This book guides scholars and teachers of theology and religion through a process of self-reflection that leads to intentional, transformative teaching, dialogue, and reform in theological education and religious studies.

This book guides scholars and teachers of theology and religion through a process of self-reflection that leads to intentional, transformative teaching, dialogue, and reform in theological education and religious studies.

More and more seminaries, Christian universities, and Bible colleges are opting to train future ministers and missionaries online. What happens when the movement toward online education is shaped by pragmatic or financial concerns instead of Scripture and theology? Ministry training can be reduced to a mere transfer of information as institutions lose sight of their calling to shape the souls of God-called men and women in preparation for effective ministry. How might online ministry training look different if biblical and theological foundations were placed first? Teaching the World brings together educators from a wide range of backgrounds and from some of the largest providers of online theological education in the world. Together, they present a revolutionary new approach to online theological education, highly practical and yet thoroughly shaped by Scripture and theology.

Teaching Civic Engagement offers a new conceptual model, an examination of theoretical questions and concerns, and a variety of concrete teaching strategies to assist faculty in engaging questions of civic belonging and social activism in religion classrooms. The book explores the civic relevance of the academic study of religion.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

Teaching Religion and Literature provides a practical engagement with the pedagogical possibilities of teaching religion courses using literature, teaching literature classes using religion, and teaching Religion and Literature as a discipline. Featuring chapters written by award winning teachers from a variety of institutional settings, the book gives anyone interested in providing interdisciplinary education a set of questions, resources, and tools that will deepen a classroom’s engagement with the field. Chapters are grounded in specific texts and religious questions but are oriented toward engaging general pedagogical issues that allow each chapter to improve any instructor’s engagement with interdisciplinary education. The book offers resources to instructors new to teaching Religion and Literature and provides definitions of what the field means from senior scholars in the field. Featuring a wide range of religious traditions, genres, and approaches, the book also provides an innovative glimpse at emerging possibilities for the sub-discipline.

Christian teachers have long been thinking about what content to teach, but little scholarship has been devoted to how faith forms the actual process of teaching. Is there a way to go beyond Christian perspectives on the subject matter and think about the teaching itself as Christian? In this book David I. Smith shows how faith can and should play a critical role in shaping pedagogy and the learning experience.

The Engaged Campus offers a set of emerging best practices and articulation of critical issues for faculty and administrators committed to developing, strengthening, or expanding majors or minors in community engagement at their respective institutions.

Historically, many churches and theologians defended and supported race-based slavery and subsequent forms of racial hierarchy and violence. The essays in Reparations and the Theological Disciplines argue that it is urgent that the theological disciplines engage the issue of reparations by revisiting Scripture and our theological traditions. The time is now for remembrance, reckoning, and repair.

This pioneering handbook proposes an approach to pluralism that is relational, principled, and non-relativistic, going beyond banal calls for mere "tolerance." The growing religious diversity within societies around the world presents both challenges and opportunities. A degree of competition between deeply held religious/worldview perspectives is natural and inevitable, yet at the same time the world urgently needs engagement and partnership across lines of difference. None of the world’s most pressing problems can be solved by any single actor, and as such it is not a question of if but when you partner with an individual or institution that does not think, act, or believe as you do. The authors argue that religious literacy—defined as a dynamic combination of competencies and skills, continuously refined through real-world cross-cultural engagement—is vital to building societies and states of neighborly solidarity and civic fairness. Through examination, reflection, and case studies across multiple faith traditions and professional fields, this handbook equips scholars and students, as well as policymakers and practitioners, to assess, analyze, and act collaboratively in a world of deep diversity. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.