Pedagogy and the Student (original) (raw)
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Both the clear teaching of Scripture and it's application to the needs of the person, church and society are necessary. But neither content nor application is sufficient by itself, and one without the other is dangerous. Yet much Bible teaching in the local church and in the seminary is either subject-matter centered or student-centered. We must re-examine the necessary interdependence between knowledge and practice.
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Published in Annali di Storia dell’Esegesi 37/2 (2020), 471-503. The main goal of this paper is to show how Smith’s theoretical and methodological reflection on the study of religion cannot be properly understood without considering his keen interest in Bible materials and his frequent incursions into minefield of biblical scholarship. After sketching out a portrait of Smith as a reader, and then as a teacher, of “the Bible,” the analysis will focus on his methodological principle of “taking the Bible as an example.” This will pave the way for a critical re-assessment of Smith’s ideas about the academic study of religion, as well as for some general remarks on the place and role of biblical studies in the fragmented landscape of 21st-century higher education.
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for courses about the Bible. In the process they address questions such as: what is the relative importance of "coverage" (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement.