Approaching Crisis in a Subjunctive Mode: Climate Change in Religious Studies Classrooms
Abstract An undergraduate course in religion is an ideal place to discuss climate change, and a key task in these classrooms should be teaching students to thoughtfully and critically engage narratives used to make sense of and respond to the issue. Debates about anthropogenic climate change depend...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Brill
2021
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| Dans: |
Worldviews
Année: 2021, Volume: 25, Numéro: 1, Pages: 33-47 |
| Sujets / Chaînes de mots-clés standardisés: | B
Études de science des religions
/ Changement climatique
/ Pédagogie des religions
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| Classifications IxTheo: | AH Pédagogie religieuse NCG Éthique de la création; Éthique environnementale |
| Sujets non-standardisés: | B
Pedagogy
B Climate Change B Narrative B Meaning B Christian Ethics |
| Accès en ligne: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Résumé: | Abstract An undergraduate course in religion is an ideal place to discuss climate change, and a key task in these classrooms should be teaching students to thoughtfully and critically engage narratives used to make sense of and respond to the issue. Debates about anthropogenic climate change depend upon broad stories about the nature of reality and the place of humans within it; scholars of religion can teach skills of rigorous analysis, thoughtful tolerance, contextual understanding, and critical thinking that will help students grapple with these narratives. Students who are trained to think this way gain skills to respond to the competing facts and despair that can all-too-often make talking and teaching about climate change difficult. |
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| ISSN: | 1568-5357 |
| Contient: | Enthalten in: Worldviews
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| Persistent identifiers: | DOI: 10.1163/15685357-20211004 |