Tampilkan postingan dengan label teaching philosophy. Tampilkan semua postingan
Tampilkan postingan dengan label teaching philosophy. Tampilkan semua postingan

Kamis, 24 Februari 2011

Yes, Researchers Do Know Something About Teaching

Art Remillard

On the final day of FSU’s Graduate Symposium, I had the pleasure of joining Kelly Baker, Betsy Barre, Howell Williams, and Joseph Williams to talk about, "Life after Graduate School." A recurring theme was the difference between teaching and research schools. We outlined strategies for interviewing at such schools, and gave insights on what daily life is like as a teacher or researcher. We also emphasized that, despite outward appearances, folks at teaching schools take research seriously, and folks at research schools take teaching seriously. This point--that researchers strive to excel in the classroom--could use some publicity. Many of the best professors I've known are also productive scholars. They have an infectious enthusiasm about their subject, and give as much thought to their course designs as they do to any article or book. They are also creative, always looking for something new to enliven the classroom. Take our own Paul Harvey, for example. UCCS's Teaching and Learning Center featured Paul and his use of blogs in undergraduate courses. He also elaborated on his jazz-inspired teaching philosophy. No "teacher-centered" or "student-centered" approach for the good Professor Harvey.
I focus on a theme-and-improvisation model, that allows for the discipline and intellectual rigor of a theme while also encouraging soloing and improvisation. I find this model best fits the notion of learning as an active and dynamic process, that occurs for different students on varying levels. I have also found it works to make students feel they have a voice and that their participation is valued and drawn upon in course preparation, even while assuring them that discipline and intellectual rigor have not been sacrificed.

Blogging, jazz, intellectual rigor--very nice. How about some one-upmanship from Mike Pasquier, who has been collaborating with LSU’s Coastal Sustainability Studio to have his students conduct oral histories in Bayou Lafourche. Take a minute and listen to this podcast where Mike and his students discuss the project. The description:

Today’s show is an interview with one of the Center’s partners, Dr. Mike Pasquier, a professor here at LSU in the Religious Studies Department. Dr. Pasquier is working with the Center to establish the Bayou Lafourche Oral History Project. He and his students collected oral histories to gain a better understanding of the role of religion in everyday life among Bayou Lafourche residents. He’s also partnering with the Coastal Sustainability Studio here at LSU, and is using this material to garner a better understanding of how south Louisiana culture is being affected by wetland loss. He teaches courses in U.S. religious history, Christianity, and world religions and his research focuses on the history of Roman Catholicism in the American South, Catholic devotional culture, and religion in colonial Louisiana.

In this episode, the director will speak with him about his ongoing project in Bayou Lafourche, how he uses oral history in the college classroom, and how this research will be useful to a larger, interdisciplinary study assessing the impact of land loss on residents of the area. We’ll get to hear some clips from interviews recorded by some of his students with Bayou Lafourche residents. So join us today as we hear about men murmuring the rosary during Hurricane Betsy, about school children being punished for speaking French on state property, and about how the land and waters where people fish, work, and live is disappearing before our eyes.

Kamis, 04 November 2010

What to Do With God in America

Paul Harvey

While we're in catch-up blogging mode, I meant to link to this piece earlier, "What to Do with God in America," over at A Lively Experiment, David McConeghy's blog. McConeghy summarizes and provides links to various of the summaries/reviews/academic critiques of the PBS series, and then proposes an elaborate classroom exercise over a period of week in which students would examine the narrative of the film on their own, and get involved in making a proposed film of their own.

With all the discussion about PBS’ God in America series, it occurred to me that it might be possible to use the series as the basis for a course that privileges deconstruction of the (maligned) narrative that PBS built and therefore employ remixes as a way for students to create counter-narratives that explicitly engage the primary source. Perhaps the documentary would provide a shortcut allowing us to manage both content and technical mastery.

We had some discussion here earlier about the pros/cons of blogging, especially for younger scholars and graduate students. This kind of post certainly fits in the "pro" category, as it provides the kind of reflection on teaching and innovative proposal on classroom work that should be impressive to any search committee.

Kamis, 30 September 2010

Thursday Reading: Religious Knowledge, Religious Studies and the Tea Party's Religion

Kelly Baker

Here's some interesting reading for your Thursday over at Religion Dispatches and Religion Nerd. First, Brent Plate takes on the much-touted Pew survey about religious knowledge and asks important questions of why religion is always coded as belief rather than practice. How do we get pollsters to start thinking about how religion is embodied?

Second, my colleague, Mark Hulsether engages Newsweek's recent article on the popularity of Religious Studies as an undergraduate major. He writes about Newsweek's portrayal of the major and benefits and pitfalls of this story by Lisa Miller. Here's a snippet:

For starters, there's the characterization of Religious Studies as an “esoteric” field, against a background premise that it is not “useful” and that common sense would lead “anguished” parents not to recommend it to their children. True, the narrative presents the study of religion “reviving” from this baseline, moving beyond the baggage that seems to define its reputation. But what are the costs of granting this premise in the first place?

By its conclusion, the article is referring to Religious Studies as less “esoteric” than “do-gooder”—although the final sentence recommends the field for “students earnestly interested in the Meaning of Life,” so it circles back to a middle ground between esotericism and do-gooder-ism.

The overall logic seems to be that the academic study of religion is a “growth industry” mainly insofar as three things apply: First, that it is no longer “elitist,” as it presumptively has been in the past. Second, that it is virtuously out of step with most Ivy League schools. Third, and most crucially, that it is running away from what is clearly coded as a shame or embarrassment: its “legacy of Christian origins.” Apparently the problem is that some Religious Studies programs—notably Harvard’s, from which Robert Orsi luckily “fled”—still train some of their students for careers related to Protestant Christianity.

Finally, check out Dennis LoRusso's piece over at Religion Nerd on the analysis of the Tea Party's religion, which takes the portrayal of the movement(s) as religious and what's at stake in that claim.

Rabu, 22 September 2010

New Year, New You, New Books … Already?

by Edward J. Blum

We’ve only just begun the fall semester, but it won’t be long until book orders are due for the spring. So, as you’re putting in orders for old faithfuls like The Kingdom of Matthias (IBSN: 0195098358) or new loves like Freedom’s Coming (ISBN: 0807858145), you may want to consider the third editions of Major Problems in American History (ISBN: 0495915130). If you’re not familiar with my blog posts, then you need to know that most of them are self-promotional. If you are not familiar with this series, the Major Problems, then you should really get your hands on them. The collections match 8-10 primary documents from a given period or topic with 2-3 scholarly essays that debate the key points. I have used just about every one and students seem to love them. It’s high-quality one-stop shopping (more like Target than Walmart) for primary and secondary sources!

Sadly, the new edition for Major Problems in American History began with a loss. Just before revisions started, editor Jon Gjerde passed away, professor of history at UC Berkeley and author of some amazing books on the West, ethnicity, and rural life,. I joined my colleague Elizabeth Cobbs Hoffman (author of the fantastic book on the Peace Corps, All You Need is Love) to edit the new editions. Professor Gjerde did an incredible job establishing the main contours for the first volume and it’s his strong architecture I built upon.

The two new volumes highlight the role of religion and culture in significant, entertaining, and critical ways. Volume 1 (through Reconstruction) now has poems from Anne Bradstreet and court testimony from Tituba; it follows the emergence of American civil religion with patriot songs from the Revolution and odes to Washington; it careens into the antebellum period with new doctrines from the Church the Church of Latter-day Saints and salacious exposés on the Kingdom of Matthias. It has prophetic visions from Native Americans, new biblical interpretations from feminists locating egalitarianism in the Bible, and heavenly images of emancipation. For secondary documents, Volume I now has snippets from David Hall’s Worlds of Wonder, Days of Judgment on the colonial era and Nell Painter’s Sojourner Truth on antebellum religion and reform, where Truth’s adventures are matched with the analysis of Finneyite revivalism in Paul Johnson’s Shopkeepers’ Millennium.

Volume II amped up its religious coverage as well. Lost Cause ministers lionize the South, Brigham Young battles anti-Mormon ballads, Mark Twain satirizes the Battle Hymn of the Republic, Sister Aimee Semple McPherson uses new technology to defend the old-time religion, Father Coughlin denounces FDR, Vance Packard laments the religion of America in the Cold War, and Jerry Fallwell calls for the nation to return to the Bible.

Jumat, 30 Juli 2010

The Costs of Secularism

Janine Giordano Drake

To follow up on my story from a few weeks ago, the University of Illinois' Faculty Senate responded to the poor media attention and spontaneous protest among alumni and students about the firing of our adjunct professor, Kenneth Howell. They decided to re-hire him. The Faculty Senate resolved that it was the relationship with Newman that was the problem. Said Professor John Prussing of the faculty senate, "We thought the basic problem was a structural one, having nothing to do with Mr. Howell per se. When one has two employers, the missions of each may not always agree." Prussing went on to say the relationship was "pretty much an anachronism that goes back 40 years." Howell will be hired by the university as an adjunct in Catholic Studies, and paid $10,000 per semester to teach one course in Catholic Thought. The local newspaper article does not consider whether he will be issued any other courses, because Newman supported him to teach more than the one class. It doesn't sound to me like a professor with two PhDs, seminary training, and over two decades of teaching experience and publications would want to take an adjunct position with the option of teaching only one class. What I learn from this story is not how magnanimous the University turned out to be but how hard it must be to get work when you are a theologian interested in engaging with public school students about big ideas.

I am glad that not only our university community but people all over the country have been discussing this story as a philosophical question of secularism in higher education, and surely this firestorm was partially generated by our blog. Inside Higher Ed put together an excellent story about this which came out the same day as my piece in Religion Dispatches. My point a few weeks ago was that theology (even confessional theology) is an important, worthwhile area of study, but it is extremely expensive when not subsidized by either religious institutions or public schools. As I complete my dissertation at the boundaries of US political history, "lived religion," and the history of theology in the late nineteenth and early twentieth centuries, I find myself wishing every day that I had more access to theology courses taught by theologians. I study belief in the working class Religious Left of late nineteenth and early twentieth century--how, why, and to what extent, working class Catholic and Protestants changed the way they understood wealth accretion and the sin of materialism within the practice of Christianity. I do not believe that the history of theology has all the answers to my historical questions, but my project is deeply enriched by studies in theological history. This area of intellectual history, though made popular again by scholars like George Marsden and Mark Noll, is so rarely touched by public school historians. Many of us public school historians are probably like me--never trained in the subject because we attended militantly secular public schools all our lives. (My high school did not allow the mention of Christmas.)

And yet, this version of secularism that has prevented schools from providing courses in theology has been changing, even noticeably, over the course of my 27-year lifetime. Contrary to the sentiments of our Faculty senator, it is quite the opposite of "anachronistic" for public school funds to support religious institutions. It is true that this practice is old. According to Andrea Turpin, historian of secularism in higher education who commented on my Religion Dispatches article,

"The plan of inviting diverse theological institutions to offer classes on public university grounds dates back to Thomas Jefferson’s original design for the University of Virginia—a self-consciously secular institution. He believed this plan would maintain the neutrality of the state institution while providing the services desired by students. In my own research I have encountered the same plan pursued in the past to varying degrees at the University of Michigan, the University of Toronto, and the University of California, the latter of which touted its secularism very highly. Other examples may exist as well."

But on top of the fact this system has been around since the inception of American liberal arts education, recent constitutional debates over school vouchers affirm that religious institutions can be educators in a liberal democracy. As of 2002 in Zelman v. Simmons-Harris, the courts established that public funds could be invested in private, religious institutions as long as those institutions' aim was education and passed a particular set of guidelines. As Stanley Fish said in his op-ed, "Is Religion Special?" for the New York Times this past Monday, the establishment clause has been "pretty much rendered null" in areas of public education. Religion is now understood as one set of perspectives on the world--“just another discourse, no different from any other.” Fish challenges us to consider whether this is a fair category to place what is sometimes a totalizing belief system that affirms “a fidelity to an authority and to a set of imperatives that exceed, and sometimes clash with, what is required by the state.” His points here are excellent and the article could serve as a very useful launching pad for discussions about what religion is.

However, I would still argue that theological studies courses, even those taught by confessional theologians and sponsored by religious institutions, can do a lot of good in fostering a pluralistic model of cultural, philosophical and religious literacy. As the scholarship in US Religious History trends more toward "lived religion," those of us training at public schools stand to suffer an incalculable loss. This country is profoundly religious and Glenn Beck's popularity should remind us that there is a profound ignorance about what, exactly, religious people believe. The University of Illinois just invested $10,000 into one course called the Introduction to Catholic Thought. It's a shame we cannot do better than that.

Kamis, 29 Juli 2010

Gender Me, Gender Religion

Kelly J. Baker

It's summer, which means fiction and sunshine, but I am teaching summer session. This means less fiction and sunshine, and more of a focus on my own teaching style and what I cover. These days I find myself more and more concerned with how to teach gender in American religious history. Every semester, I teach gender as a crucial point of analysis for religious studies, American studies and American history. This should not be surprising and/or novel. As my current students note, most of their humanities classes at least have a section or sub-section on gender (which is a post for another day altogether). When I first started several years ago as a graduate student, I didn’t feel like I was a revolutionary, rather, I feared that my students were “so” over emphases of gender and race. We debated what gender is/was, its construction and its deployment in larger culture. Moreover, I pointed out how religion constructs and reconstructs gender and places important emphasis on men’s and women’s bodies. Religion also defined our gendered ways in private and public—who could preach or could not? Who could lead? Who was more spiritually pure? Who has divine support and who asks for divine support? Who we can marry or cannot?

Religion defines men and women in intimate and powerful ways. But, class debates and my lectures on gender theories don’t always make these topics approachable for students. Gender emerges as something academic and distant rather than something personal and tangible. Ann Braude noted the still potent and important fact “women’s history is American religious history.” But, how can you convince students that gender matters historically and today in interpretations of religion and American culture? I assign excerpts from Robert Orsi’s Thank You, St. Jude and Marie Griffith’s God’s Daughters, which showcase the power of gender relations and the complicated place of the divine. Yet again, I wonder how “real” this seems to students. My teaching approach to gender and religion has become much more personal and face-to-face. No, I don’t recite my own spiritual autobiography, which is terribly dull, nor do we sit together and talk about our experiences with gender. Instead, I make myself into a guinea pig.

My approach to gender is an adoption of Amy Koehlinger’s approach to gender in her undergraduate classes. It is deceptively simple: she allows students to “gender” her. She bravely stands in front of the room while students sometimes politely, and occasionally not, point out how well she performed gender. Perhaps because I am a masochist or perhaps because I thought I could handle this, I became a guinea pig for my classes. Amy warned me that this exercise was not for the faint of heart, but my confidence outweighed my common sense. With some poking and prodding and a tiny bit of introduction, I let my students “gender” me. That first class in which I allowed critiques of my gender “performance” is unforgettable. (Please note how much I rely on Judith Butler here, but I also employ Erving Goffman, too.)

Students shouted comments ranging from flattery to obscenity at me, and frankly, I am amazed that I continued to do this teaching practice. It truly is not for the faint of heart. Most people don’t have their gender performances scrutinized by 50+ students, at least not in such an open and obvious way. And I still have to gird my confidence before I present myself to my classes. (I also make it easier for them through costume and makeup—a pencil skirt rather than pants, high heels as opposed to my favorite sandals, a bold floral print top, jewelry and accessories and more make-up than I tend to wear. One student from this semester stated very nicely that I didn’t quite look like myself.)

Comments range from my masculine glasses to my (then) long hair to my obviously un-feminine outspoken and sarcastic nature. A student, several semesters later, would claim that I couldn’t be feminine because I didn’t show “enough” skin. What I didn’t realize was how much I would learn about gender from my students. Gender, it seems, was also fairly abstract to me until confronted by their analysis of my way of being in the world. Gendering me allows my students (hopefully) to “see” the place of gender in the religious movements and people we study. It also makes clear that cultural assumptions that run rampant about what it means to be feminine and/or female in America. My students usually pin me as “girlie,” which has some truth, and “outspoken,” which tends to be synonymous with more masculine. Often, the commentary runs along the line of “you look feminine but act masculine.” Though with more frequency than I am comfortable with, students seem to place me firmly in the feminine range.

While it usually takes a couple of days for my ego to recover, the “gender me” approach seems to make gender as a category of being and as a category of analysis more apparent to my students. Some might just find this to be a fun way to get out of lecture. I remain hopeful that they agree with the significance of gender in our day-to-day lives, but more importantly, that there is something at stake in how a person is gendered by society and religion. Our contact with the divine, or lack thereof, also reflects the intimate ways we adopt gender but also how we are gendered my larger forces. If critiquing my gender performance gives students more tools to interpret Orsi and Griffith, then my ego can take it. But my ego can also take it, if they have a bit of pause about what they wear, why they wear it or what it communicates about them. Gender impacts religious history. The sacred is not gender neutral, so knowing how religion defines the world between women and men and other categories of gender is important. Again, I am not a revolutionary just a guinea pig with a penchant for American religious history, Judith Butler, good shoes and pixie cuts.

Minggu, 14 Februari 2010

Texas Toast: Christianity and History in the Lone Star State, Part DCLXVIII


Paul Harvey

Today's New York Times magazine features another roundup of the Texas schoolbook controversy: Russell Shorto, "How Christian Were the Founders."

Since we have blogged a bit before about this, and it's been covered much more extensively and thoughtfully by (among many others) John Fea's twenty-five (and counting) posts, I don't have that much useful to add except mainly to call your attention to this very nice piece by Shorto. The public hearings over these standards were a circus defying parody. As John Fea put it, "This is what happens when non-historians try to mess with state history standards."

Just two points to mention a bit further. First, Shorto follows the remarkable career of Cynthia Dunbar, who manages to be a law professor for Liberty University in Lynchburg while residing in Richmond, Texas, and who serves on the Texas board of education which has overseen the textbook standards even while likening sending children to public schools to “throwing them into the enemy’s flames, even as the children of Israel threw their children to Moloch.” Shorto writes:

In 2008, Cynthia Dunbar published a book called “One Nation Under God,” in which she stated more openly than most of her colleagues have done the argument that the founding of America was an overtly Christian undertaking and laid out what she and others hope to achieve in public schools. “The underlying authority for our constitutional form of government stems directly from biblical precedents,” she writes. “Hence, the only accurate method of ascertaining the intent of the Founding Fathers at the time of our government’s inception comes from a biblical worldview.”

Dunbar is leading the charge of those who insist on connecting the Declaration of Independence and the Constitution, then somehow declaring the Declaration to be based on Christian principles, and then from there arguing that those principles became law in the Constitution. Jon Rowe explains and dissects this business further here.

[[Update: Here's Cynthia Dunbar's statement about Obama, just before the 2008 election: "State Board of Education member Cynthia Dunbar isn't backing down from her claim that Democratic presidential candidate Barack Obama is plotting with terrorists to attack the U.S. . . . In a column posted on the Christian Worldview Network Web site, Dunbar wrote that a terrorist attack on America during the first six months of an Obama administration 'will be a planned effort by those with whom Obama truly sympathizes to take down the America that is threat to tyranny.' She also suggests Obama would seek to expand his power by declaring martial law throughout the country."]]

Secondly, and more importantly as far as I'm concerned, Shorto covers the strategy of the Houston dentist Don McLeroy and other board members who are seeking "transformational change outside of the public gaze," meaning that the real war will be conducted in private with textbook publishers who have to take these general standards and condense them down into textbook bite-sized chunks.

Their model is based on their previous assault on the state educational science standards -- failing to get in their intelligent design theories, they managed to get textbooks to incorporate language about the "strengths and weaknesses" of evolution as a possible "inroads to creationism." In their view, there has been a secularist conspiracy among experts to suppress "truth" in both science and history. Evidently, biology and history professors are united in an alliance to lead schoolchildren down the path of destruction, while the Texas activists seek "an uncovering of truths that have been suppressed." (My blog co-editor Randall Stephens' forthcoming book The Annointed: America's Evangelical Experts discusses the history of this idea, and the creation of an entirely separate evangelical intellectual universe, with great skill).

The conspiracy theory emanating from the evangelical right, and from state legislative proponents of "intellectual diversity," always seems odd to me, for it has been academic historians of the last generation -- evangelical, non-evangelical, Jewish, atheist, and of all other stripes -- who have led the way in creating a vibrant religious history scholarship in all fields, American history and many others besides. The recent American Historical Association poll demonstrated this best; religion led all other categories in terms of historians' fields of interests. Sociologists are busy at this too -- see the article "Sociologists Get Religion," for a rundown on the discussion about the "strong program" of religion as a social force that folks in that field are busy discussing presently.

I had further occasion to think about this recently while contrasting a statement by a regent of the University of Colorado demanding that more conservatives get hired, with a whole host of job applications that I was reading for a position in my History department at the University of Colorado, in European and/or African History. It was exciting to read over explanations of the newest work in fields of which I know relatively little, including quite an explosion of scholarship on religious interactions of Christians/Jews/Muslims in the medieval, Mediterranean, and Iberian worlds. The fact that we can only hire one candidate from this harvest of talent will be painful for sure; but the sheer intellectual firepower these (mostly) younger scholars are bringing to bear on important historical questions left me feeling pretty good about our field. History is just a damn interesting subject, and it's painful to watch (as in Texas) when it's turned into a boring slugfest over number of mentions of our favorite people/groups/religious traditions/whatever. Yawn. No wonder students don't know much about history -- there's no place for the discipline and aesthetics of historical thought.

[An aside: I feel similarly about my second love, biology, which I majored in for part of college and would have pursued had history not called me away. As I've blogged about before, reading On the Origin of the Species is like listening to the Bach cello pieces, supremely simple and complex at the same time].

Did it ever occur to me for one second to "investigate and report on" the (as Colorado radio commentator Mike Rosen, of 850 AM Denver, once expressed about me, his token America-hating left-wing professor, in a bizarre hour-long rant) "ideological inclinations" of these candidates, or to find out who they voted for in the last election and make my hiring decisions accordingly? Please.

What is best and most interesting about this work in history, sociology, religious studies, and other fields is, of course, completely lost in all these ahistorical "Christian nation" debates. The questions are posed wrongly to begin with, and thus the answers come down in ideological sound bites. That's why the complex motivations of people, founding fathers and everyone else, are reduced to categorical ideological slots that must be chosen:

McLeroy remains unbowed and talked cheerfully to me about how, confronted with a statement supporting the validity of evolution that was signed by 800 scientists, he had proudly been able to “stand up to the experts.”

The idea behind standing up to experts is that the scientific establishment has been withholding information from the public that would show flaws in the theory of evolution and that it is guilty of what McLeroy called an “intentional neglect of other scientific possibilities.”

Similarly, the Christian bloc’s notion this year to bring Christianity into the coverage of American history is not, from their perspective, revisionism but rather an uncovering of truths that have been suppressed. “I don’t know that what we’re doing is redefining the role of religion in America,” says Gail Lowe, who became chairwoman of the board after McLeroy was ousted and who is one of the seven conservative Christians. “Many of us recognize that Judeo-Christian principles were the basis of our country and that many of our founding documents had a basis in Scripture. As we try to promote a better understanding of the Constitution, federalism, the separation of the branches of government, the basic rights guaranteed in the Bill of Rights, I think it will become evident to students that the founders had a religious motivation.”

Perhaps most importantly, the very public discussion of the textbook standards ultimately pales in comparison to the more private campaign to be conducted in forthcoming months and years. Sharing a meal with textbook representatives at the local Tex-Mex establishment probably will have more to do with shaping history than with whatever happened at these public forums. Shorto explains:

It’s possible a wave of religion amendments will come in the next meeting, in March, when American government will still be among the subjects under review. But the change of tone could signal a shift in strategy. “It could be that they feel they’ve already got enough code words sprinkled throughout the guidelines,” Kathy Miller says. The laws of Nature and Nature’s God. Moses and the Bible “informing” the American founding. “The Glory of God and advancement of the Christian Faith” as America’s original purpose. “We’ve seen in the past how one word here or there in the curriculum standards gets seized upon by the far-right members at adoption time,” Miller says. “In the science debate, the words ‘intelligent design’ did not appear, but they used ‘strengths and weaknesses’ as an excuse to pitch a battle. The phrase became a wedge to try to weaken the theory of evolution, to suggest that scientists had serious problems with it. We’ve seen the board use these tiny fragments to wage war on publishers.”

This squares with what Tom Barber, the textbook executive, told me: that in the next stage in the Texas process, general guidelines are chiseled into fact-size chunks in crisp columns of print via backroom cajoling. “The process of reviewing the guidelines in Texas is very open, but what happens behind the scenes after that is quite different,” Barber says. “McLeroy is kind of the spokesman for the social conservatives, and publishers will work with him throughout. The publishers just want to make sure they get their books listed.”

I'm reminded here of the narrative that Edward Larson tells in Summer for the Gods, about the Scopes Trial, and his skillful explanation of the tension played out in Tennessee that summer between democratic/localist ideals of public education and the sometimes conflicting role of a national culture of expert-defined knowledge in shaping educational standards. From this article, it seems that the Christian Nationists on the Texas board have learned their lesson well. The controlling narrative that developed about Scopes was devastating to Christian conservatives, hence their strategic drive to control the narrative now, with the public hearings being something a sideshow for the more important and subtly strategic interventions to come.

Kamis, 03 Desember 2009

Risk, Wisdom, and Education

Paul Harvey

Earlier this week I was reading through files for colleagues at my university coming up for their 2-year, 4-year, and tenure reviews. The files here include a complete record of student teaching evaluations, and (contrary to the propaganda generally dispensed about higher education) teaching is taken very seriously as a part of regular faculty reviews.

Reading through these evaluations is always a fascinating exercise in seeing how students think about teaching, and teachers, in various disciplines. Going through the file for one colleague who is very obviously a superior scholar and teacher, I was struck by one set of teaching evaluations which complained, sometimes kindly and sometimes bitterly, about “having” to read material which “is personally offensive to My Lord,” as one student put it. I think this student was referring probably to
Fear and Loathing in Las Vegas, or maybe Howl, both of which were on the syllabus for a particular class. Or maybe something else, I’m not sure. With the kind of mindset of these students, it’s pretty hard to read anything without getting offended somehow -- all those Greek gods having sex, all that love poetry in the Bible and in medieval literature, all those n- words in Huckleberry Finn, all those nasty deaths in All Quiet on the Western Front, and don’t even get me started on William Faulkner or Queequeg in Moby-Dick.

It’s not unusual to hear about these kinds of complaints, yet it always amazes me that these same students would not balk at “having” to read the Old Testament, with its graphic details of rape, pillage, incest, and human sacrifice, not to mention some erotica that makes Howl seem pretty tame by comparison.

In this particular case, I think I only took notice because there were about 6 or 7 student evaluations in a row that demanded there be “alternative” reading assignments, or that students not be “forced” to read material that somehow offended them. These were not offered as suggestions, but with more insistence: when a piece of literature crossed some of their personal religious values, they felt it their right to demand that they not have to encounter it, at a public university. I’m paying your salary, after all (actually about 8% of my salary, but that’s a subject for a different post). It's a strange sense of entitlement, indeed, to demand not to be educated in literature, in a class on literature.

It’s easy enough for me to brush this stuff off. I don’t get a lot of that in my classes; history books tend to be dry enough that I count myself lucky if students read them at all, and "offensive" material is understood to be just bad sinful stuff that people did in the past. Some years ago, though, I had a student complain about the great novel Invisible Man; in fact, she just refused to read it after an early scene in the book which portrays (with great humor and satire) an obviously allegorical dream that involves some incest. The student persuaded herself that she could read no further, never mind that Invisible Man is surely one of the cleanest (and most hilarious) books in all of American literature. Her loss, I thought, and moved on.

I also didn’t spend a lot of time thinking about the evaluations for this one colleague earlier this week, whose sterling record spoke for itself. But I did think about it tonight, reading our own blog contributor John Fea’s nice short blog essay What is a Liberal Arts Education? Risk and Wisdom.

John draws from Mark Schwehn’s Exiles from Eden: Religion and the Academic Vocation in America., a kind of ur-text of the Lilly Fellows Program. John’s students at Messiah College evidently share a lot with students everywhere. John writes:

Unfortunately, too many students today are unwilling to engage in the kind of risk-taking that is essential to education. Many of the students I teach at Messiah, and especially their parents, do not understand what education at a liberal arts institution is all about. They think that college is a place where "cherished beliefs" should be not be challenged, but affirmed. They want to have a four year experience in which they are told that everything they have ever believed about life, God, society, etc... is true. If this is what college is about, then what is the point? Students can participate on championship sports teams, make friends, have meaningful social experiences, find a spouse, play in the band, or learn certain specialized and technical skills, but I wonder: will they really be educated? Why not just send students to vocational schools so they can gain the necessary knowledge needed to do this or that job and live a comfortable middle-class life.

At any academic gathering I attend where teaching is discussed, we all have our own “war stories” that reprise some variation of the theme John describes above. John continues to hope that education in its truest sense can happen at liberal arts colleges:

Having said that, I think it is essential that this kind of education--the kind of learning that truly transforms--happen in a safe environment where students can work through this transformative time in their life with caring professors who love them and want to walk alongside of them. This, it seems to me, is the genius of a small, residential, liberal arts college. For the students who come to Messiah College, it is what makes their college experience "Christian."

Those of us at state universities (if you can call an institution which is 8% supported by state tax dollars a "public" institution, and it's only at that high a level thanks to the temporary infusion of stimulus dollars) can sometimes experience a bit of this as well. A few years back, attending a reunion for those fortunate enough to have been Lilly Fellows in Humanities and the Arts at Valparaiso University (1993-95 for me), I gave a short talk for this gathering entitled “On Being a Scholar of Religion in the Historical Guild at the Public University Amidst a Charged Atmosphere of Religion, Politics, and War.” I was referring to Iraq then, in the title; obviously I could be referring to Afghanistan today (some of my students are on their way there, very shortly). I reflected in that talk on the virtues of academic guilds (whatever their faults) in providing some space for the life of the mind in the midst of the prevalent propaganda about higher education.

Our students at a public university obviously won’t have a college experience designed to be “Christian,” but I’ll walk alongside any of them who want to take some risks, and ideally gain some wisdom. I laughed when I read the narrow and ridiculous evaluations of my colleague’s class; they liked this colleague as a teacher, but they wouldn’t even risk thinking about the reading material (including some classics of American literature) that was assigned. Today, thanks to John’s post, I laughed less and contemplated more about how to pursue my vocation when cherished beliefs are only to be affirmed and not even questioned, much less challenged or deepened.

Minggu, 18 Januari 2009

Beyond Toleration, and Beyond Those Yellowed Class Notes

Paul Harvey

It’s always annoying when one’s standard classroom shtick on some topic gets upset by new scholarship, compelling the sacrifice of a long-repeated chestnut; I hate it when reading something on a topic disables the ability so blithely to oversimplify long periods of history as easily anymore. It also forces you to move a lecture to the recycle bin and start over, just when you were ready to rely on the proverbial yellowed notes (now I guess the equivalent would be the Word 97 formatted word processed file) for the next thirty years.

One of these nuggets of compression that I had long relied on was this: religious freedom in American history has moved on a long arc from “toleration,” to “diversity,” to “pluralism,” and this generally can be followed or divided up into 18th, 19th, and 20th century components. In the eighteenth, [white] Americans learned that Presbyterians could (grudgingly) tolerate Baptists, and vice versa; in the nineteenth, that diversity of religious expression was a reality of the religious marketplace, and in the twentieth that pluralism ensured freedom of religious expression for those outside the Christian consensus.

Way too simple a narrative, to be sure, but at least in terms of looking at Protestant thought and establishments, it sort of worked, at least as a hanger on which to put stories for classroom consumption and discussion. It also worked to set up for examination those cases where the story did not work, or where it seemed to work in reverse (as in the rise of particular religious bigotries in the nineteenth century, after the more hopeful rhetoric of the eighteenth; Jefferson could blithely dismiss religious difference with his famous reference that contrasting beliefs neither picked his pocket nor broke his legs; many nineteenth-century white Protestants felt quite otherwise about, for example, Catholicism and Mormonism).

One of my longstanding, will-I-ever-finish-it projects has been to complicate that narrative by looking at the history of religious freedom from the standpoint of those who largely did not experience it in American history, especially Native peoples, African Americans, and others. Looking at their stories broadens our understanding of how Americans came to define religious freedom, and thus freedom itself, over the centuries. Others, notably Tracy Fessenden and more recently John Modern’s new long piece in Church History (“Evangelical Secularism and the Measure of Leviathan”), have attacked this narrative arc from other perspectives. Modern suggests, for example, how antebellum religious benevolent organizations unwittingly created secularity by (among other things) quantifying religion. I’m still digesting his long and very difficult piece, so will save more comment on that later. It’s in the latest issue of Church History, and presages a larger project that’s going to present a picture of nineteenth-century American religious history fundamentally at odds with the story arising from books that focus on the evangelical consensus. It appears to be a smart bomb aimed at Noll et al.

From another, and perhaps more fundamentally optimistic side, Chris Beneke’s recent Beyond Toleration: The Religious Origins of American Pluralism finds a much earlier origin for more capacious ideas of freedom of religious expression. He argues that “toleration” is much too limited a way to understand eighteenth-century discussions of religion, for many already had moved “beyond toleration.”

The ironically named chapter “The End of Toleration,” for example, traces the demise of the limited concept of “toleration” into the sturdier practice of “religious liberty,” part of the overall story of how “Americans learned to live with differences in matters of the highest importance to them.”

In the eighteenth century, as now, Beneke suggests, “inclusion, equality, and cooperation among different groups mattered deeply. But then, unlike now, it was religious inclusion, religious equality, and religious cooperation that concerned people. Though still practiced inconsistently in the late eighteenth century, these ideals had become incontestable. The history of their controversial emergence is the history of America’s first great attempt to accommodate diversity, its first experiment with pluralism.” To put it another way, Beneke’s book totally cracks open the classroom nugget of compression that has served me, if not my students, so well. I hate it when people mess with my classroom M.O.

The bulk of this book traces this story of proto-pluralism through richly detailed case studies of controversies during the Great Awakening, Protestant unification during the threats posed by the French and Indian War, James Madison’s interventions in the religious liberty debate in Virginia, and various other controversies and episodes in particular colonies. All these particular stories are not new; the way Beneke puts them together to craft a large narrative is the true contribution of the book. The prose is lively and sprightly, the stories interesting and well-chosen, the argument engaging.

A couple of objections immediately come to mind -- certainly to my mind -- and to his credit Beneke deals with them forthrightly. One is that this is a story of whites, and white Protestants more particularly. Beneke argues that, by the nineteenth century, arguments for white supremacy no longer could really be based on religion (at least as applied to African Americans), precisely because the language of religious liberty and diversity was so well ensconced in the national discourse by that time. Consequently, defenses of white supremacy hinged more on pseudo-biological notions of race.

The point here is somewhat reminiscent of Colin Kidd’s The Forging of Races, which argues that the biblical narratives consistently undercut theories of polygeny, hence the secularization of racist constructions over time. To that, Beneke adds the following:

Since the 1950s, we have seen a shift in public language regarding race that was matched only once in American history -- by the shift in public language regarding religion that occurred during the eighteenth century. WE can be as thankful that terms such as ‘colored’ and ‘negro’ have most disappeared from our vocabularies as late eighteenth-century liberals and evangelicals were that terms such as ‘sectaries’ and ‘heretics’ had mostly disappeared from theirs. We decry the racial bigot, just as they decried the religious bigot. In both cases, the principle that weighs against exclusivist and implicitly hierarchical language is equal recognition. In both cases, integration helps to ensure that uncharitable language is confined to private life.

The second major objection is the harsh reality of anti-Catholicism in the nineteenth century, the rise of which appears to contradict the major thrust of this book. This simply stands as a glaring exception to the story, and Beneke acknowledges the point: “Emboldened by their numbers and chastened by a surge of Protestant bigotry, the Catholic leadership rejected the established formula of religious pluralism in the United States. Full integration would simply have required too many unforgivable concessions. Decades passed before either they or the Protestant majority were fully ready to once again treat Catholicism as just one of many denominations.”

Later he addresses the story of the persecution of Mormons, and again finds that “When it came to antebellum Catholics and Mormons, the Protestant formula of equal rights for private judgment and social integration largely failed. . . . Mainstream Protestants had extended the canopy of ecumenism so broadly that they may have had a hard time understanding why anyone would refuse to take refuge beneath it. What reason could be given for such recalcitrance? When the answer was excessively complex or sufficiently unappealing, Protestants blamed Catholic missionaries and secret Mormon rituals; they blamed the pope and they blamed Joseph Smith. Whenever possible, they refrained from blaming anyone’ s particular beliefs, just as they refrained from blaming their own.”

Beneke’s lively and smartly optimistic book leaves me with a few thoughts. First, the story of Protestant pluralism traced here is more important than I have given it credit for. It was not easy to achieve; it was far in advance of most of the rest of Europe in practice (even if Locke provided many of the theories); and it provided some essential preconditions for pluralisms to come later. Second, the whiteness embedded in the particular concept of pluralism traced in this book remains central; Beneke repeatedly acknowledges this, but I would stress the point further. Finally, it makes me wonder if this is sort of Whig history in reverse. The more somber assessment provided in the epilogue chapter, in which groups outside the Protestant canopy found little or no protection from the rain (pun intended) of intolerance , suggests how Americans who had moved beyond toleration pretty soon thereafter moved back well on the other side of that ideological divide. Perhaps my classroom chestnut had it exactly backwards. History could repeat itself, as it were, twice: the first time as triumph, the second time as farce.

Rabu, 07 Januari 2009

The Graduate

Paul Harvey

This one goes out especially for you grad. students out there, but perhaps veterans would have some responses as well.

Historiann has a typically engaging post on "Modern Graduate Studies and the Value of Historiography." I recommend it to all.

(Since we're historians, a little history: This post follows up on a discussion initiated last year, in which I participated a bit, on our annoyance at the cult of assessment and some of the rhetoric [not all, by any means] that emanates on occasion from teaching and learning centers [which inspired a rant of my own, "Why the More Time I Spend Doing Assessment, the Worse I Become as a Teacher, and Vice-Versa"]. Having just filled out another of those reports, I'm ready to rant again, but will restrain this time; don't get used to that).

Historiann's latest reflections occasion two thoughts here. First, the best teacher I ever had -- my graduate advisor Leon Litwack -- broke every rule in the "teaching and learning center" handbook; so did one of my other beloved teachers, the late Russian history scholar Martin Malia, who was about as far afield ideologically, personally, pedagogically, and professionally from Prof. Litwack as it is humanly possible to be. When we had a conference to honor Litwack some years back, I reflected on this very fact, asking the question, "how do you emulate the un-emulatable"? The answer, of course, is that you don't; but the answer also is that great teaching is singularly related to (albeit not guaranteed by, more on that below) absolute mastery of a field.

That's not to say the rules in those how-to-be-a-good-teacher-books and workshops don't have a lot of useful suggestions, nor that attending teaching/learning workshops isn't a good thing, nor that others who also break all those rules also happen to be horrible teachers (although I can only think of one that I ever saw at Berkeley who fit the stereotype of the fabled superannuated professor reading off outdated yellow notes to audibly bored undergraduates; it was impossible to restrain laughter at seeing such a stereotype so perfectly enacted in person). It's just to say that teaching liberal arts is an awfully mysterious and wonderfully personal art. May it ever remain so, even when we have to quantify "outcomes"; nay, especially when we have to do so. One of my goals is to foster confusion and ambiguity, and I have yet to figure out how to quanitfy that "learning outcome." Like Mario Savio and Charlie Chaplin, a little throwing of our bodies onto the machine is a good thing, as long as you get off in time.

Historiann's post also made me reflect on what kinds of "training" people have to teach American religious history. Anybody care to comment? Here's the training I had: none, nada, zilch. I was doing American history, and southern history, and back in the day we didn't really have anything, at Berkeley anyway, called religious history. Some other places probably did, even then; a lot more do now, either as separate programs, as sub-units within larger American history departments, or within ye olde Department of Religion or Religious Studies.

I have no idea what discussions are like among those training to research/teach American religious history, and whether there are moves afoot to fundamentally change something about graduate study in the field (especially along the lines of linking training more directly to teaching). Anybody want to share experiences in this regard. Rants welcome; for once, I've turned off my rant-o-tron. Does training to teach American religious history (or studies, or whatever) look like training for any other field of history? How about in Religious Studies?

Update: Last year Deg did a great series on his "uncoverage" approach to American religious history. Today, Historiann issues her own "Manifesto Against Coverage," this more generally in the American history survey. So in addition to the invitation for comments on the post above, feel free to talk about how you deal with the devil of "coverage" in the American religious history context.

Minggu, 09 November 2008

Religion, Culture, and Politics: Interview with Mark Hulsether

Columbia University Press recently published Mark Hulsether's Religion, Culture, and Politics in the Twentieth-Century United States, a book very much oriented for classroom use. You may find an interview with the author here at the Columbia University Press blog. A little excerpt:

Thus I stress using multiple maps and critical tools to analyze US religion. I think it is crucial not to get carried away by a common wisdom that imagines a binary struggle between “real religious values” on one side, versus either a purely “naked” public square or a religious liberalism that is just a halfway house to secularism.

Kamis, 06 November 2008

Documentary Reader on Evangelicalism and Fundamentalism

Paul Harvey

Here's a note for a new book of interest that likely will find its way into many classrooms.

Evangelicalism and Fundamentalism: A Documentary Reader

Edited by Barry Hankins

”Scholars, students and the general reading public have long needed a book like this one. Its judicious selections, helpful introductions, and intelligent arrangement open up a history that has been too often obscured by partisanship and sloppy reporting.” —Mark Noll, University of Notre Dame

Evangelicalism retains the doctrine of biblical authority that developed during the Protestant Reformation as well as the sense that each individual stands in need of a life-transforming experience of forgiveness of sins that can only come through faith in Christ.

With the rise of the Christian Right in American politics over the past quarter-century, there has been renewed interest in Protestant evangelicalism and fundamentalism and their roles in American culture. Evangelicalism and Fundamentalism is a collection of key primary readings tracing the history and development of this religious movement and its intersections with American life and politics, spanning the late nineteenth century to the early twenty-first century.
The documents deal with issues such as biblical criticism, theology, revivalist preaching, religion and science, religion and politics, and social concerns such as gender and race. Countering notions among some that evangelicalism is monolithic, the diversity of the movement is made evident in texts from the evangelical Left as well as the Christian Right.

Each section and many individual texts are prefaced by a brief editor's introduction explaining their background and context. During the period the book covers, evangelicalism went from being the dominant form of religion in America, then to the fringes, then back into the mainstream. These texts provide the reader with a sense of the central core as well as the range of evangelical thinking in the past century.

Senin, 22 September 2008

CFP: Undergraduate Conference at St. Francis University

"[If] the goal of higher education is to promote in the student a sense of self-reliance and the love of life long learning," concludes John Ishiyama , "there is no better way to inculcate these values then through the promotion of student research."

Amen! Of course, the working assumption here is that when students have ownership of their studies, they tend to work harder, value their experience, and feel intellectually challenged and transformed. I've overseen a handful of student research projects--some have gone well, others have failed miserably. While members of the latter camp frustrate me, I continue to seek out those motivated few who want to take control of their academic future. To give them a venue, I created an undergraduate conference, and this March marks our third installment.

I ask my friends (and enemies--I'm looking your way Pasquier) on this blog to consider: a) attending; b) attending and bringing some students along; or c) forwarding this CFP to others. While faculty aren't giving presentations, it is as much for us as it is for the students. Ideas, teaching strategies, research projects, and shared frustrations are all discussed between sessions and over lunch. Moreover, students like mine who find themselves in the minority at their respective institutions discover that they aren't alone. Yes, there are people in this world who care about Kant's categorical imperative!

----------------------------------------------------------
Friday and Saturday, March 26-27, 2009
Saint Francis University, Loretto, Pennsylvania 15940

CALL FOR PAPERS

We cordially invite undergraduates to submit proposals on matters pertaining to philosophy and religion for the third annual North American Undergraduate Conference in Religion and Philosophy. Submissions are encouraged from students majoring in all academic fields to include (but not limited to), religion, philosophy, sociology, psychology, history, literature, the fine arts, and political science.

Although papers on all subjects will be considered, priority will be given to those addressing this year’s theme, “The Common Good.” The common good “refers to the sum total of all the social conditionals that allow people, both individuals and groups, to lead fully human lives. Among the essential dimensions of the common good are (1) respect for other people and their rights; (2) the development of the temporal and spiritual goods of society; and (3) justice, peace, and security for all people” (John T. Ford, Glossary of Theological Terms, 2006).

Paper proposals (roughly 250 words) should give a brief but concise outline of the presentation. The deadline for proposals is February 13, 2009. Please include your full name, paper title, institution, e-mail, phone number, and the name and contact information of your major professor. Presenters must submit their full paper by March 13, 2009 to be considered for conference prizes. Proposals and final papers should be sent via e-mail attachment to Arthur Remillard at aremillard[at]francis[dot]edu.

This year’s keynote speaker will be peace activist, Nobel Peace Prize nominee, and author John Dear, S.J. His most recent books include, A Persistent Peace: One Man's Struggle for a Nonviolent World and Transfiguration: A Meditation on Transforming Ourselves and Our World.

The keynote address will be held on Friday evening, with a student discussion forum to follow. All student presentations will be given on Saturday from approximately 9:00 am-5:00 pm. This conference is open to the public and free for presenters and non-presenters alike. For more information, directions, contacts, scheduling, etc., please visit our website: www.francis.edu/NAUCRP.htm. This conference is organized by St. Francis University, PA and Westminster College, PA, with the support of SFU’s Campus Ministry, the Department of Philosophy & Religious Studies, the Institute for Ethics, and the DiSepio Institute for Rural Health and Wellness.

Sabtu, 13 September 2008

Religion and the Election in the Classroom

Paul Harvey

Jim Bennett of Santa Clara University has posted the following query to H-AMREL:

An excellent post by Paul Harvey ("Religion and Politics at the Rotary Club") on his Religion in American History blog made me curious how others teach religion and politics, and especially how people plan to integrate the election this year. Do you have particular excercises, readings or resources that you've found particularly helpful oreffective in teaching the topic, whether it is providing historicalcontext or exploring contemporary issues? Those of us on the quarter system who are still fine tuning our fall syllabi would grateful for any suggestions. Thanks in advance.

Jim's query has generated plenty of replies and interesting classroom ideas from a variety of perspectives. Click here for a sampling, starting with Sept. 12 and going forward.

Rabu, 13 Agustus 2008

Salem Repossessed

Paul Harvey

My graduate student Brad Hart, who blogs at American Creation, has pointed me to "Salem Repossessed" from the July 2008 issue of the William & Mary Quarterly. The issue includes a substantive forum featuring an all-star lineup of scholars of the Salem Witch Trials. I have yet to see it, doubt I'll get to it for a while, so in the meantime I'm depending on Brad's posts on the articles, the first of which is here. Thanks to Brad for keeping us up to scholarly date on this historical perennial.

(I should add that at American Creation, Brad and others have taken on the Sisyphean task of arguing against the various "America was founded as a Christian nation" cranks and wannabe theocrats, whose ahistorical nonsense seems to be proliferating in certain sectors of the evangelical subculture).

My students will be discussing the trials in Theory and Methods of History soon, using the nice chapter on it in After the Fact and the primary documents at the wonderful Salem Witch Trial documents site (and also using the documents compiled in David Hall's Witch Hunting in 17th-Century New England). For me, it's always been a reliable exericse in demonstrating the vagaries of historical interpretation. Last year, a student used a map from the documents website to visually trash the Boyer/Nissenbaum thesis; I'm not sure if he was right, but it sure made for a fun class period.

The contents for the special issue:

Third Series, Volume 65, Number 3 July 2008

Forum: Salem Repossessed

Jane Kamensky, Salem Obsessed; Or, Plus Ça Change: An Introduction

Margo Burns and Bernard Rosenthal, Examination of the Records of the Salem Witch Trials

Richard Latner, Salem Witchcraft, Factionalism, and Social Change Reconsidered: Were Salem’s Witch-Hunters Modernization’s Failures?

Benjamin C. Ray, The Geography of Witchcraft Accusations in 1692 Salem Village
Web Supplement

John Demos, What Goes Around Comes Around

Mary Beth Norton, Essex County Witchcraft

Carol F. Karlsen, Salem Revisited

Sarah Rivett, Our Salem, Ourselves

Paul Boyer and Stephen Nissenbaum, Salem Possessed in Retrospect