Cultivating a Sense of Place in <scp>R</scp>eligious <scp>S</scp>tudies

Jensen, Molly Hadley

doi:10.1111/teth.12259

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…Yer temelli öğretimin yararları öğrenci, öğretmen, toplumsal olmak üzere 3 boyutta değerlendirilebilir. Yer temelli öğretimin öğrenciler için yararları şu şekilde ifade edilebilir (Clark, 2008;Duffin, Murphy ve Johnson, 2008;Fly, 2010;PEEC, 2010;Jensen, 2015;Marckini-Polk, Jessup ve Whitmore, 2016):…”

Section: Yer Temelli öğRetimin Yararları Ve Avantajlarıunclassified

Yer Temelli̇ Öğreti̇m

KARABAĞ¹

2019

TurkishStudies

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Bu çalışma ile yer temelli öğretim yaklaşımı için Türkiye'deki kuramsal boşluğun doldurulması amaçlanmıştır. Dolayısıyla çalışmada yer temelli öğretim yaklaşımının temel nitelikleri ortaya konulmuştur. ABSTRACTLearning is a process of understanding and making sense of life and developing the life model. The realization of learning requires access to information from various sources and transferring the acquired knowledge to other situations and environments. Given that the individual is in a learning cycle throughout his/her life, it is clear that learning cannot be limited to school alone. In this direction, educational institutions should be intertwined with place and life in order for the individual to recognize and understand the world in which he/she lives and to prepare for life. In this way, acquired knowledge and skills will gain meaning.

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Section: Yer Temelli öğRetimin Yararları Ve Avantajlarıunclassified

Yer Temelli̇ Öğreti̇m

KARABAĞ¹

2019

TurkishStudies

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“…Contrastingly, in religious studies specifically and the humanities more generally, although there are several publications that explore instructors’ particular experiences of using role‐play in the classroom (for example, Bolton and Heathcote ; Porter ; Lelwica ; Carbine ; Loving ; Jensen ), there are few – if any ‐ qualitative or quantitative studies on the effectiveness of pedagogical strategies in teaching empathy in the humanities undergraduate classroom.…”

Section: Shared Ground: Empathy In Pre‐professional Health Science Rementioning

confidence: 99%

Engaging the Borders: Empathy, Religious Studies, and Pre‐Professional Fields

Trothen

2016

Teaching Theology & Religion

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This article proposes that religious studies instructors can gain pedagogical insights regarding the value and teaching of empathy from pre-professional health care and counseling fields. I present research findings from these fields to support claims that empathic skills are teachable. I then show that empathy has been established within the field of religious studies as important in order to understand the beliefs of the religious other. I conclude that religious studies educators should be concerned about how to teach empathy, and suggest that pre-professional research findings point us in the direction of how to do this. Experiential exercises such as role-playing and other simulation exercises seem to be most effective in teaching empathic skills. I present examples that demonstrate how listening exercises and the role-playing of cases can be used in the religious studies classroom and can assist in the development of empathy for the religious other. 1 I am grateful to several colleagues who provided me with helpful critique and dialogue regarding this paper: Randy Reed, Calvin Mercer, Thomas St James O'Connor, my Wabash Colloquy, and particularly Tom Pearson. Mistakes are mine alone. 2 Queen's offered theology programs until recently. In 2002, I was appointed to teach in theology and cross-appointed to religious studies.

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Clan/geographical association heritage as a place-based approach for nurturing the sense of place for locals at a World Heritage Site

Tan

2020

Journal of Hospitality and Tourism Management

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Cultivating a Sense of Place in Religious Studies

Cited by 4 publications

References 7 publications

Yer Temelli̇ Öğreti̇m

Yer Temelli̇ Öğreti̇m

Engaging the Borders: Empathy, Religious Studies, and Pre‐Professional Fields

Clan/geographical association heritage as a place-based approach for nurturing the sense of place for locals at a World Heritage Site

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