World religion and fake news: A pedagogical response in an age of post-truth
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 jo...
| Autor principal: | |
|---|---|
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Wiley-Blackwell
[2019]
|
| Em: |
Teaching theology and religion
Ano: 2019, Volume: 22, Número: 4, Páginas: 280-290 |
| Classificações IxTheo: | AH Pedagogia da religião BG Grande religião RH Evangelização ZF Pedagogia |
| Outras palavras-chave: | B
Activism
B World Religion B Pedagogy B Post-truth B Religious Studies B Media Literacy B Fake News |
| Acesso em linha: |
Volltext (Resolving-System) Volltext (doi) |
| Resumo: | 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. |
|---|---|
| ISSN: | 1467-9647 |
| Obras secundárias: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12504 |