Embodied Pedagogies in the Study of Religion provides a forum for creative, renowned teachers (professors and instructors) of religion to discuss ways in which they think about the embodied dimension of teaching and learning specific to their areas of expertise and how they have shaped their curriculum to engage and reflect their thinking. The goal of this volume is multiple: It will showcase deeply thoughtful and creative approaches to teaching and learning that will inspire other teachers and vivify the teaching and academic study of religion. It will raise complex epistemological and ontological issues that underpin the craft of teaching but are rarely discussed and even more rarely discussed with sophistication and about the craft itself. It will raise these issues in relation to multiple traditions that hold different and at times conflicting epistemologies and ontologies, thus opening a truly cross-cultural comparative dialogue. This cutting-edge volume is an open-ended conversation that embraces the exploration of different pedagogies with different kinds of content and quests for different forms of learning and understanding. Ultimately this volume will contribute to a developing conversation in religious studies that moves beyond rigid orthodoxies to a place of open creative, productive, and enacted exploration, cultivation, and theorization.
Embodied Pedagogies in Religion provides a forum for creative, teachers of religion to discuss ways in which they think about the embodied dimension of teaching and learning specific to their areas of expertise and how they have shaped their curriculum to engage and reflect their thinking.
Introduction Embodied Pedagogy: Framing the Past and the Present
1.
Hermeneutics of Engagement: Pedagogical Approaches to South Asian Religions
at Naropa
2. 4E Cognitive Science and the Transformative Study of Religion
Embodied Pedagogy and Teaching Sacred Texts
3. Bodies in Havruta-style
Learning in College Classrooms
4. Knowledge is said to be in a place:
Teaching an Ancient Esoteric Text Through Experimental, Embodied Reading
Practices
5. Write a Rite! A Writing Pedagogy of Constructive Imagination
6.
Learning the Body, Clearing the Mind
7. Embodying the Quran: An Interview
with Dr. Rahina Muazu Embodied Pedagogy and the Study of Religious Practices
8. Translating the Expressive Body: A Pedagogy of Embodied Practice Across
Cultures
9. Mirror in the Classroom: Integrating Contemplative Practices
10.
Dancing Bare Feet and Sitting Cross-legged: South-Asian Movement Practice and
Anthropology of the Body
11. Inviting the Ancestors to Class: Traditional
Spirituality as Teaching Philosophy
12. My Experience with Ifį and
Traditional Yoruba Pedagogy Embodied Pedagogy and the Study of Religion
13.
Embodied Pedagogy and Embedded Religion: Taking a Bite out of the Apple
14.
Readings from the Spirits, Dances with the Lord: The Site Visit as Embodied
Pedagogy and Transformational Classroom
15. The Body as a Site of Knowledge:
Moving Beyond Texts in a High School Classroom
16. Enabling Embodied
Epistemologies in Disabled and Distance Learning
17. Educational Video Games
and Embodied Pedagogies
18. Embodied Minds, Cultural Corpses, and the Work of
the Dead: On Teaching the Anthropology of Death and Mortuary Ritual
Sravana Borkataky-Varma is an expert in South Asian religions, with a focus on Hindu traditions. Currently, she is an Instructional Assistant Professor at the University of Houston as well as a Research Affiliate at the Center for the Study of World Religions at Harvard Divinity School.
Sarabinh Levy-Brightman is an educator, curriculum consultant, and teacher coach. Her academic background is in the study of religion with a focus on the relationship between mind and body in Christian theology and Western philosophy, particularly phenomenology.
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