Teaching in contexts: Designing a competency-based religious studies program
Over the last decade, the discipline of religious studies has promoted religious literacy as both an invaluable contribution to curriculum and an indispensable social good. While much has been written on the importance of the study of religion for the development of religious literacy, little attent...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
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| Veröffentlicht: |
Wiley-Blackwell
[2019]
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| In: |
Teaching theology and religion
Jahr: 2019, Band: 22, Heft: 3, Seiten: 191-204 |
| RelBib Classification: | AH Religionspädagogik ZF Pädagogik |
| weitere Schlagwörter: | B
Alignment
B program design B World Religions Paradigm B Competency-based education B Religious Literacy |
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Volltext (Resolving-System) Volltext (doi) |
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| 520 | |a Over the last decade, the discipline of religious studies has promoted religious literacy as both an invaluable contribution to curriculum and an indispensable social good. While much has been written on the importance of the study of religion for the development of religious literacy, little attention has been given to the identification of the disciplinary skills and content knowledge (or what we refer to as religious studies competencies) a student develops through extended study of religion. In this essay, we present an example of how to integrate a religious studies competency-based model into program design and implementation. We argue that the transition to a competency-based religious studies program has two potential benefits. First, competency program design provides an opportunity to redesign and update religious studies programs in a more responsible manner that aligns with our students, institution, discipline, and profession. Second, competency program design facilitates the conditions where we can better avoid duplicating the much criticized world religions paradigm. | ||
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