Comparative Theology in the Millennial Classroom

Hybrid Identities, Negotiated Boundaries

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods, Religion & Spirituality, Theology
Cover of the book Comparative Theology in the Millennial Classroom by , Taylor and Francis
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Author: ISBN: 9781317512493
Publisher: Taylor and Francis Publication: December 7, 2015
Imprint: Routledge Language: English
Author:
ISBN: 9781317512493
Publisher: Taylor and Francis
Publication: December 7, 2015
Imprint: Routledge
Language: English

This volume explores the twenty-first century classroom as a uniquely intergenerational space of religious disaffiliation, and questions about how our work in the classroom can be, and is being, re-imagined for the new generation. The culturally hybrid identity of Millennials shapes their engagement with religious "others" on campus and in the classroom, pushing educators of comparative theology to develop new pedagogical strategies that leverage ways of seeing and interacting with their teachers and classmates. Reflecting on religious traditions such as Islam, Judaism, African Traditional Religions, Hinduism, Christianity, and agnosticism/atheism, this volume theorizes the theological outcomes of current pedagogies and the shifting contours of comparative theological discourse.

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This volume explores the twenty-first century classroom as a uniquely intergenerational space of religious disaffiliation, and questions about how our work in the classroom can be, and is being, re-imagined for the new generation. The culturally hybrid identity of Millennials shapes their engagement with religious "others" on campus and in the classroom, pushing educators of comparative theology to develop new pedagogical strategies that leverage ways of seeing and interacting with their teachers and classmates. Reflecting on religious traditions such as Islam, Judaism, African Traditional Religions, Hinduism, Christianity, and agnosticism/atheism, this volume theorizes the theological outcomes of current pedagogies and the shifting contours of comparative theological discourse.

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