The Other ◽  
Christian Theology ◽  
Comparative Theology ◽  
Constructive Theology ◽  
Religious Difference ◽  
Religious Others

This chapter introduces and frames the argument for the entire book: Christian theology must understand religious diversity as promise rather than as problem. The chapter then proceeds to lay out conceptually what was articulated allegorically in the introduction, namely that theology of religious diversity, comparative theology, and constructive theology must be integrated. The chapter defines the scope and tasks of each of these three subfields within theology and puts them into conversation. The chapter argues that it is not enough to merely think about others; we must instead think with religious others and think through what is so learned. In sum, we ought not give an account of the other without being transformed by the other through interreligious learning.

TO STUDY THE EFFECTIVENESS OF CONCEPT ATTAINMENT MODEL OF TEACHING ON ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY

2018 ◽  
Vol 5 (25) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Secondary School ◽  
Traditional Method ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Control Group ◽  
School Students ◽  
Concept Attainment ◽  
And Control ◽  
Classroom Use

Concept Attainment Model as teaching strategy to teaching is concerned with the concept formation and concept attainment. Concept attainment is a process of finding out defining attributes of a given category. Concept Attainment Model helps to clarify ideas. It engages students in formulating a concept through the use of illustrations, word cards or specimens called examples. Concept Attainment Model is well suited to classroom use. This study was conducted to determine the effect of Concept Attainment Model on academic achievement of Secondary School Students in Chemistry by using experimental method. The sample of the study included 60 Class IX students. Purposive sampling technique was used to collect data. The students were divided into two groups (30 students in each group) i.e. experimental and control group on the basis of scores on intelligence test. The experimental group was taught through concept attainment model and the control group was taught by using traditional method. After completion of teaching, a self-developed achievement test was administered on both the groups. For drawing out the result, t-test was used. The result showed that students exposed to concept attainment model possessed higher score than the students taught through traditional method.

PARTNERSHIP BETWEEN TEACHER AND SECONDARY SCHOOL STUDENT THROUGH LEARNING MATHEMATICS

2016 ◽  
Vol 2 ◽  
pp. 24
Author(s):  
Maija Balode
Keyword(s):  
Secondary School ◽  
Student Teacher ◽  
Secondary School Student ◽  
Learning Objectives ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
Methods Of Learning

This article examines secondary school student and teachers cooperation through learning mathematics. The aim of the study is to find out whether the teacher and student cooperation is a partnership. The partnership is viewed as a cooperation where involved work toward mutual goals. Secondary school student - teacher partnership is possible if the teacher trusts students and together with them chooses the learning objectives, the teaching aids and methods of learning. Students take responsibility for their choices and they are motivated to accomplish them if there is possibility to make a choice. The article deals with teachers' views on teaching and students' opinions about what helps and what interferes learning mathematics.

Sign in / Sign up

Export Citation Format

Share Document