The Beautiful Mess of Collaboration: An Embodied Pedagogy for Teaching Across Disciplines, Genders, Races, and Theological Traditions
The central aim of this essay is to reframe the inescapable messiness of the classroom as a pedagogical resource, rather than a liability. Drawing upon our experience team-teaching theology to psychology students, we suggest that the complexities of embodied life are not only psychologically, but al...
| Subtitles: | "Special issue: constructive theology in the psychology classroom" |
|---|---|
| Authors: | ; |
| Format: | Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
2023
|
| In: |
Journal of psychology and christianity
Year: 2023, Volume: 42, Issue: 1, Pages: 51-58 |
| Standardized Subjects / Keyword chains: | B
Bodiliness
/ Pedagogics
/ Psychology
/ Theology
|
| RelBib Classification: | FA Theology NBE Anthropology ZD Psychology ZF Education |
| Further subjects: | B
Teachers
B PSYCHOLOGY students B BEST practices B Gender B Feminist Theology |
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| 520 | |a The central aim of this essay is to reframe the inescapable messiness of the classroom as a pedagogical resource, rather than a liability. Drawing upon our experience team-teaching theology to psychology students, we suggest that the complexities of embodied life are not only psychologically, but also theologically significant. We develop this argument by highlighting the ways in which we have come to understand our bodies as pedagogical resources and how our approach to managing the differences between our bodies in the classroom enables us to be more effective teachers (and collaborators). Along the way, we outline a series of best practices that we have developed through a heuristic process of trial and error. The essay concludes by suggesting that one or a few of these practices might serve as a starting point for others who will adapt, refine, and expand upon them in ways that are best suited for their own teaching context. | ||
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