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

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Title of host publicationThe American University in a Postsecular Age
Subtitle of host publicationReligion and the Academy
PublisherOxford University Press
ISBN (Electronic)9780199869145
ISBN (Print)9780195323443
DOIs
StatePublished - May 1 2008

Fingerprint

Learner-centred
Teaching
Generative
Spirituality
Paradox
Religion
Cultural Identity
Learning Process

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)

Cite this

Tisdell, E. J. (2008). Spirituality, Diversity, and Learner-Centered Teaching: A Generative Paradox. In The American University in a Postsecular Age: Religion and the Academy Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195323443.003.0012
Tisdell, Elizabeth Jean. / Spirituality, Diversity, and Learner-Centered Teaching : A Generative Paradox. The American University in a Postsecular Age: Religion and the Academy. Oxford University Press, 2008.
@inbook{a2d0f8f2f64d4a71aa400b4284e21fb7,
title = "Spirituality, Diversity, and Learner-Centered Teaching: A Generative Paradox",
abstract = "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.",
author = "Tisdell, {Elizabeth Jean}",
year = "2008",
month = "5",
day = "1",
doi = "10.1093/acprof:oso/9780195323443.003.0012",
language = "English (US)",
isbn = "9780195323443",
booktitle = "The American University in a Postsecular Age",
publisher = "Oxford University Press",
address = "United Kingdom",

}

Tisdell, EJ 2008, Spirituality, Diversity, and Learner-Centered Teaching: A Generative Paradox. in The American University in a Postsecular Age: Religion and the Academy. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195323443.003.0012

Spirituality, Diversity, and Learner-Centered Teaching : A Generative Paradox. / Tisdell, Elizabeth Jean.

The American University in a Postsecular Age: Religion and the Academy. Oxford University Press, 2008.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Spirituality, Diversity, and Learner-Centered Teaching

T2 - A Generative Paradox

AU - Tisdell, Elizabeth Jean

PY - 2008/5/1

Y1 - 2008/5/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84920615891&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84920615891&partnerID=8YFLogxK

U2 - 10.1093/acprof:oso/9780195323443.003.0012

DO - 10.1093/acprof:oso/9780195323443.003.0012

M3 - Chapter

AN - SCOPUS:84920615891

SN - 9780195323443

BT - The American University in a Postsecular Age

PB - Oxford University Press

ER -

Tisdell EJ. Spirituality, Diversity, and Learner-Centered Teaching: A Generative Paradox. In The American University in a Postsecular Age: Religion and the Academy. Oxford University Press. 2008 https://doi.org/10.1093/acprof:oso/9780195323443.003.0012