Rebecca Burwell and Mackenzi Huyser
Practicing Hospitality in the Classroom
This article explores pedagogical approaches to teaching students how to practice hospitality toward the other. Using case examples from the college classroom, the authors discuss the roots of Christian hospitality and educational theory on transformative learning to explore how students experience engaging with others after they have experienced the classroom as a hospitable place. This research builds on the work done by other authors in higher education as it extends the notion of experiencing hospitality in the classroom to how students then extend hospitality toward the other.
Toward a Pedagogy of Hospitality: Empathy, Literature, and Community Engagement
According to a recent study in Personality and Social Psychology Review, empathy is on the decline among college students. How might academic courses invite students to increase empathic behaviors? Additionally, how might service-learning projects aid academic course objectives to help students increase empathic behavior? To explore these questions, this article narrates the experience of teaching a course within a general education seminar required of all first-year students at a small Christian university in the United States. I argue that the practice and study of hospitality as a historical Christian practice, while utilizing an antifoundational approach to service-learning in connection with reading literature, engaging in the community, and writing reflectively can invite students to think more explicitly about their own ability to empathize with others, especially in connection to the stranger. Course outcomes are illustrated with examples from student journals and exams.
"The Heart Has Reasons That Reason Cannot Know": Thinking, Feeling, and Willing in Learning
Western (and Christian) education is an intellectualised, dualistic tradition which downplays the role of the body and emotions and thus the importance of practice in learning. Insights from neuroscience and James K. A. Smith's reflections on Christian college pedagogy introduce a consideration of the role of affectivity in learning, which leads in turn to an exploration of a biblical understanding of "heart" and Augustine's introduction of "will" into philosophical discourse. The central role of the heart as that which undergirds affective and cognitive functioning is emphasised, as is the significance of the will. The paper concludes with implications of an integral anthropology for the practice of education, by which learners are invited to choose purposeful responses that accord with their deepest values.
Julien C. H. Smith and T. Laine Scales
Stewardship: A Biblical Model for the Formation of Christian Scholars
This article explores theological dimensions of the academic vocation, taking its cue from the research undertaken by the Carnegie Initiative on the Doctorate, which envisions the scholar as a steward of an academic discipline. We contend, however, that the Christian scholar's sense of stewardship extends beyond one’s academic discipline to encompass the Christian faith as well. Both the creation account in Genesis and the parable of the entrusted money in the Gospels illuminate three vital aspects of Christian scholarship: generation, conservation, and transformation. The article culminates in a discussion of formation or transformation of doctoral students preparing for the academy, with practical examples to illustrate.
Allan G. Harkness
Exploring the Interface between Christian Faith and Education: An Annotated List of Current Journals
Seventeen academic journals which explore aspects of the interface between the Christian faith and educational concerns, and which are currently available internationally and in English, are listed. Annotations for each journal include publication and editorial details, website access, sponsoring institution, stated focus, educational content area, and the religious/theological tradition represented.
Andrew Dean Mullen
Review Essay: An Unsatisfactory, Ever-More Elusive "Common Ground"?
A review of Steven K. Green, The Bible, the School, and the Constitution: The Clash That Shaped Modern Church-State Doctrine (New York: Oxford University Press, 2012); Myriam Hunter-Henin (ed.), Law, Religious Freedoms and Education in Europe (Burlington, VT: Ashgate, 2011); Mark Strasser, Religion, Education and the State: An Unprincipled Doctrine in Search of Moorings (Burlington, VT: Ashgate, 2011); and Keith Watson and William I. Ozanne (eds.), Education and Religion: Global Pressures, Local Responses (London and New York: Routledge, 2012).