Disciplined Comparison in the Undergraduate Theory and Method Classroom.
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| Title: | Disciplined Comparison in the Undergraduate Theory and Method Classroom. |
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| Authors: | Jensen, Christopher1 christopher.jensen@carleton.ca |
| Source: | Teaching Theology & Religion. Dec2024, Vol. 27 Issue 4, p163-167. 5p. |
| Subject Terms: | *Theological education, *Religious studies, *College curriculum, *Higher education, *Adults, Comparative philosophy |
| Geographic Terms: | Canada |
| Abstract: | This article details the author's reimagining of the undergraduate theory and method course, in which intentional, disciplined comparison is employed to challenge and problematize traditional narratives about Religious Studies as an academic discipline. Doing so helps to answer calls to decolonize our curricula, not only by critiquing historical theorists, but also by including non‐Western perspectives as sources of theory (as opposed to mere data to be studied). Such an approach is additionally pertinent in the author's Canadian institutional context, where traditional definitions of "religion" have been used to oppress Canada's Indigenous populations: a useful case study for explaining why such theorization matters. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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