Bible or Students. Article (original) (raw)
Related papers
Student Learning Outcomes for Biblical Studies in the Liberal Arts
Teaching Theology & Religion, 2012
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.
International Journal of Practical Theology, 2005
If our thoughts are not God's thoughts, if there is a strange and alien quality to the message of the scripture, then relevance is not the issue: the address is the issue. The factual address of the New Testament cannot be known by a reliance upon the past, since the fact of faith is that the kingdom of God always breaks in upon this present age through the death and resurrection of Christ; this inbreaking always comes from God's future to shatter and rebuild the meaning of our present 1
It is considered a truism today to say that how we receive and read the Bible, or any text, is conditioned by our own experience. We bring as much to the text as we may get out of it. We would like to think that as scholars we are beyond this, able to read dispassionately and objectively the objects of our academic study. More importantly, the implicit, and in a secular context often explicit, assumption is that when we teach the Bible in a secular classroom we certainly present nothing but the most clear-eyed and unbiased presentation of the material under consideration. The reality is that how we teach the Bible is based as much upon our experience as is how we read the Bible. This should not cause us to despair, rather it should give us some sense as to how we might fruitfully engage our students and help them in their own reading and study of the Bible.
Michael Olajide ECWA Theo. Seminary Igbaja TEA Conference (May 2013) 1
Incorporating a Bible Study Course into the High School Curriculum. Research Brief
Education Partnerships Inc, 2005
Incorporating a Bible Study course into the high school curriculum Questions: What current research might be available that would assist in making a final recommendation How does the church/state debate play into a district's final decision Summary of Findings: The question of Bible study and moral education in public schools has existed for many years: Public interest in moral development in American society stems from the 17th century, when the Company of Massachusetts Bay passed an act which ordered every town to appoint a person to teach children to read and write so they could interpret the Bible and defend themselves from false representations of their Protestant faith. Education in the moral domain has continued to be important in the schools, although the Protestant based value system has gradually given way to non-religious democratic values such as freedom, equality, justice, and respect for human rights.
2013
While it is true that following various Supreme Court decisions in the last century, religion is, in most cases, no longer explicitly taught in public school classrooms, we use this article to explore the ways in which implicit religious understandings regarding curriculum and pedagogy still remain prevalent in current public education. Building on previous work, we first aim to problematize the ways religion and particularly Judeo--Christian assumptions remain at the core of secular public education in the United States. To do so, we work to engage the Bible as the foundational Western text and its understanding of testing and of teaching as testament to illustrate particular assumptions about assessment, questioning, and the possibility for interrogating authoritative text. In the process we outline a historical precedent that twins passive reading of the Bible as always--already containing singular truths with a modern educational system underwritten by these same assumptions about knowledge and expertise lying in the teacher and the textbook. We suggest that the Bible is not only our "first" text-authoritative, literal, and fixed-but also our first postmodern text which explicitly allows for, indeed encourages, creative, even subversive, encounters with knowledge rather than being subject to passive submission in a system of transmissive education. Ultimately, and using existing work in hermeneutics, critical literacy, and constructivist education, we pursue a critical reengagement with the historical and ongoing role of the Bible and religion in modern public, secular schooling as a way of revisiting fundamental epistemologies and ways of reading text and particularly the curricular implications of revising how we read education--as--text.
Biblical foundations of curriculum development
The government, society, culture, parents and students all influence the education process and are, therefore, a part in curriculum development. Key to developing a curriculum is understanding the students who are being served, their families, community and culture. Included in this is the importance of the influence of one’s worldview. It is the lens through which one sees life and the world, interprets or decides what is true, and by which decisions and actions are made. The Christian or biblical worldview has played a large role in education in the United States. However, it is being replaced by secular humanism. It is important for educators to understand that their worldview influences what and how they teach. Worldview also plays a key role in how students interpret the information that is given to them.