My penchant for backward course design impresses the need to consider method more and more. I'm asking myself what kind of work do I want students to be able to do by course's end. How will they know what they know?
Maya graduated from Elizabethtown College in May and concluded her duties as STS Production Assistant. On Monday she'll being a new chapter as a newsroom intern at the renown Philadelphia public radio station, WHYY.
Indeed, the comparative method has long been the preferred tool of those seeking to prove the similarity—and especially the equality—of religions across time and space. That agenda, however, has not always been successful and has at times engendered ironically problematic scholarship.
A student asked me the other day whether King's legacy is something to be given up since it can be used for contrary ends. My piece doesn't answer this with a clear answer. I do hope that it leaves readers asking that question. To me that question is a prior step to ruthlessly careful and self-conscious criticism.
Over at the blog for the Bulletin for the Study of Religion, Stacie Swain has done the important work of interrogating the construction of the syllabus.