Using disciplinary literacy in Biblical, religious, and theological studies

IF 0.8 3区 哲学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Floyd Knight
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Abstract

ABSTRACT Disciplinary Literacy (DL) is a pedagogical- and andragogic-centered academic discipline that has entered its third decade. DL seeks to observe and describe how scholars in a particular field cognitively approach and process what they do while those scholars read primary and secondary literary texts, examine material culture, perform experiments, read and write scholarly articles, and teach and evaluate students. Such observations and descriptions are then used to reverse engineer and backward design the curriculum, assessment tools, and strategies to increase students’ success, retention, and graduation rates. Our article seeks to introduce (1) Biblical, Religious, and Theological Studies (BRATS) faculty to DL and (2) DL, post-secondary General Education, and secondary education faculty to BRATS. We will summarize (a) what DL is as opposed to (b) what the disciplines of general academic, developmental, and critical literacies are, (c) why they differ, and (d) what pedagogical and andragogic benefits DL offers. BRATS and General Education faculty can use DL to provide explicit, scaffolded instructional practices to help general education undergraduates interpret the Bible and other ancient, foreign literature critically, rhetorically, and historically more like BRATS faculty do. DL and BRATS faculty would then use the above to reverse engineer and backward design curriculum and strategies for secondary educators to adopt and implement. Suggestions for future research and for overcoming structural obstacles will be presented.
在圣经、宗教和神学研究中运用学科素养
学科素养(DL)是一门以教学和文学为中心的学科,已经进入了第三个十年。DL试图观察和描述一个特定领域的学者如何在认知上接近和处理他们所做的事情,而这些学者阅读主要和次要的文学文本,研究物质文化,进行实验,阅读和撰写学术文章,以及教授和评估学生。这些观察和描述随后被用于逆向工程和逆向设计课程、评估工具和策略,以提高学生的成功率、留校率和毕业率。我们的文章试图介绍(1)圣经、宗教和神学研究(BRATS)教师到DL; (2) DL、高等通识教育和中等教育教师到BRATS。我们将总结(a) DL与(b)一般学术、发展和批判素养的学科是什么,(c)它们为什么不同,以及(d) DL提供的教学和逻辑上的好处。BRATS和通识教育教师可以使用DL提供明确的、有框架的教学实践,帮助通识教育本科生像BRATS教师一样,用批判、修辞和历史的方式解释圣经和其他古代外国文学。然后,DL和BRATS的教师将使用上述方法来逆向工程和逆向设计课程和策略,供中学教育者采用和实施。本文将对今后的研究和克服结构性障碍提出建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.50
自引率
0.00%
发文量
31
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