Friday, October 24, 2014
the teaching challenge: theology
I wrote this recently, in response to a Flinders University request to explain why I teach, and how this applies in how I teach theology. (It is a few paragraphs by way of contextual introduction in what was a 5,500 word paper about evidence-based research I’m doing into the impact of flipped learning on the student experience).
Theology students are more likely to be part-time and mature in age. This presents a range of challenges including managing significant diversity within the classroom and working with a range of anxieties as mature age students return to study.
Theology is often closely tied with personally held beliefs. Some students are studying for a vocational role in their religious communities, while others study for interest. This presents some unique learning challenges. Students are being invited to engage critically with beliefs that at times they, or the communities to which they belong, are highly invested in.
In response, I seek to be a learner-centred educator. I believe that each student comes with a unique finger print and deserves space and processes to connect their existing life experience with the subject matter. People learn best when safe space is created, so a classroom of respect and appreciation of diversity is essential. Thinking aloud must be allowed.
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