Teaching biblical studies in a new "digital technological" environment
Teaching biblical studies in a new “digital technological” environment
In the article ‘teaching in a “collaborative, interactive, multimediated, networked, nonliear, and multi-accented” environment’ John McClymer sets out ‘to explore a specific set of pedagogies suited to teaching history.’ McClymer begins by describing history as a field of study. And what he is saying that history is “ill-structure.” What he means by “ill-structure” is that there is not a particular formula in history that can create a definite answer to something that had happened, or for interpreting facts of history. The example that he used is asking students to “discuss the rise of imperialism in late nineteenth-century America.” Consciously, students cannot discuss the rise of imperialism. What the students will do is that, they will only demonstrate that they know a version of the story from a print resource (or any other resource).
This description is somehow similar to biblical studies. There is not a definite answer in searching for the meaning in the bible unless we go and dig up all the writers in the bible and ask them. Nevertheless there are tools of interpretation in which we can use, like in history too, but our bias in our hermeneutics will illustrate different meanings of the bible. It is one of the reasons why we have loads and loads of commentaries of the bible.
On that note, McClymer’s task to explore a specific set of pedagogies suited to teaching history can also be apply to the field of biblical studies to some extend. His exploration, in my view, is a great example of this lecture class that I am participating in the Auckland University called “the Bible in the electronic context.” We set off by creating a community online on the net using “blogs” and inviting friends and families if they are interested reading blogs about biblical studies and posting comments on our blogs. Our blogs can be about anything but the focus should be on the bible and electronics (this goes for the second assignment too). This, however, does allow the student to engage in their own interest more in the field of biblical studies but also use blogging as a tool of research.
On the other hand, the goals within these two different fields (history and biblical studies) in terms of this specific set of pedagogies are different. McClymer’s goal is to ‘empower students to produce as well as consume knowledge.’ In our lecture class we have a few goals and one of them is to ‘engage critically with the body of contemporary scholarship relating to the chose topic.’ Another would be to ‘demonstrate familiarity with and ability to use biblical methodologies and approaches together with tools of research.’ So, we can see that although such pedagogies can be applied to the study of history, I think that it can also be applied to the field of biblical studies to some extend.
In the article ‘teaching in a “collaborative, interactive, multimediated, networked, nonliear, and multi-accented” environment’ John McClymer sets out ‘to explore a specific set of pedagogies suited to teaching history.’ McClymer begins by describing history as a field of study. And what he is saying that history is “ill-structure.” What he means by “ill-structure” is that there is not a particular formula in history that can create a definite answer to something that had happened, or for interpreting facts of history. The example that he used is asking students to “discuss the rise of imperialism in late nineteenth-century America.” Consciously, students cannot discuss the rise of imperialism. What the students will do is that, they will only demonstrate that they know a version of the story from a print resource (or any other resource).
This description is somehow similar to biblical studies. There is not a definite answer in searching for the meaning in the bible unless we go and dig up all the writers in the bible and ask them. Nevertheless there are tools of interpretation in which we can use, like in history too, but our bias in our hermeneutics will illustrate different meanings of the bible. It is one of the reasons why we have loads and loads of commentaries of the bible.
On that note, McClymer’s task to explore a specific set of pedagogies suited to teaching history can also be apply to the field of biblical studies to some extend. His exploration, in my view, is a great example of this lecture class that I am participating in the Auckland University called “the Bible in the electronic context.” We set off by creating a community online on the net using “blogs” and inviting friends and families if they are interested reading blogs about biblical studies and posting comments on our blogs. Our blogs can be about anything but the focus should be on the bible and electronics (this goes for the second assignment too). This, however, does allow the student to engage in their own interest more in the field of biblical studies but also use blogging as a tool of research.
On the other hand, the goals within these two different fields (history and biblical studies) in terms of this specific set of pedagogies are different. McClymer’s goal is to ‘empower students to produce as well as consume knowledge.’ In our lecture class we have a few goals and one of them is to ‘engage critically with the body of contemporary scholarship relating to the chose topic.’ Another would be to ‘demonstrate familiarity with and ability to use biblical methodologies and approaches together with tools of research.’ So, we can see that although such pedagogies can be applied to the study of history, I think that it can also be applied to the field of biblical studies to some extend.
posted by sea at 6:19 AM
6 Comments:
You say "a specific set of pedagogies suited to teaching history can also be apply to the field of biblical studies to some extend" it would help me understand what you mean if you were to write a post describing one (some?) of them and how it might work in Biblical Studies...
What I meant when I said that, is that these set of pedagogies in which McClymer have established for teaching history within his article can be compare and contrast to the field of biblical studies. And I used our class as an example in relation to what McClymer established in his article. But come to think of it, what McClymer have established for his history class is what we are practising at the moment with an exception to the differences in his goals for his history class
I,m thinking of a book I read sometime back 'The pedagogy of the oppressed'. (Now dont ask me what the book is all about coz I'm a real student.... mark you this was like 5 years ago). N-way,Paulo Freire seems to be battling with the 'banking' model of education. Looking at the modern methods of teaching biblical studies; especially our course at the moment, it is really a move from the 'banking' model. The students are no more 'tabula rasa' but located as they engage in biblical studies.
Yes, but you can see ija that this whole new world of technology is just so much, so interesting, so fascinating and yet I think that there is a need for a set of pedagogies to teach in this new interesting and fascinating world - the world of digital technology. What McClymer provided in this article I can see that in our class, "bible in the electronic context". Having alternative week in the lap enable us to have theories in class and the week after we can put those theories into practice in the computer lab. Well, thats my take on the class, I don't whether that's Tim's intention or not. However, the assignments (in our class) pretty much reassured everything that we need to do within this class. I think that thats the only pedagogies that can be set within the biblical studies in this new world is to have theories and practicals work hand in hand so that it can be understood ...
When I think pedagogy I think "how best can we structure a lecture so the student gets maximum outcomes?" So I am reminded that looking at the instruction from the viewpoint of the learner rather than the teacher is salutary. It puts into perspective the widely held view that if instruction is based on sound curriculum and employs motivating techniques acquistion will result.
I sometimes thnk the tools have been around a long time except now lots more more sophisticated and expensive. Keeping diaries and writing to friends was big blogging in my school days.
Some time back Tim did ask you about a "set of pedagogies" appropriate for biblical studies. I geuss the kind that you mention and McClymer talks about is much appropriate within biblical studies especially in digital enviroment.
Whereby the teacher empowers the students with appropriate tools to be able to participate in the learning and teaching process.
Like you say, our blogs and assigment 2 are good examples of our empowerment and participation
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