東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Strangers no more: The pedagogy of ...

Switzer, John B.

FindBook

Google Book

Amazon

博客來

Strangers no more: The pedagogy of interreligious hospitality.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Strangers no more: The pedagogy of interreligious hospitality./
作者:	Switzer, John B.
面頁冊數:	245 p.
附註:	Adviser: Jane E. Regan.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Education, Religious. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207009
ISBN:	9780542553950

Strangers no more: The pedagogy of interreligious hospitality.
Switzer, John B.

Strangers no more: The pedagogy of interreligious hospitality. - 245 p.

Adviser: Jane E. Regan.

Thesis (Ph.D.)--Boston College, 2006.

The context in which we educate religiously is increasingly referred to as "postmodern," an emerging culture marked by the immediate experience of religious diversity, distrust for the ideal of objective truth and rejection of the effort to construct master narratives of meaning. This dissertation seeks to answer the problem of adequate religious education in such a context. I propose that religious identity need not be threatened by religious diversity: to the contrary, the experience of religious otherness can serve as a powerful tool for deepening one's own particular faith. The abiding premise of this dissertation is that religious education is inadequate if not explicitly interreligious.

ISBN: 9780542553950Subjects--Topical Terms:

1017705
Education, Religious.

Strangers no more: The pedagogy of interreligious hospitality.
LDR:03056nam 2200313 a 45 001 958456
005 20110704
008 110704s2006 eng d
020 $a 9780542553950
035 $a (UMI)AAI3207009
035 $a AAI3207009
040 $a UMI $c UMI
100 1 $a Switzer, John B. $3 1281917
245 1 0 $a Strangers no more: The pedagogy of interreligious hospitality.
300 $a 245 p.
500 $a Adviser: Jane E. Regan.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0508.
502 $a Thesis (Ph.D.)--Boston College, 2006.
520 $a The context in which we educate religiously is increasingly referred to as "postmodern," an emerging culture marked by the immediate experience of religious diversity, distrust for the ideal of objective truth and rejection of the effort to construct master narratives of meaning. This dissertation seeks to answer the problem of adequate religious education in such a context. I propose that religious identity need not be threatened by religious diversity: to the contrary, the experience of religious otherness can serve as a powerful tool for deepening one's own particular faith. The abiding premise of this dissertation is that religious education is inadequate if not explicitly interreligious.
520 $a In place of a priori theologizing about religious otherness, a hermeneutic of hospitality is proposed that engages those about whom we theologize. Their voices become part of our theologizing. Following the insights of Emmanuel Levinas and comparative theologians like Francis X. Clooney, I propose that we cannot tell the religious other who she is. But neither can we still the analogical functionality of our inquisitive imagination (David Tracy). Thus, I fashion a "Pedagogy of Interreligious Hospitality" in which our educating and catechizing about others becomes more authentic by making room for the experience of interreligious learning.
520 $a In support of this pedagogy, characteristics are proposed for a Christian appreciation of interreligious spirituality: fully incarnational, preemptively hospitable, comfortable with paradox, prophetic, and questing for personal metanoia. Religious education is best accomplished in dialogue, not isolation. Ego development and identity formation are fostered not only by socialization into the sponsoring community, but also by the experience of those who are different. Empirical evidence is offered in support of the thesis that self-understanding and personal identity are deepened by comparison with others (Carl Sterkens, Mary Boys). In the final assessment, interreligious learning is understood not as a sideline to religious formation, but as an energetic and vital part of that formation.
590 $a School code: 0016.
650 4 $a Education, Religious. $3 1017705
650 4 $a Religion, General. $3 1017453
650 4 $a Religion, Philosophy of. $3 1017774
690 $a 0318
690 $a 0322
690 $a 0527
710 2 0 $a Boston College. $3 1017525
773 0 $t Dissertation Abstracts International $g 67-02A.
790 $a 0016
790 1 0 $a Regan, Jane E., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207009