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The American University in a Postsecular AgeReligion and the Academy$
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Douglas Jacobsen and Rhonda Hustedt Jacobsen

Print publication date: 2008

Print ISBN-13: 9780195323443

Published to Oxford Scholarship Online: May 2008

DOI: 10.1093/acprof:oso/9780195323443.001.0001

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Spirituality, Diversity, and Learner‐Centered Teaching: A Generative Paradox

Spirituality, Diversity, and Learner‐Centered Teaching: A Generative Paradox

Chapter:
(p.151) 10 Spirituality, Diversity, and Learner‐Centered Teaching: A Generative Paradox
Source:
The American University in a Postsecular Age
Author(s):

Elizabeth J. Tisdell

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195323443.003.0012

Tisdell advocates a way of teaching that is learner‐centered, responsive to cultural identity, and socially transformative. In this kind of teaching, spirituality is always part of the mix, and the spirituality of many students is rooted in religion. The role of the teacher is to allow the diversity within the classroom, including the cultural and spiritual diversity of students, to enhance the learning process. Such learning almost always involves paradox, however, as secular and spiritual approaches interact.

Keywords:   cultural identity, diversity, learner‐centered teaching, paradox, religion, spirituality

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