Critical Theory in World Religions

An experiment in Course (re)Design

Authors

  • Jacob Barrett University of Alabama

DOI:

https://doi.org/10.1558/imre.43226

Keywords:

world religions paradigm, world religions, course design, teaching, pedagogy, critical theory

Abstract

The World Religions Paradigm (WRP) remains popular in classrooms despite its embedded problems that scholars have recognized for decades. The primary ways of responding to those problems have been either to continue teaching the WRP out of convenience or to reject it, removing World Religions courses from a curriculum completely. Using Jonathan Z. Smith’s six rules on teaching an undergraduate religion course from his essay “Approaching the College Classroom” in On Teaching Religion (2012), the redesign of World Religions at Nebraska Wesleyan University (NWU) represents an important alternative. A model for those who recognize the problems with the WRP but who do not want to (or cannot) stop teaching the topic altogether, the NWU World Religions pilot course finds a way to do both, advocating for not only the continued offering of World Religions courses but the promotion of critical thought and self-reflection among students while doing so. 

References

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Published

2021-07-20

How to Cite

Barrett, J. (2021). Critical Theory in World Religions: An experiment in Course (re)Design. Implicit Religion, 23(3), 218–232. https://doi.org/10.1558/imre.43226

Issue

Section

Articles