Hostname: page-component-76fb5796d-vfjqv Total loading time: 0 Render date: 2024-04-26T09:58:58.217Z Has data issue: false hasContentIssue false
  • English
  • Français

II. Flipping the Classroom Inside-Out: A Systematic Theologian Discovers Contemplative Pedagogy

Published online by Cambridge University Press:  15 May 2019

Brian D. Robinette
Brian D. Robinette*
Affiliation:
Boston College
Get access Rights & Permissions [Opens in a new window]

Extract

Shortly after receiving tenure in 2009, I hit a brick wall. Having poured so much energy into the tenure process, which included a large-scale book project, I found myself intellectually and emotionally spent. Uninspired and unable to gain traction with another major research project during my post-tenure sabbatical, I felt I was wandering through a desert. I had heard rumors about the “post-tenure blues,” but I somehow imagined myself immune.

Type
Pedagogical Roundtable
Information
Horizons , Volume 46 , Issue 1 , June 2019 , pp. 121 - 127
Copyright
Copyright © College Theology Society 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

26 The following texts, mentioned previously, have been particularly useful for me: Daniel P. Barbezat and Mirabai Bush, Contemplative Practices in Higher Education; and Judith Simmer-Brown and Fran Grace, eds., Meditation and the Classroom: Contemplative Pedagogy for Religious Studies.

27 OSA, Martin Laird, Into the Silent Land: A Guide to the Christian Practice of Contemplation (Oxford: Oxford University Press, 2006)Google Scholar.