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内容由The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology提供。所有播客内容(包括剧集、图形和播客描述)均由 The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal
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Questioning Sacred Texts - oh no!: Laura Carlson Hasler

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Manage episode 451284663 series 2824978
内容由The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology提供。所有播客内容(包括剧集、图形和播客描述)均由 The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal

Laura Carlson Hasler is Assistant Professor of Religious Studies and Jewish Studies and Alvin H. Rosen Chair of Hebrew Bible at Indiana University.
What are teaching strategies when the religious identity of students presents obstacles to learning in religious study courses? How do you teach academic inquiry when curiosity is considered antithetical to faith? What does it mean to teach a student who cannot, by faith tradition, admit not knowing? When students have "ah-hah!" moments - what is the best way to acknowledge their learning and support their faith journey?

  continue reading

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Manage episode 451284663 series 2824978
内容由The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology提供。所有播客内容(包括剧集、图形和播客描述)均由 The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal

Laura Carlson Hasler is Assistant Professor of Religious Studies and Jewish Studies and Alvin H. Rosen Chair of Hebrew Bible at Indiana University.
What are teaching strategies when the religious identity of students presents obstacles to learning in religious study courses? How do you teach academic inquiry when curiosity is considered antithetical to faith? What does it mean to teach a student who cannot, by faith tradition, admit not knowing? When students have "ah-hah!" moments - what is the best way to acknowledge their learning and support their faith journey?

  continue reading

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