On Teaching Religion: Essays by Jonathan Z. Smith
For more than thirty years, Jonathan Z. Smith has been perhaps the most important voice of critical reflection within the academic study of religion. His essays are cited constantly, his books used in undergraduate and graduate classes. Smith has also produced a significant corpus of essays and lectures on teaching and on the essential role of academic scholarship on religion in matters of education and public policy. Many of these articles appeared in education journals, which unfortunately most academic scholars do not read; others are collected in specialist volumes of conference proceedings on Judaic Studies, for example. Many were originally delivered as keynote speeches to the AAR and other major scholarly organizations, and although scholars reminisce about hearing Smith deliver them, the works themselves are not readily available. Education is not a side issue for Smith, and his essays continually shed light on fundamental questions. What differentiates college from high school? What are the proper functions of an introductory course? What functions should a department serve in undergraduate and graduate education? How should a major or concentration be conceived—if at all? What roles should the academic guilds play in public discourse on education and on religion? Most importantly, what does it mean to say that one is both a scholar and a teacher, and what responsibilities does this entail? On Teaching Religion collects the best of these essays and lectures into one volume, along with a new essay by Smith.
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Academy of Religion Alec Vidler argued argument Association baccalaureate Bible biblical Chicago Press claim coherence College Major communities core critical culture curricular David Maybury-Lewis decisions definition degree departments Dictionary disciplinary discipline discourse discussion dissertation enterprise essay example exemplum explicit fact faculty Feynman field focus gion goals Graduate Education Hainuwele human sciences imagination institutions intellectual interest interpretation interpretive communities introduc Introductory Course issues Johan Huizinga Jonathan Z Journal Judaism knowledge Kurt Rudolph language liberal arts liberal education liberal learning ment modes myth notion one’s particular Pharaoh political problems profes professional programs proposed question Re-Forming the Undergraduate reading reflect religious studies Revised Standard Version second-order sense Smith social sciences sort Stephen Toulmin student of religion study of religion subject matter taught teaching theological theory thought tion topic Toulmin Undergraduate Curriculum understanding University of Chicago Walter Capps Whither Wither words