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Teaching Mysticism$
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William B. Parsons

Print publication date: 2011

Print ISBN-13: 9780199751198

Published to Oxford Scholarship Online: January 2012

DOI: 10.1093/acprof:oso/9780199751198.001.0001

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Teaching Mysticism in Dialogue with Gender and Embodiment at a Quaker Seminary

Teaching Mysticism in Dialogue with Gender and Embodiment at a Quaker Seminary

A Feminist Approach

Chapter:
(p.193) { 11 } Teaching Mysticism in Dialogue with Gender and Embodiment at a Quaker Seminary
Source:
Teaching Mysticism
Author(s):

Stephanie Ford

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199751198.003.0012

This chapter describes a pedagogy that employs self-reflection, historical inquiry, and liberation hermeneutics—with particular focus on gender and embodiment issues—used in courses taught at a Quaker seminary. It considers the particular academic context of a Quaker seminary and the challenges of a feminist standpoint, followed by an overview of the structure and content of such a course, with a reflection on the particular concerns on teaching mysticism to seminarians. It seeks to identify the dynamics among readers and texts. In particular, it considers the pedagogical approaches employed to foster a liberation hermeneutics attentive to issues of gender and embodiment. Finally, in order to ascertain how the course supports students’ ministerial formation, it offers some examples of students’ independent research and creativity, considering their critical, mystical, and often embodied engagement with primary and secondary sources

Keywords:   Quaker seminary, liberation hermeneutics, feminist approach, gender, embodiment

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