Student Learning Outcomes for Biblical Studies in the Liberal Arts

What is the role of biblical studies in a liberal arts curriculum? At the 2009 North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of “coverage” (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement.     

Whose Authority? Perceptions of Science Education in Black and Latino Churches

Recent scholarship argues that beliefs in biblical literalism might keep conservative Protestants out of STEM. Two of the groups that are most underrepresented in STEM, black Americans and Latinos, are also two of the most religious populations in the United States, and specifically overrepresented in theologically conservative Christian traditions. Yet, prior work also suggests that churches help promote positive educational outcomes. To interrogate the potential relationship between STEM educational aspirations and religious faith, we explore how black and Latino Christians perceive the potential impact of science education on religious faith. Analysis of 40 interviews reveals that both black Americans and Latinos have concerns about science teachers being biased. Yet, the groups differ in their assessment of the danger of anti-religious bias. Black Americans put confidence in the Christian community to incubate children from harm to their faith; therefore, they believe the effect of science education on religious faith is either neutral or positive. Latinos, however, raise concerns about the authority of science educators, rather than science curriculum. Overall, the results shift the conversation on conservative religion and science education from solely discussing content to exploring issues of bias and authority.     

The Effects of Education on Americans’ Religious Practices,Beliefs, and Affiliations

I challenge the scholarly contention that increases in education uniformly lead to declines in religious participation, belief, and affiliation. I argue that education influences strategies of action, and these strategies of action are relevant to some religious beliefs and activities but not others. Analysis of survey data shows that (1) education negatively affects exclusivist religious viewpoints and biblical literalism but not belief in God or the afterlife; (2) education positively affects religious participation, devotional activities, and emphasizing the importance of religion in daily life; (3) education positively affects switching religious affiliations, particularly to a mainline Protestant denomination, but not disaffiliation; (4) education is positively associated with questioning the role of religion in secular society but not with support for curbing the public opinions of religious leaders; and (5) the effects of education on religious beliefs and participation vary across religious traditions. Education does influence Americans’ religious beliefs and activities, but the effects of education on religion are complex.     

Reading between the Strata: Teaching Rabbinic Literature with Material Culture

This article argues that attention to material culture can enhance teaching classical rabbinic literature (Talmud, Midrash, and related Jewish texts from the first seven centuries C.E.) at universities. Following an examination of broader scholarship on teaching and learning on using visuals, this article explores four ways in which material culture can help instructors teach rabbinics to students without background in Jewish studies or the relevant languages (Hebrew, Aramaic). It builds upon teaching other areas of biblical and religious studies (Hebrew Bible, New Testament, and teaching rabbinics at liberal seminaries), research methods, and broader scholarship on using visuals and material culture for pedagogical purposes. Contributing to these fields, this article addresses a lacuna in research on teaching rabbinic literature at secular institutions of higher learning and models ways to bring material culture into religious studies classrooms.     

For Better or Worse: Fundamentalists' Attitudes Toward Outgroups as a Function of Exposure to Authoritative Religious Texts

Fundamentalism not only predicts prejudice toward outgroups but also prosociality toward proximal targets and ingroups. Taking things a step further, we hypothesized that because fundamentalists tend to show submission to religious authority, their attitudes toward unknown targets and outgroups may vary significantly depending on the nature of the authoritative religious texts to which they are exposed. In three studies using hypothetical scenarios, the association between fundamentalism and prosocial attitudes (a) became negative after exposure to a violent biblical text (Study 1; unknown targets), (b) reversed from negative to positive after reading a prosocial biblical text (Study 2; negligent targets), and (c) became negative or positive following a violent versus prosocial biblical text (Study 3; atheist target). Additional results confirmed the uniqueness of fundamentalism compared to general religiosity, quest orientation, and authoritarianism, regarding such dependency upon religious authority. Findings also support the mediating roles of reported submissiveness to religious teachings and perceived symbolic threat.     

Bio-necro-biblio-politics? Restaging feminist intersections and queer exceptions

This response to Jasbir Puar's Terrorist Assemblages: Homonationalism in Queer Times (2007. Durham, NC: Duke University Press) proposes that, although it might seem a bit far afield for scholars within biblical studies, a range of conceptual interventions from this work could make striking contributions to this sub-discipline. Through further interaction with both exceptionalisms and intersectionalities, this response demonstrates the way that feminist, postcolonial and queer interrogations of biblical argumentation can also intervene, extend or reorient practices within cultural studies. The recurrence of exceptionalism reframes religious groups' claims to openness, while concerns over the deployment of intersectionality enable critical reflections on interdisciplinary projects such as religious studies and biblical studies as disciplines.     

The Familiar Made Strange: An Orientation to Biblical Study in Vancouver

Abstract. This paper originated in a Wabash‐funded colloquium organized by Richard Ascough and Leif Vaage, on the theme: “Teaching the Bible for Leadership in the United Church of Canada.” Professors teaching biblical studies at United Church seminaries and theological schools met over three years to share pedagogy, things that have worked and not worked in the classroom, changes in teaching Bible over the years, and the role of context in shaping teaching. In the final year they presented their philosophy of teaching to one another; this paper arose from that meeting. The paper describes an orientation to teaching New Testament Studies at Vancouver School of Theology, a theologically liberal school in the context of Vancouver, Canada – paradoxically one of the most secular and multi‐religious cities in the world. Guided by Denise Levertov's poem, “Overland to the Islands,” it explores the promises and challenges of biblical study grounded in the material reality of the world, amidst older students who bear the marks of secularity, who are impatient with traditional orthodoxies, and who long more for life before the grave than after it. Adopting ideas from Roland Barthes, Paul Ricoeur, and Julia Kristeva, it explores teaching the Bible in a way that promotes the polyvalence, strangeness, and irreducibility of biblical texts, in order to move students away from exegetical and hermeneutical theories content with recovering authorial intent and reconstructing historical origins as the primary tasks of biblical study. The paper describes a model of teaching that celebrates the materiality of the New Testament together with its textual, social, theological, and historical complexity, as well as a tradition‐constituted means of apprehending the world, and which treasures students as living texts who in the course of interpretation awaken ever‐fresh meanings relevant to their own communal and personal identities.     

Reading Hannah Arendt as a Biblical Thinker

This article presents an interpretation of the role that religious concepts play in Hannah Arendt’s political thought. While Arendt is typically regarded as a secular thinker, I argue that she turns to resources found in biblical traditions of thought when she finds Greek and Roman traditions to be lacking in vital respects. The concepts that she associates most strongly with the Bible—natality, forgiveness, and plurality―are necessary to her vision of a political community that is genuinely pluralistic and which understands the nature and implications of human action. By examining the role that biblical concepts play in Arendt’s thought, this article explores the possibility of setting her work in dialogue with a range of Jewish and Christian traditions. Placing Arendt in such a dialogue also opens up the question of what it means to be a "biblical thinker."     

Judge not? The pedagogical puzzle of right interpretation and wrong interpretation

When studying the reception history of the Bible, should students be asked to suspend judgment on a particular interpretation for the sake of the pedagogical goals of the course? Or is their judgment essential to the process of learning and understanding? This essay explores the pedagogical puzzle of right interpretation and wrong interpretation through the context of my classroom, where neither the troubling events of a nation in turmoil nor our own social, religious, and cultural locations as readers could be bracketed from the learning environment, despite my best efforts. In particular, this essay integrates the approach outlined by Gary Weissman, who argues for an embrace of student misreading in his book The Writer in the Well. His suggestion that misreading and rewriting are fundamental to the process of understanding is provocative, and its application to biblical studies presents special challenges, but this paper argues for its relevance to the pedagogical puzzle at hand.     

Challenging the Objectivist Paradigm: Teaching Biblical Theology with J.R.R. Tolkien,C.S. Lewis,and Guillermo del Toro

The dissimilarity that exists between the historical and cultural situation of North American college students and the world described by the biblical authors poses a problem for theological and religious education. While the biblical authors tell fantastic stories of miracle and magic, the scientific and technological paradigm prevalent in western culture emphasizes the gathering of objective facts in the name of efficiency and pragmatism. Theological education tends to respond to this situation by embracing either a program of historical criticism or a form of Biblicism, both of which reinforce an objectivist approach to education. What is needed in theological education is an approach that “re‐mythologizes” the Bible, enabling students to hear the theological message of the text addressed to their cultural and historical situation. One way this approach can be encouraged is through the teaching of the biblical text in conversation with the contemporary stories found in popular culture.     

On Being Holier-Than-Thou or Humbler-Than-Thee: A Social-Psychological Perspective on Religiousness and Humility

This research examined the association between religiousness and humility. Participants in Studies 1 and 2 completed measures of religiousness, socially desirable responding, and their own and other people's adherence to biblical commandments. Participants in Study 2 also rated how characteristic nonreligious positive and negative trait terms were of the self and others. Humility was operationalized as the magnitude of difference between individuals' evaluations of self and other. Overvaluing the self in relation to others or undervaluing others in relation to the self was considered evidence of less humility. Participants rated the self to be more adherent to biblical commandments than others (the holier-than-thou effect) and rated the self to be more positive and less negative than others (the self-other bias). In both studies, intrinsic religiousness was associated with an increase in the tendency to rate the self as more adherent to biblical commandments than others. Quest was associated with a slight decrease in the magnitude of the holier-than-thou effect. Religious motivations did not account for unique variation in the general self-other bias. Irrespective of motivations for being religious, however, highly religious people (i.e., upper thirds on general religiousness and religious fundamentalism) more so than less religious people (i.e., lower thirds on general religiousness and religious fundamentalism) rated the self to be better on nonreligious attributes than others.     

A Pedagogy of Dealienation: A Case Study in the Application of Peter Berger's The Sacred Canopy

Abstract. This paper explores the use of Peter Berger's theory of religion and its features of alienation and dealienation to lead students to the critical awareness of the role that human beings play in the construction of social worlds, including most especially our religious worlds. After summarizing Berger's theory of the alienating and potentially dealienating capacity of religion, the paper describes how the author used the study of certain biblical texts, the Wisdom of Solomon and the pericope of the controversy over clean and unclean foods, as presented in both Matthew and Mark, to explore both the alienating and dealienating aspects of religion as presented in these selected biblical texts. The paper also describes how the author encouraged students to embrace as the most responsible stance a dealienating stance toward religion, especially one's own.     

To Have Life,and Have It Abundantly! Health and Well-Being in Biblical Perspective

Epidemiological studies researching the impact of participation in religious activities on the overall health and well-being of individuals suggest that having faith and practicing religion is good since they represent expense free, non-medical coping mechanisms accessible to everyone. Faith and religion, thus, can serve for a large number of people as potential reservoirs for cultivating well-being and maintaining health, thereby cutting health-care costs significantly. This begs the question if such pragmatic instrumentalization does do justice to faith and religion in the first place. The article investigates this question taking the Christian biblical tradition as an example by, first, identifying texts speaking of ‘health’ across different Bible versions (I), second, by sketching related concepts of ‘health’ (II) and, finally, by assessing the actual extent to which biblical tradition supports the quest for health and well-being (III).     

Biblical stories removed,Christian beliefs retained: religious elements in the life education curriculum of Hong Kong’s Methodist Church primary schools

ABSTRACT

The Methodist Church of Hong Kong has promoted a life education programme since 2004, and has progressively applied it in all affiliated schools. This article analyses the characteristics of the latest primary school life education curriculum compiled by this Christian school sponsoring body. There are three significant findings: 1) religious elements remain rich in the four strands of life education the Universe, oneself, other people, and environment; 2) biblical stories have been removed, but Christian beliefs are integrated into the curriculum materials and summaries in terms of Christian role models and the Holy Scriptures, in order to develop students’ relevant values, good character and positive attitudes towards life; and 3) the importance of prayer as a religious practise for action. The intended curriculum demonstrates how religious elements like Christian beliefs can be applied in secular education to build students’ sense of meaning and purpose in life.     

Forum: Crafting the Introductory Course in Religious Studies

This series of short essays considers the complex choices and decision‐making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's “The Craft of Teaching in the Academic Study of Religion” series, Russell McCutcheon explores a “baker's dozen” of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron Hollander provides a brief introduction and four doctoral students at the University of Chicago Divinity School respond to McCutcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early‐career educators in the field.     

Responses to the AAR‐Teagle White Paper: “The Religious Studies Major in a Post‐9/11 World”

In October 2008 The American Academy of Religion published the findings of an eighteen month study (conducted with funding from the Teagle Foundation) on “The Religious Studies Major in a Post–9/11World: New Challenges, New Opportunities.” Re‐published here, this AAR‐Teagle White Paper provides the opportunity for four respondents to raise issues and questions about the teaching of religion in their own institutional contexts. First, Jane Webster describes how the White Paper's “five characteristics of the religion major” find expression in her biblical literature course. Then James Buckley suggests some of the general level teaching issues provoked by the study and analyzes how well the White Paper aligns with how the teaching of religion is conceived in his Catholic university context. Tim Jensen draws comparisons between the White Paper and the higher education structures and goals from his university context in Denmark, raising questions about what motivates students to major in religious studies, the “utility” of a religious studies major, and whether students' religious and spiritual concerns ought to enter the classroom. And finally Stacey Floyd‐Thomas finds surprising similarities between the state of the religion major and the various crises facing contemporary North American theological education.     

Zambia: multi‐faith religious education?

As countries’ populations become more religiously diverse, a need to review the religious education syllabus that operates is often perceived. One such country is Zambia, which was not only traditionally religiously diverse but has become even more so with the advent of Christianity, Islam and Hinduism and other non‐African faiths. This article therefore explores the feasibility of adopting a multi‐faith approach to religious education in Zambia in the light of such increasing religious diversity. In doing so, special reference is made to parallels with what is happening elsewhere, especially in England, for the Zambian religious education situation had a somewhat similar shape as that of England. Among the issues which this paper raises are: what kind of multi‐faith religious education, that preserves its integrity, is likely to enhance social harmony in Zambia, as well as, how might such a religious education be effectively introduced and implemented?     

Religion/spirituality,therapeutic landscape and immigrant mental well-being amongst African immigrants to Canada

This study explores the experiences of African immigrants’ religious place making and its relationship to health and well-being. Attention is paid to how religious places are seen as therapeutic and their impact on well-being of Ghanaian and Somali immigrants in Hamilton, Ontario. Our analysis of the interviews, emerging from the therapeutic landscape lens underscores the importance of immigrants’ religious places and activities in shaping health in their new destination. The results indicate that places of worship are significant for physical health, social, emotional, spiritual, mental and general quality of life amongst immigrants. Future research employing the therapeutic landscape theory may explore the links between health and place in specific religious places and activities.     

Individual, Congregational, and Denominational Effects on Church Members' Civic Participation

Previous research demonstrates two aspects of religion that affect civic activity—church participation and religious conservatism. Conservative religious beliefs and membership in conservative denominations are often associated with low levels of civic activity while church participation is said to increase civic activity. This article advances the discussion of the relationship between religion and civic participation by introducing the congregational context. Data from the 1987 Church and Community Planning Inventory show that congregations vary in their members' civic activity—congregational factors associated with conservative Christianity (high levels of biblical literalism and within-church friendships) are strongly and negatively associated with church members' activity in nonchurch organizations. At the individual level, the data show that education and participation in church activities other than religious services have particularly strong, positive effects on church members' activity in nonchurch organizations. The findings demonstrate that a conservative congregational context limits church members' activity in nonchurch organizations, potentially limiting their opportunities to build heterogeneous social networks and social capital that bridges church members to other people in their communities.     

Resources,Masculinities, and Gender Differences Among Pro-life Activists

Abortion politics are often about “pro-choice” and “pro-life” countermovements trying to gain power by winning the support of political bystanders. While more is known about the reasons people become pro-choice activists, far less research has examined the motives for pro-life men and women. To address the factors that mobilize abortion activism, this study examined the role of education, religious contexts, and gendered expectations in predicting pro-life activism. After surveying 820 college students, our data highlights the importance of activist networks in inspiring activism among pro-life advocates. In gender subsamples, being a biblical literalist, being married, and endorsing patriarchal family structures were linked to more pro-life activism among women, while embracing authoritarian outlooks, having less education, being poorer, and attending religious services did so for men. Implications for gender differences in pro-life activism and the complex ways in which pro-life attitudes intersect with traditional gender roles were explored.