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Questioning Sacred Texts - oh no!: Laura Carlson Hasler

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Manage episode 451284663 series 2824978
Content provided by The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://ro.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

292 episoade

Artwork
iconDistribuie
 
Manage episode 451284663 series 2824978
Content provided by The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by The Wabash Center for Teaching and Learning in Theology and Religion, The Wabash Center for Teaching, and Learning in Theology or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://ro.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

292 episoade

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