Abstracts for Session 4A

“Slow Reading: Reading along Lectio Lines,” Jo-Ann Badley (Mars Hill Graduate School), Ken Badley (George Fox University)

Abstract
The monastic movement developed lectio divina, an approach to reading Scripture involving slow, mindful listening to Scripture.  This ancient way of reading challenges the fast, pragmatic reading so often characteristic of our time, especially in the academy.  We propose that the academy can and should re-appropriate lectio-style reading, and we suggest Slow Reading as an educational counterpart of the Slow Food and Slow Cities movements, whose growth in recent decades may indicate cultural openness to the recovery of this ancient reading practice. We describe our attempts to implement and assess more thoughtful reading practices in graduate Bible and education courses.

“The Psalms, Lectio Divina, and Teacher Education,” Andrew R. Brulle (Wheaton College)

Abstract
In this session, the presenter will describe a series of lessons presented in a modified Lectio format that were used with a number of student teachers during a class that met weekly during their student teaching experiences. The topics and Psalms used were: (1) Gossip and the Teachers’ Lounge, Psalm 5; (2) When You Get Discouraged, Psalm 4; (3) When Everything Goes Well, Psalm 104; (4) When You Make a Big Mistake, Psalms 38 and 6; and (5) Leadership, Psalm 82. The first part of the session will consist of the lesson focused on Psalms 38 and 6 to allow participants to understand and participate in the Lectio practice used in this project. During the second part, an overview of the lessons will be presented followed by some qualitative comments from the student teachers on the effectiveness of the practice. The session will conclude with audience participation on ways that these practices might be used in other disciplines with different focal points. Copies of the lesson plans will be available for all participants.

“Reading and Writing as an ‘Attention’ Leading to Prayer: A Few Thoughts on Simone Weil’s ‘Right Use of School Studies’ and English 101,” Daniel Train (Baylor University)

Abstract
This paper explores some of the possibilities of and challenges to integrating Simone Weil’s “Reflections on The Right Use of School Studies” into a first-year composition course. I argue that Weil’s pedagogical aim of “paying attention” can meaningfully re-orient and justify the stated goals of a reading and writing course in which students are continually asked to pay attention not only to published texts but to the texts they and their peers produce. Not only can students begin to view learning about writing as both an act of and preparation for worship rather than simply the acquisition of power, but teachers will also hopefully begin redefining the quality and kind of attention they themselves pay to their student’s work.

Back to Agenda

Abstracts for Session 4B

For further information contact:
Seminars @ Calvin
Calvin College
1855 Knollcrest Circle SE
Grand Rapids MI 49546-4402
616.526.8558
fax 616.526.6682
seminars@calvin.edu