Don't know, don't care: Harnessing the power of prior knowledge and motivation to create an effective assignment in an introductory religious studies course

Schwarz, Sarah

doi:10.1111/teth.12505

Cited by 3 publications

(1 citation statement)

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“…Stein and Prewett (2009) propose that media literacy is crucial for the preparation of students in engaging in larger public spheres outside of the classroom. They understand media literacy as "a form of 'empowerment,' or a process that facilitates social 1 Sarah L. Schwarz, (2019), Jonathan R. Herman, (2019), and Harshita Mruthinti Kamath, (2019), each contributed short companion essays analyzing this pedagogical strategy for their particular teaching contexts. action and democratic engagement" (2009,135).…”

Section: Introductionmentioning

confidence: 99%

World religion and fake news: A pedagogical response in an age of post‐truth

Shoemaker

2019

Teaching Theology & Religion

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This article describes a pedagogical response to teaching world religions courses in a post‐truth age. The course assignment and its application, utilized in both online and in‐person formats, bridge student academic pursuits with religious traditions, require students to engage with source‐based journalism, and extend beyond the classroom into many of the contemporary politics encroaching upon the humanities fields. Related to the first, the objective of the assignment is for students to discover that religiosity permeates multiple sectors, both private and public, corresponding with student career paths. As a result, students discover that religion is relevant to their academic pursuits and that they must consider the possibilities of how religion might integrate with their career choices. Regarding the second objective, the assignment develops student digital media literacy skills as a form of civic education that challenges the current political attacks on journalism and factuality. Last, this exercise acknowledges the realities facing many humanities programs across the country and offers this assignment as a way of engaging with those issues within the classroom. See as well, published in this issue of the journal, three short companion essays by Sarah L. Schwarz, Jonathan R. Herman, and Harshita Mruthinti Kamath, each of which analyzes this pedagogical strategy for their particular teaching contexts.

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Section: Introductionmentioning

confidence: 99%