How can we help students reflect on their own thinking? How can we make their thinking — and their learning — visible to them? These questions are at the heart of engaged teaching, and I’ve been using some resources from Harvard’s Visible Thinking Routines in an effort to help students do this work.
During a weekly faculty mindfulness group I’ve been participating in this year, a colleague mentioned that he showed the film “Into the Wild” to his students. Usually he shows this film to his 12th grade students in a class on identity, but he also showed it to his 9th graders this spring. The results, he said, were quite positive. After learning about Christopher McCandless’s story — donating his trust fund to Oxfam, cutting up his credit cards, heading to Alaska — several students wrote him inspiring emails late at night, clearly moved by this example.
Things do not end well for McCandless, of course. And while there are some parts of his life to value, it’s also an important cautionary tale. But my colleague’s comments came as I was teaching a unit on Marx, gender, and advertising and resonated with some of my experiences there.
(What this title lacks in pith it makes up for in accuracy.)
Reza Aslan is a historian of religions who happens also to be a Muslim. While these two identities can lead to confusion in certain members of the media (see this interview here), those matters are not the primary focus of this post. Instead, I want to use a recent interview Aslan did with CNN to illustrate the ways in which he utilizes a cultural studies approach to Religious Studies. Continue reading
Choosing a Concrete Image: A Discussion
Small-groups, free-writes, or open-ended questions are my usual ways for starting a discussion in my classes. And while there can be value in routine, I do worry about a routine becoming a rut. With that concern in mind, I turned to Brookfield and Preskill’s superb Discussion as a Way of Teaching* and tried out one of the techniques they mention: choosing a concrete image. Continue reading
Some reflections on what I teach — and what I don’t.
Last year was my first time back in a Religious Studies classroom after two years away. As I returned to the classroom, I began to think more about the range of voices in a religious tradition, and the ways in which some of them (especially the voices of women) were not featured as prominently as they could have been in my courses.
One reason for this, I now realize, dealt with definition. How do I, as the teacher – and thus, the learning-materials-selector – define the discipline? Take the example of one course I have taught, Asian Religions. What does Asian Religions mean? The way that I define and understand this term will have significant implications for the texts/art/films/etc. that I choose – and by extension, the texts that I leave out. Continue reading