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...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Wiley-Blackwell
[2019]
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| Στο/Στη: |
Teaching theology and religion
Έτος: 2019, Τόμος: 22, Τεύχος: 4, Σελίδες: 280-290 |
| Σημειογραφίες IxTheo: | AH Θρησκευτική Παιδαγωγική BG Παγκόσμιες θρησκείες RH Κήρυγμα Ευαγγελίου, Χριστιανικά Μέσα ZF Παιδαγωγική |
| Άλλες λέξεις-κλειδιά: | B
Activism
B World Religion B Pedagogy B Post-truth B Religious Studies B Media Literacy B Fake News |
| Διαθέσιμο Online: |
Volltext (Resolving-System) Volltext (doi) |
| Σύνοψη: | 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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| ISSN: | 1467-9647 |
| Περιλαμβάνει: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12504 |