|
Cegalu Christus Pantokrator. Photo by Andreas Wahra Edited by Entheta CC BY-SA 3.0 via Wikimedia Commons. |
WelcomeWelcome to this collection of Christ-centered Teaching Resources. Resources have been curated by discipline, in addition to tabs for faith-animated approaches to Racial Justice and Purpose & Vocation. Resources include books, journals, organizations, conferences, and multimedia. We welcome your suggestion of other resources to include, which you can send to gypsy.moody@belmont.edu, Library Liaison for the College of Theology & Christian Ministry. Please see below for some general Christian academic resources. |
Antonio Vivaldi: A Man for All Seasons
Les miserables
The passion of the Christ
Salome
Amazing Grace
The Apostle
Babette's Feast
Barabbas
The Blind Side
Chariots of Fire
Doubt
The Greatest Story Ever Told
Jesus of Nazareth by Franco Zeffirelli
Luther
The Mission
On the waterfront
Sophie Scholl die letzten tage = the final days
The Ten Commandments
Tender Mercies
In this podcast, Kuyers Institute for Christian Teaching & Learning director Dr. David I. Smith talks with researchers and educators who are working to understand how Christian faith affects teaching, learning, and the way we do education.
The Outrageous Idea of Christian Scholarship by
At the end of his 1994 book, The Soul of the American University, George Marsden advanced a modest proposal for an enhanced role for religious faith in today's scholarship. This "unscientific postscript" helped spark a heated debate that spilled out of the pages of academic journals and TheChronicle of Higher Education into mainstream media such as The New York Times, and marked Marsden as one of the leading participants in the debates concerning religion and public life. Marsden now gives his proposal a fuller treatment in The Outrageous Idea of Christian Scholarship, a thoughtfuland thought-provoking book on the relationship of religious faith and intellectual scholarship.More than a response to Marsden's critics, The Outrageous Idea of Christian Scholarship takes the next step towards demonstrating what the ancient relationship of faith and learning might mean for the academy today. Marsden argues forcefully that mainstream American higher education needs to bemore open to explicit expressions of faith and to accept what faith means in an intellectual context. While other defining elements of a scholar's identity, such as race or gender, are routinely taken into consideration and welcomed as providing new perspectives, Marsden points out, the perspectiveof the believing Christian is dismissed as irrelevant or, worse, antithetical to the scholarly enterprise.Marsden begins by examining why Christian perspectives are not welcome in the academy. He rebuts the various arguments commonly given for excluding religious viewpoints, such as the argument that faith is insufficiently empirical for scholarly pursuits (although the idea of complete scientificobjectivity is consider naive in most fields today), the fear that traditional Christianity will reassert its historical role as oppressor of divergent views, and the received dogma of the separation of church and state, which stretches far beyond the actual law in the popular imagination. Marsdeninsists that scholars have both a religious and an intellectual obligation not to leave their deeply held religious beliefs at the gate of the academy. Such beliefs, he contends, can make a significant difference in scholarship, in campus life, and in countless other ways. Perhaps most importantly,Christian scholars have both the responsibility and the intellectual ammunition to argue against some of the prevailing ideologies held uncritically by many in the academy, such as naturalistic reductionism or unthinking moral relativism.Contemporary university culture is hollow at its core, Marsden writes. Not only does it lack a spiritual center, but it is without any real alternative. He argues that a religiously diverse culture will be an intellectually richer one, and it is time that scholars and institutions who take theintellectual dimensions of their faith seriously become active participants in the highest level of academic discourse. Whether the reader agrees or disagrees with this conclusion, Marsden's thoughtful, well-argued book is necessary reading for all sides of the debate on religion's role in educationand culture.
The Outrageous Idea of Christian Teaching by
Hundreds of thousands of professors claim Christian as their primary identity, and teaching as their primary vocational responsibility. Yet, in the contemporary university the intersection of these two identities often is a source of fear, misunderstanding, and moral confusion. How does beinga Christian change one's teaching? Indeed, should it?Inspired by George Marsden's 1997 book The Outrageous Idea of Christian Scholarship, this book draws on a survey of more than 2,300 Christian professors from 48 different institutions in North America, to reveal a wide range of thinking about faith-informed teaching. Placing these empirical findingsalongside the wider scholarly conversation about the role of identity-informed teaching, Perry L. Glanzer and Nathan F. Alleman argue that their Christian identity can and should inform professors' teaching in the contemporary pluralistic university. The authors provide a nuanced alternative tothose who advocate for restraining the influence of one's extra-professional identity and those who, in the name of authenticity, promote the full integration of one's primary identity into the classroom. The book charts new ground regarding how professors think about Christian teachingspecifically, as well as how they should approach identity-informed teaching more generally.
To Know As We Are Known by
This primer on authentic education explores how mind and heart can work together in the learning process. Moving beyond the bankruptcy of our current model of education, Parker Palmer finds the soul of education through a lifelong cultivation of the wisdom each of us possesses and can share to benefit others.
On Christian Teaching : Practicing Faith in the Classroom by
The latest from an internationally recognised thinker at the intersection of faith and pedagogy. Christian teachers have long been thinking about what content to teach, but little scholarship has been devoted to how faith forms the actual process of teaching. Is there a way to go beyond Christian perspectives on the subject matter and think about the teaching itself as Christian? In this book David Smith argues that faith has a critical role in shaping pedagogy and the learn-ing experience. Smith's scholarly exploration of education combines both theory and practice. With clever and sometimes funny examples, he shows how teachers of every subject and age group can be attentive to how their students are experiencing and interpreting learning. From desk arrangement to discussion questions, there are myriad opportunities to design classes that are deeply rooted in Christian practices. On Christian Teaching provides fresh insight into Christian education that expresses faith and community.
The Flourishing Teacher by
Teaching is a sacred profession to which you have been called. But sometimes you feel burned out: the relentless pace, the overload of classes, the grading, the advising, the additional committee work. Drawing on more than twenty years of teaching experience, Christina Bieber Lake writes to encourage you to rediscover your passion for your profession, to help you move from surviving to thriving, and to remind you why you chose this vocational path. Creatively structured around the typical rhythms of the academic calendar, this book offers refreshing and practiced advice about how to flourish in the midst of the teaching life. Lake also takes on several pressing questions: How do I balance work and family time?Where do I fit in time for my research and writing?What particular challenges do female faculty face, and how should they navigate them?Remind yourself why you teach. Rediscover your passion for this vocation.
Christ and Culture by
This 50th-anniversary edition, with a new foreword by the distinguished historian Martin E. Marty, who regards this book as one of the most vital books of our time, as well as an introduction by the author never before included in the book, and a new preface by James Gustafson, the premier Christian ethicist who is considered Niebuhr’s contemporary successor, poses the challenge of being true to Christ in a materialistic age to an entirely new generation of Christian readers.
The Soul of the American University by
Only a century ago, almost all state universities held compulsory chapel services, and some required Sunday church attendance as well. In fact, state-sponsored chapel services were commonplace until the World War II era, and as late as the 1950s, it was not unusual for leading schools to refer to themselves as "Christian" institutions. Today, the once pervasive influence of religion in the intellectual and cultural life of America's preeminent colleges and universities has all but vanished. In The Soul of the American University, Marsden explores how, and why, these dramatic changes occurred. Far from a lament for a lost golden age when mainline Protestants ruled American education, The Soul of the American University offers a penetrating critique of that era, surveying the role of Protestantism in higher education from the founding of Harvard in the 1630s through the collapse of the WASP establishment in the 1960s. Marsden tells the stories of many of our pace-setting universities at defining moments in their histories, including Harvard, Yale, Princeton, the University of Michigan, Johns Hopkins, the University of California at Berkeley, and the University of Chicago. He recreates the religious feuds that accompanied Yale's transition from a flagship evangelical college to a university, and the dramatic debate over the place of religion in higher education between Harvard's President Charles Eliot and Princeton's President James McCosh. Marsden's analysis ranges from debates over Darwinism and higher critics of the Bible, to the roles of government and wealthy contributors, the impact of changing student mores, and even the religious functions of college football. He argues persuasively that the values of "liberalism" and "tolerance" that the establishment championed and used to marginalize Christian fundamentalism and Roman Catholicism eventually and perhaps inevitably led to its own disappearance from the educational milieu, as nonsectarian came to mean exclusively secular. While the largely voluntary disestablishment of religion may appear in many respects commendable, Marsden believes that it has nonetheless led to the infringement of the free exercise of religion in most of academic life. In effect, nonbelief has been established as the only valid academic perspective. In a provocative final chapter, Marsden spells out his own prescription for change, arguing that just as the academy has made room for feminist and multicultural perspectives, so should there be room once again for traditional religious viewpoints. A thoughtful blend of historical narrative and searching analysis, The Soul of the American University exemplifies what it advocates: that religious perspectives can provide a legitimate contribution to the highest level of scholarship.
Exiles from Eden by
In this thoughtful and literate study, Schwehn argues that Max Weber and several of his contemporaries led higher education astray by stressing research--the making and transmitting of knowledge--at the expense of shaping moral character. Schwehn sees an urgent need for a change in orientationand calls for a "spiritually grounded education in and for thoughtfulness." The reforms he endorses would replace individualistic behavior, the "doing my own work" syndrome derived from the Enlightenment, with a communitarian ethic grounded in Judeo-Christian spirituality. Schwehn critiquesphilosophies of higher education he considers misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry Jr. He draws out valid insights, always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing onboth the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. Schwehn's study will interest all those concerned with higher education in America today:faculty, students, parents, alumni, administrators, trustees, and foundation officers.
Christianity and the Soul of the University by
Many universities, founded on the principles of scholarship and steadfast Christian faith, have abandoned those roots, resulting in confusion, fragmentation, and ideological strife. This book explores the role reflective Christian faith can play in unifying the intellectual life of the university.
Teaching and Christian Imagination by
This book invites Christian teachers to slow down, take a deep breath, and allow their weary souls to recover. The authors -- experienced teachers themselves -- encourage teacher-readers to imagine their work differently, opening up possibilities for reanimating how they view learning in a Christian context.In Teaching and Christian Imagination David Smith and Susan Felch creatively use three metaphors -- journeys, gardens, and buildings -- to illuminate a fresh vision of teaching and learning. Stretching beyond familiar clichés, they infuse these metaphors with rich biblical echoes and theological resonances. "We need vision, not just beliefs and techniques," the authors argue in their introduction. "And that vision, if it is to sustain us, must be deeply Christian."
Teaching and Christian Practices by
In Teaching and Christian Practices several university professors describe and reflect on their efforts to allow historic Christian practices to reshape and redirect their pedagogical strategies. Whether allowing spiritually formative reading to enhance a literature course, employing table fellowship and shared meals to reinforce concepts in a pre-nursing nutrition course, or using Christian hermeneutical practices to interpret data in an economics course, these teacher-authors envision ways of teaching and learning that are rooted in the rich tradition of Christian practices, as together they reconceive classrooms and laboratories as vital arenas for faith and spiritual growth.
The Vocation of the Christian Scholar by
Foreword by Samuel L. Hill Richard T. Hughes's highly praised book on the relationship between Christian faith and secular learning -- originally titled How Christian Faith Can Sustain the Life of the Mind -- is now available in this revised and expanded edition, which speaks more directly to the subject of vocation. In a substantial new preface Hughes recounts his own vocational journey, telling how he drew on Christian theology to discover his talents and how best to use them. Another new chapter explores the vocation of Christian colleges and universities, including the purposes and goals of church-related education. Drawing from the Catholic, Reformed, Lutheran, and Anabaptist traditions, Hughes shows how the Christian scholar can embrace paradox rather than dogmatism. His reflections provide a compelling argument that faith, properly pursued, nourishes the openness and curiosity that make a life of the mind possible.
Educating for Shalom by
In addition to his notable work as a premier Christian philosopher, Nicholas Wolterstorff has become a leading voice on faith-based higher education. This volume gathers the best of Wolterstorff's essays from the past twenty-five years dealing collectively with the purpose of Christian higher education and the nature of academic learning. Integrated throughout by the biblical idea of shalom, these nineteen essays present a robust framework for thinking about education that combines a Reformed confessional perspective with a radical social conscience and an increasingly progressivist pedagogy. Wolterstorff develops his ideas in relation to an astonishing variety of thinkers ranging from Calvin, Kuyper, and Jellema to Augustine, Aquinas, and Kant to Weber, Habermas, and MacIntyre. In the process, he critiques various models of education, classic foundationalism, modernization theory, liberal arts, and academic freedom.
Joining the Mission by
Joining the Mission is a helpful guide for new (and experienced) faculty at religious colleges and universities. Susan VanZanten here provides an orientation to the world of Christian higher education and an introduction to the academic profession of teaching, scholarship, and service, with a special emphasis on opportunities and challenges common to "mission-driven" institutions. From designing a syllabus to dealing with problem students, from working with committees to achieving a balanced life, VanZanten's guidebook will help faculty across the disciplines -- Art to Zoology and every subject between -- understand better what it means to pursue faithfully a vocation as professor.
