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Teaching Theology: Some Affective Strategies

Published online by Cambridge University Press:  09 September 2014

Richard Ognibene  and
Richard Penaskovic
Richard Ognibene
Affiliation:
The College of Saint Rose
Richard Penaskovic
Affiliation:
The College of Saint Rose
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Abstract

This essay examines an approach to teaching theology in which “asking and feeling” are equally important concerns. It is argued that courses in theology can be structured in ways that eliminate the cognitive-affective dichotomy, while providing experiences whose motivational appeal enhances dialogue and the prospect of individual growth. Special attention is given to: (1) ways of structuring the classroom experience so that students become responsible for their own learning; (2) activities designed to enhance the self-concept; and (3) methods for developing interpersonal communication skills that promote effective group discussion.

Type
Creative Teaching
Information
Horizons , Volume 8 , Issue 1 , Spring 1981 , pp. 97 - 108
Copyright
Copyright © The College Theology Society 1981

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References

1 The English word, prejudice, has a pejorative connotation. The Latin term, praejudicium can be understood both positively and negatively. There are legitimate prejudices, although such a view is foreign to our present day use of the word. See Gadamer, Hans Georg, Truth and Method (New York: Seabury, 1975), p. 240.Google Scholar

2 Whitehead, Alfred North, The Aims of Education (New York: Free Press, 1967), p. 37.Google Scholar

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4 McGill, William J., “A Prologemenon to Humanistic Learning,” Liberal Education 60 (1974), 250.Google Scholar See McDaniel, Thomas R., “The Cognitive and Affective in Liberal Education: Can We Have Both?” Liberal Education 62 (1976), 465–71Google Scholar, and Abba, Raymond, “Athens and Jerusalem: Religious Studies in the Secular University,” Religious Education 70 (1975), 355–74.CrossRefGoogle Scholar

5 McGill, p. 251.

6 Garrison, Roger H., “The Tools of the Teaching Trade,” Improving College and University Teaching 24 (1976), 69.CrossRefGoogle Scholar See Bruner, Jerome, The Process of Education (New York: Vintage, 1963)Google Scholar, chapter 2.

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8 Penticuff, Joy, “Development of the Concept of Self: Implications for the Teacher's Role in Promotion of Mental Health,” Educational Horizons 55 (1976), 15–18.Google Scholar

9 Ibid., p. 17.

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13 Ibid., p. 8.

14 Freire, p. 79.

15 Lavaroni, Charles, “Implementing the Humanistic Curriculum in the Classroom,” Thrust for Educational Leadership 5 (1976), 28.Google Scholar

16 Worsley, Alice F., “Improving Classroom Discussion: Ten Principles,” Improving College and University Teaching 23 (1975), 27.CrossRefGoogle Scholar See Postman, Neil and Weingartner, Charles, Teaching As A Subversive Activity (New York: Delacorte, 1969)Google Scholar, chapter II.

17 Lavaroni, p. 27.

18 Ibid. See Rogers, Carl, Freedom to Learn (Columbus, OH: Charles Merrill, 1969)Google Scholar, chapter 4.

19 Lavaroni, p. 28. See Raths, Louis, Harmin, Merrill, and Simon, Sidney, Values and Teaching (Columbus, OH: Charles Merrill, 1966)Google Scholar, chapter 5.

20 Worsley, p. 27. For an excellent overview of communication strategies, see Johnson, David, Reaching Out (Englewood Cliffs, NJ: Prentice-Hall, 1972).Google Scholar

21 Bowman, James S., “The Lecture-Discussion Format Revisited,” Improving College and University Teaching 27 (1979), 26.CrossRefGoogle Scholar

22 Bowman, p. 27. Teachers who face large classes might consult the following articles in Improving College and University Teaching: Wick, John W., “Making a Big Lecture Section a Good Course,” 22 (1974), 249–52Google Scholar; Frederick, Peter J., “The American Dream and Educational Innovation,” 23 (1975), 133–44Google Scholar; and Bazeli, Frank P., “Learning Team Approach to Large Group Instruction,” 26 (1978), 201–02.Google Scholar