From Cloister to Commons

Concepts and Models for Service-Learning in Religious Studies
1. Auflage 2002
ISBN: 978-1-56377-054-8
Verlag: Taylor & Francis

Buch, Englisch, 208 Seiten, Hardback, Format (B × H): 150 mm x 226 mm, Gewicht: 318 g

This volume, like its series companions, goes beyond simple "how-to" to discuss the implementation of service-learning within religious studies and what that discipline contributes to the pedagogy of service learning. The volume contains both theoretical and pedagogical essays by scholar-teachers in religious studies education, plus a resource guide.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Devine, Richard

Favazza, Joseph A

McLain, F Michael

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Foreword—Raymond Brady Williams About This Series—Edward Zlotkowski Introduction—Richard Devine, Josef Hellebrandt and Michael McLain Part I. Service-Learning and the Discipline of Religious Studies 1. Service-Learning and the Dilemma of Religious Studies. Descriptive or Normative?—Fred Glennon 2. Creating the Engaged University. Service-Learning, Religious Studies, and Institutional Mission—Charles R. Strain Part II. Service-Learning and Its Communities 3. Making Meaning. Reflections on Community, Service, and Learning—Keith Morton 4. On En/Countering the Other—Elizabeth M. Bounds, Barbara A.B. Patterson, and Tina Pippin 5. Service-Learning and Community Partnerships. Curricula of Mutuality—Peter M. Antoci and Sandra K. Smith Speck 6. Expanding the Horizon of Engagement. Pioneering Work at the University of Denver—M. Elizabeth Blissman Part III. Course s 7. Toward an Assessment-Based Approach to Service-Learning Course Design—Thomas G. McGowan 8. Service-Learning in an Introduction to Theology Course—Robert Masson 9. "God and Human Suffering" as a Service-Learning Course—Chris Johnson 10. "Religion and Social Engagement. Labor and Business Ethics"—John Leahy and Kim Bobo 11. Making a Difference With Service-Learning. "Christian Ethics and Modern Problems"—Walther H. Schuman 12. The Interweaving of "World Religions" and Service-Learning in a Community College Setting—Raj Ayyar 13. The Role of Service-Learning in the Transformation of "Islam. Faith and Practice"—Jonathan Brumberg-Kraus 14. "The History and Religion of Ancient Israel". An Introductory Course to the Hebrew Bible—Bradley D. Dudley 15. "Fieldwork in the Jewish Community"—Terry Smith Hatkoff Appendix 1. Print and Electronic Resource Guide 2. Contributors to This Volume

Über Autor(innen)

Volume Editors: Richard Devine is professor of moral theology at St. John's University in New York City. He received his doctorate in theology from the University of Fribourg in Switzerland. The second edition of his textbook on medical ethics, Good Care: Painful Choices, was published by Paulist Press in 2000. He also is the NGO representative to the United Nations for the Congregation of the Mission, a world-wide religious community of priests and brothers. Joseph A. Favazza is associate professor of religious studies and director of interdisciplinary humanities at Rhodes College, Memphis, Tennessee. He and Michael McLain coordinate the Rhodes service-learning initiative. He recently spent five months in Romania as a Fulbright Senior Scholar and is the author of The Pedagogy of Service Learning: Perspectives and Proposals in Religious Studies News (September 1999). F. Michael McLain is the R.A. Webb professor of religious studies at Rhodes College, Memphis, Tennessee. He and Joseph A. Favazza coordinate the Rhodes service-learning initiative. He founded the Associated Colleges of the South Service-Learning Maymester in Honduras and has led service-learning trips to South Africa.