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This book goes beyond the "how-to's" of teaching to offer a pedagogy founded in spirituality, providing teachers with the elements necessary to create a truly multicultural classroom.
Could we have imagined how much theological education would change in the new millennium? Shifting needs of students, classrooms, and churches have demanded constant revisions of the curriculum, course design, classroom technology, and pedagogical strategies. Saint Paul School of Theology felt the tide of change within our own walls and designed a project called "Proleptic Pedagogy" to address three distinct pedagogical challenges for the future of theological education. First, instead of fitting new technologies into old pedagogies, how are teaching and learning transformed by shifting needs of students who are "digital natives," "digital immigrants," or distance learners? Second, instead of reactive strategies, what pedagogy proactively eliminates "accommodations" because courses are designed with flexibility and openness to diverse learning styles, disabilities, and needs? Third, instead of engaging student diversity with the tools of the 1960s, what new teaching and learning strategies anticipate future student racial and ethnic demographics and interracial educational experiences? This volume of essays narrates our classroom stories, teases out pedagogical issues, examines pedagogical literature, reflects on theology of pedagogy, and constructs pedagogical proposals--with an open invitation for other theological educators to join our conversation about the future of theological education.
Does anyone need to come out anymore? Queer theory has challenged the idea of coming out as problematic for its false binary and essentialized version of identity. If gender is a socially constructed performativity, then what does coming out mean? At the same time, we live in a society that still struggles with structures of power that define what is considered normal and sanctions those who transgress. The intersectionality of gender with race, class, ethnicity, nationality, abilities, religion, age and other positional markers challenge a simplified belief that coming out is not necessary. Therefore, in the lived experience of many persons coming out still matters. This book initiates a different theological conversation about coming out. It argues that rather than the declaration of an identity category, coming out can be understood as the erotic ethical practice of truth-telling. The formation of conscience and moral integrity embody the two pillars of this erotic practice. Coming out understood as “disruptive coherence” is the erotic ethical practice of truth-telling grounded in our deepest desires to be known authentically in community.
This book presents personal narratives and collective ethnography of the emergence and development of Asian and Asian American women’s scholarship in theology and religious studies. It demonstrates how the authors’ religious scholarship is based on an embodied epistemology influenced by their social locations. Contributors reflect on their understanding of their identity and how this changed over time, the contribution of Asian and Asian American women to the scholarship work that they do, and their hopes for the future of their fields of study. The volume is multireligious and intergenerational, and is divided into four parts: identities and intellectual journeys, expanding knowledge, integrating knowledge and practice, and dialogue across generations.
Increasingly, adolescents and young adults in the United States are racially and socioeconomically diverse, while the teaching population remains predominantly white and middle class. Many youth ministry programs that utilize volunteer mentors recruit adults who are ill-equipped to bridge cultural differences and effectively build sustainable relationships with adolescents who come from different backgrounds than their own. College and university campus ministries that are historically white struggle to provide adequate support and mentoring for students who have traditionally not been represented in the college population. Often, mentoring relationships break down over cultural misunderstandings. As educators who come from backgrounds marked by privilege, Katherine Turpin and Anne Carter Walker draw from their experiences in an intentionally culturally diverse youth ministry program to name the challenges and inadequacies of ministry with young people from marginalized communities. Through engaging case studies and vignettes, the authors re-examine the assumptions about youth agency, vocational development, educational practice, and mentoring. Offering concrete guidelines and practices for working effectively across lines of difference, Nurturing Different Dreams invites readers to consider their own cultural assumptions and practices for mentoring adolescents, and assists readers in analyzing and transforming their practices of mentoring young people who come from different communities than their own.
How do ethnic and cultural diversity affect spiritual formation? The authors of A Many Colored Kingdom explore Christian formation and teaching in the church, with a particular focus on intercultural and interethnic relationships. Well-qualified to speak on issues of diversity, the authors describe relevant aspects of their own personal journeys; key issues emerging from their studies and teaching germane to race, culture, and ethnicity; and teaching implications that bring right practice to bear on church ministry. A final chapter contains a conversation among the authors responding to one another's insights and concerns. This book will be required reading for those engaged in as well as those preparing for a life of teaching and ministry in our increasingly multicultural world.
Adolescent girls between the ages of fifteen and eighteen shared with Parker and her co-authors life stories that show how they struggle to make sense of their experiences of racism, sexism, classism, and heterosexism in light of their belief in God or their concept of a higher divine power. The groups of adolescent girls interviewed include Korean Americans, African Americans, Native Americans, Latinas, working-class whites, and lesbians. The closing chapter revisits the prominent themes from each chapter, challenging those concerned about fostering a spirituality that is life giving for girls who struggle with racism, classism, sexism, and heterosexism. In addition, it explores the concepts of realization, resistance, resilience, and ritual as four essential components for nurturing a wholesome spirituality in adolescent girls
Ritual Practices in Congregational Identity Formation investigates the educational roles of ritual practices in the process of congregational identity formation. Son identifies and analyzes various kinds of Christian rituals with respect to how rituals influence the formational processes of a congregation’s identity. Based on Victor Turner’s ritual theory, this book also investigates the pedagogical and transformative efficacies of ritual practices within the dynamics of congregational education.
One may argue that the Second Vatican Council simply came too early to address the questions that swept over Christianity and Catholicism with the sexual revolution. There is little doubt, however, that although the popes in the post-conciliar era made marriage and family issues a matter of decision at the highest level, they did not succeed in thwarting the growing discrepancy between the church's moral teaching in these matters and the moral insights of a large portion of the Catholic faithful. The two Synods of Bishops, which Pope Francis called in 2014 and 2015, can be regarded as a new attempt of the magisterium to come to terms with the problems that appeared on the horizon in the 1960's. The present volume addresses some of the major theological and ethical questions at stake and provides perspectives and resources for a renewed discourse of the church on marriage and family. (Series: INTAMS Studies on Marriage and Family / INTAMS-Studien zu Ehe und Familie, Vol. 1) [Subject: Religious Studies]Ã?Â?Ã?Â?