On the Necessity of Crisis: A Reflection on Pedagogical Conflict and the Academic Study of Religion

Abstract

A pervasive, yet under‐discussed, problem in religious studies classrooms is the presence of faith crisis. Many students face a type of cognitive dissonance when faced with the critical‐analytical approach in the academic study of religion. This essay, in an open and conversational tone, addresses the learning opportunity underlying such crisis moments. The discussion begins with a delimitation of what constitutes the secular university's goals in pedagogy and research. After arguing that a reductive limitation of knowable knowledge construction is to be the focus of the university, the discussion moves to the presence of cognitive stages of development, or liminal rites of passage as analogous for explicating the learning process in which crisis moments emerge. Finally, the discussion concludes with a reflection on the coherence of reductive limitation and collaborative pedagogy.

Studying the Historical Jesus Through Service

“…I was still bothered, however, by the first student's (and others') frustration with historical critical approaches. Although I agree with Philip L. Tite who argues that crisis moments in students caused by such methods are important, and can often prompt them eventually to seek greater understanding, even if they are not fully aware of it mid stream (Tite 2003), I thought that there must be better ways of engaging such students, especially since historical critical methodology was so central to the course. Through a variety of workshops that I attended at the university and conversations with colleagues, I became intrigued with the notion of service learning, and thought it might be a good fit with the class.…”

The Learning and Teaching of Theology in the UK: Problems and Prospects for Overseas Students

“…Philip Tite, from McGill University in Canada, can therefore speak after 14 years of teaching of the valued space for 'cognitive dissonance' where moments of crisis are precipitated by students moving through 'liminal rites of passage', from stages of literal or mythic thinking to higher levels of critical cognitive processes. 22 Those who may share particular life challenges, by being handicapped or having suffered repeatedly from acts of discrimination against them, could prove great assets for the store of knowledge to expand. The worst would be for a course participant to be denounced for regarding the secular university as evil, or the church as totally irrelevant, or developing a cynical attitude towards anything religious.…”

Introduction

“…This entire process of description-explanation-critique is func tionally focused towards the construction of "knowable knowledge" rather than self-evident or absolute truth knowledge. (For a fuller dis cussion of the preceding view on theory, see Tite Forthcoming;2003; What does all this have to do with religion? And, furthermore, what does this have to do with a religious studies journal?…”