Abstract This note introduces the “Context Need Teaching Approach” applied at Aletheia Theological Seminary, Indonesia. The approach helps students to have a contextual experience with the problems faced by churches or similar organizations and discuss them with their peers in the classroom.
{"title":"Context need teaching approach","authors":"Brury Eko Saputra","doi":"10.1111/teth.12648","DOIUrl":"https://doi.org/10.1111/teth.12648","url":null,"abstract":"Abstract This note introduces the “Context Need Teaching Approach” applied at Aletheia Theological Seminary, Indonesia. The approach helps students to have a contextual experience with the problems faced by churches or similar organizations and discuss them with their peers in the classroom.","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"39 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper addresses a surprising phenomenon in the evangelical theological classroom. Evangelical theological students often approach theology as an exclusively analytic subject, failing to use imaginative criteria in “doing theology.” Specifically, they fail to use their literary imaginations or what some call narrative imagination. The phenomenon is surprising because of the Bible's place as the central theological text for evangelicals. The Bible, in turn, is a literary text that aims at its reader's literary imagination. In this paper, I review how a creative writing assignment better positioned students to glean the Bible's theological teaching. That is, how a creative arts assignment helps students do theology imaginatively.
{"title":"The evangelical imagination","authors":"Armen Oganessian","doi":"10.1111/teth.12647","DOIUrl":"https://doi.org/10.1111/teth.12647","url":null,"abstract":"Abstract This paper addresses a surprising phenomenon in the evangelical theological classroom. Evangelical theological students often approach theology as an exclusively analytic subject, failing to use imaginative criteria in “doing theology.” Specifically, they fail to use their literary imaginations or what some call narrative imagination. The phenomenon is surprising because of the Bible's place as the central theological text for evangelicals. The Bible, in turn, is a literary text that aims at its reader's literary imagination. In this paper, I review how a creative writing assignment better positioned students to glean the Bible's theological teaching. That is, how a creative arts assignment helps students do theology imaginatively.","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Martin Luther is primarily known as a pastor and theologian of the 16th century Reformation. However, he was also a pedagogue passionate about educational reforms that united the spiritual life with the daily lived life. Believing that education served the purpose of equipping students for a life in service of one's neighbor, Luther took a practical and spiritual approach to critically engage content and even left space for teachers to differentiate based on their students' needs. This article provides a close look at the pedagogy and curriculum Luther outlines in the introduction to his Small Catechism and seeks to provide a creative adaptation to the contemporary theological/religious classroom. In the hopes that Luther's method can be of help in a variety of settings and spiritual traditions, the primary teaching method is driven by inquiry and the catechetical question “what is this?”
{"title":"<i>Was ist das</i>? Martin Luther's catechism and pedagogical methods in the contemporary theological classroom","authors":"Brandon L. Westengard","doi":"10.1111/teth.12645","DOIUrl":"https://doi.org/10.1111/teth.12645","url":null,"abstract":"Abstract Martin Luther is primarily known as a pastor and theologian of the 16th century Reformation. However, he was also a pedagogue passionate about educational reforms that united the spiritual life with the daily lived life. Believing that education served the purpose of equipping students for a life in service of one's neighbor, Luther took a practical and spiritual approach to critically engage content and even left space for teachers to differentiate based on their students' needs. This article provides a close look at the pedagogy and curriculum Luther outlines in the introduction to his Small Catechism and seeks to provide a creative adaptation to the contemporary theological/religious classroom. In the hopes that Luther's method can be of help in a variety of settings and spiritual traditions, the primary teaching method is driven by inquiry and the catechetical question “what is this?”","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135259540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching Theology & ReligionVolume 26, Issue 2-3 p. 62-62 EDITOR'S NOTE (TTR-Sept 2023) From the co-editor Mahjabeen Dhala, Corresponding Author Mahjabeen Dhala [email protected] Graduate Theological Union, Berkeley, California, USA Correspondence Mahjabeen Dhala, Graduate Theological Union, Berkeley, California, USA. Email: [email protected]Search for more papers by this author Mahjabeen Dhala, Corresponding Author Mahjabeen Dhala [email protected] Graduate Theological Union, Berkeley, California, USA Correspondence Mahjabeen Dhala, Graduate Theological Union, Berkeley, California, USA. Email: [email protected]Search for more papers by this author First published: 23 October 2023 https://doi.org/10.1111/teth.12646Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume26, Issue2-3September 2023Pages 62-62 RelatedInformation
{"title":"(TTR‐Sept 2023) From the co‐editor","authors":"Mahjabeen Dhala","doi":"10.1111/teth.12646","DOIUrl":"https://doi.org/10.1111/teth.12646","url":null,"abstract":"Teaching Theology & ReligionVolume 26, Issue 2-3 p. 62-62 EDITOR'S NOTE (TTR-Sept 2023) From the co-editor Mahjabeen Dhala, Corresponding Author Mahjabeen Dhala [email protected] Graduate Theological Union, Berkeley, California, USA Correspondence Mahjabeen Dhala, Graduate Theological Union, Berkeley, California, USA. Email: [email protected]Search for more papers by this author Mahjabeen Dhala, Corresponding Author Mahjabeen Dhala [email protected] Graduate Theological Union, Berkeley, California, USA Correspondence Mahjabeen Dhala, Graduate Theological Union, Berkeley, California, USA. Email: [email protected]Search for more papers by this author First published: 23 October 2023 https://doi.org/10.1111/teth.12646Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume26, Issue2-3September 2023Pages 62-62 RelatedInformation","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P.M. (Ronelle) Sonnenberg, A. (Jos) de Kock, E. (Elsbeth) Vogel
Abstract The aim of this study is to gain empirical knowledge about how the Bible functions in the context of Protestant Christian primary schools in the Netherlands. It presents the results of an empirical explorative and qualitative study on the perceptions of teachers and school administrators (directors and internal supervisors) on the goals of Bible use in Protestant primary education, as well as the roles of teachers and pupils, and how these can be understood in terms of religious pedagogical models and theories. Five small focus group interviews with teachers and six interviews with school administrators revealed a variety of goals teachers hold regarding Bible use in education and a variety of divisions of teacher–learner roles in this regard. The findings also show some particular characteristics when compared with secondary schools.
{"title":"A rich palette of Bible use: A theoretical and empirical contribution from the context of Protestant Christian primary schools in the Netherlands","authors":"P.M. (Ronelle) Sonnenberg, A. (Jos) de Kock, E. (Elsbeth) Vogel","doi":"10.1111/teth.12629","DOIUrl":"https://doi.org/10.1111/teth.12629","url":null,"abstract":"Abstract The aim of this study is to gain empirical knowledge about how the Bible functions in the context of Protestant Christian primary schools in the Netherlands. It presents the results of an empirical explorative and qualitative study on the perceptions of teachers and school administrators (directors and internal supervisors) on the goals of Bible use in Protestant primary education, as well as the roles of teachers and pupils, and how these can be understood in terms of religious pedagogical models and theories. Five small focus group interviews with teachers and six interviews with school administrators revealed a variety of goals teachers hold regarding Bible use in education and a variety of divisions of teacher–learner roles in this regard. The findings also show some particular characteristics when compared with secondary schools.","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135533897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16eCollection Date: 2024-02-01DOI: 10.1055/s-0042-1760355
Huan Zhang, Sophie Peeters, Gennadiy Vengorivich, Layal Antoury, Ki Wan Park, Christine Wells, Jeffrey D Suh, Jivianne T Lee, Anthony Heaney, Marvin Bergsneider, Won Kim, Marilene B Wang
Objective While postoperative cerebrospinal fluid (CSF) leak rates of pituitary tumors have been frequently studied, there are fewer studies examining postoperative CSF leak rates for extrasellar tumors. The purpose of this study was to identify risk factors for the development of postoperative CSF leak in patients undergoing endoscopic surgery for extrasellar tumors. Methods A retrospective chart review was done for patients who underwent endoscopic resection for extrasellar tumors between 2008 and 2020. Age, gender, tumor type, tumor location, tumor size, reconstruction technique, medical comorbidities, and other potential risk factors were identified. Data was analyzed to identify significant risk factors for development of postoperative CSF leak. Results There were 100 patients with extrasellar tumors who developed intraoperative CSF leaks. Seventeen patients (17%) developed postoperative CSF leaks. Leaks occurred at a median of 2 days following surgery (range 0-34 days). Clival tumors had a significantly higher incidence of postoperative leak than those in other sites ( p < 0.05). There were no significant differences in other locations, body mass index, tumor size, reconstruction technique, medical comorbidities, or other factors. There were nearly twice as many intraoperative grade III leaks in those who developed postoperative CSF leak, but this was not statistically significant ( p = 0.12). Conclusion Extrasellar tumors, particularly clival tumors, have a higher rate of postoperative CSF leak than pituitary tumors. Prophylactic lumbar drains can be considered for patients at high risk for developing postoperative CSF leak.
{"title":"Risk Factors Associated with Postoperative CSF Leak in Extrasellar Tumors.","authors":"Huan Zhang, Sophie Peeters, Gennadiy Vengorivich, Layal Antoury, Ki Wan Park, Christine Wells, Jeffrey D Suh, Jivianne T Lee, Anthony Heaney, Marvin Bergsneider, Won Kim, Marilene B Wang","doi":"10.1055/s-0042-1760355","DOIUrl":"10.1055/s-0042-1760355","url":null,"abstract":"<p><p><b>Objective</b> While postoperative cerebrospinal fluid (CSF) leak rates of pituitary tumors have been frequently studied, there are fewer studies examining postoperative CSF leak rates for extrasellar tumors. The purpose of this study was to identify risk factors for the development of postoperative CSF leak in patients undergoing endoscopic surgery for extrasellar tumors. <b>Methods</b> A retrospective chart review was done for patients who underwent endoscopic resection for extrasellar tumors between 2008 and 2020. Age, gender, tumor type, tumor location, tumor size, reconstruction technique, medical comorbidities, and other potential risk factors were identified. Data was analyzed to identify significant risk factors for development of postoperative CSF leak. <b>Results</b> There were 100 patients with extrasellar tumors who developed intraoperative CSF leaks. Seventeen patients (17%) developed postoperative CSF leaks. Leaks occurred at a median of 2 days following surgery (range 0-34 days). Clival tumors had a significantly higher incidence of postoperative leak than those in other sites ( <i>p</i> < 0.05). There were no significant differences in other locations, body mass index, tumor size, reconstruction technique, medical comorbidities, or other factors. There were nearly twice as many intraoperative grade III leaks in those who developed postoperative CSF leak, but this was not statistically significant ( <i>p</i> = 0.12). <b>Conclusion</b> Extrasellar tumors, particularly clival tumors, have a higher rate of postoperative CSF leak than pituitary tumors. Prophylactic lumbar drains can be considered for patients at high risk for developing postoperative CSF leak.</p>","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"18 1","pages":"15-20"},"PeriodicalIF":0.9,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10807959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85515359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"COVID‐19 and Teaching Theology and Religion","authors":"Kyle K. Schiefelbein‐Guerrero","doi":"10.1111/teth.12607","DOIUrl":"https://doi.org/10.1111/teth.12607","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"20 15","pages":"2 - 2"},"PeriodicalIF":0.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72406233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article reflects on the process, challenges, and opportunities of conducting a graduate‐level class in environmental philosophy for Catholic priests who were seminary formators in the time of pandemic in the Philippines. The final output of the course is a participatory action research project. I developed an engaged pedagogical framework, which draws from the works of Jennifer Ayres that incorporated theological, philosophical, and ecological principles in teaching and facilitating students' research. The development of the tenets, the flourishing of all, right relations, and praxis began from a deep engagement with my students whose influence in the religious and cultural lives of the Filipinos could add to the flourishing of ecological consciousness of the Catholic community in the Philippines.
{"title":"Teaching participatory action research as engaged pedagogy in the time of pandemic","authors":"Jeane C. Peracullo","doi":"10.1111/teth.12604","DOIUrl":"https://doi.org/10.1111/teth.12604","url":null,"abstract":"Abstract This article reflects on the process, challenges, and opportunities of conducting a graduate‐level class in environmental philosophy for Catholic priests who were seminary formators in the time of pandemic in the Philippines. The final output of the course is a participatory action research project. I developed an engaged pedagogical framework, which draws from the works of Jennifer Ayres that incorporated theological, philosophical, and ecological principles in teaching and facilitating students' research. The development of the tenets, the flourishing of all, right relations, and praxis began from a deep engagement with my students whose influence in the religious and cultural lives of the Filipinos could add to the flourishing of ecological consciousness of the Catholic community in the Philippines.","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"158 1","pages":"3 - 13"},"PeriodicalIF":0.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73207879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Titling class sessions with leading questions","authors":"Denise C. Flanders","doi":"10.1111/teth.12602","DOIUrl":"https://doi.org/10.1111/teth.12602","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72955757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ritual in practice: Creating epistemic friction and overcoming ideological imperviousness in an introductory religious studies class","authors":"M. Hotham","doi":"10.1111/teth.12599","DOIUrl":"https://doi.org/10.1111/teth.12599","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":"44 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82379917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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