Critical incident sparks critical incident sparks critical incident: an ‘aresolutionist’ method

In this article the authors propose a concept of aresolutionism and outline an aresolutionist method/ology which emerged from reflective practice research. This research was prompted by an event that occurred during a tutorial and the outlined methodology is illustrated by an account of subsequent events and processes. The authors draw on poststructuralist theorizing and methods such as writing as inquiry to counter the resolutionism that permeates dominant approaches to research and reflective practice. In their own research, the authors’ aim shifted from solving a pedagogic problem to analyzing the event as a complex assemblage and exploring the discourses that circled their discussions about the event. A problem to solve had become an object of curiosity.     

Reflective structured dialogue: A conversation with 2018 American Academy of Religion excellence in teaching award winner Jill DeTemple

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity. 1 1 The authors would like to dedicate this article to the memory of Ruel W. Tyson, Jr., a champion of collaborative scholarship and intellectual community. The research referenced in this article was supported by a subaward agreement from the University of Connecticut with funds provided by Grant No. 58942 from the John Templeton Foundation. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of UCONN or the John Templeton Foundation.