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Recent work in the area of hermeneu tics has made scholars aware of
their own presuppositions and prejudices in understanding a text.1 A
case can be made for saying that college theology teachers should be
sensitive to their own presuppositions and prejudices in teaching their
particular courses. At the outset of this article we would like to be quite
candid in unpacking our pedagogical presuppositions and prejudices:
(1) The same pedagogical principles apply to the teaching/learning
of theology that apply to other disciplines in the humanities. Which
method a particular instructor uses is less important than employing
sound pedagogical principles in whatever method a given instructor
chooses.
*The English word, prejudice, has a pejorative connotation. The Latin term,
praejudicium can be understood both positively and negatively. There are legitimate
prejudices, although such a view is foreign to our present day use of the word. See Hans
Georg Gadamer, Truth and Method (New York: Seabury, 1975), p. 240.
Richard Ognibene is the Dean of Graduate and Continuing Studies at The College of Saint
Rose (Albany, NY 12203), He received his Ed.D. in educational history from the University
of Rochester, and has directed teacher education programs at two New York State colleges.
He has written about college teaching in the Midwest Education Review and in Improving
College and University Teaching.
Many new teachers, and many old ones, believe that they must
strive to master their subject matter before teaching it to their students.
Thus teachers spend the first five or six years of teaching trying to feel at
home with the subject matter themselves before giving it to their stu-
dents confidently. We question the assumption which states, albeit
implicitly, that subject matter is an end to itself. The structure of a
discipline is more important than its infinite details. If we can involve
5
McGill, p. 251.
100 HORIZONS
selected by each of the small groups to act as a liaison between the small
group and the instructor. The leader was also responsible for reporting
any difficulties the small group encountered in its task. The co-leader
was selected to take over the leadership of the group if, on a particular
day, the leader had to be absent from class.
The group on Judaism put on the entire Seder meal. They reserved
the President's dining room at the College for the meal, purchased and
prepared all of the ingredients, borrowed liturgical booklets from a local
synagogue, and asked someone knowledgeable in the Jewish religion to
lead the service.
Each member of the small group did research on one particular
aspect of Judaism, for example, Jewish holidays, mysticism, ethics,
doctrine, and Scripture. Some members showed slides and/or played
cassettes related to their project. Each member of the group made a ten
minute oral presentation to the class on Judaism. Students were encour-
aged to plan imaginative presentations and not to stand up and read
before the class. For evaluation purposes, students turned in a one page
written summary of their research and a short bibliography, thus enab-
ling the instructor to grade on material other than an oral presentation.
They felt that a written summary guaranteed the possibility of a more
objective grade rather than one based on their oral presentation skills.
We also found it helpful to make arrangements with the librarian to
give a fifty minute overview of the bibliography and research pos-
sibilities in the area of world religions. We often assume, incorrectly as it
turned out, that students know how to use the library. Several upperclass
students said they wished that such a presentation was given to them
when they were freshmen.
We feel that the most legitimate student question goes something
like this: "Of what use is this theology course to me?" Instructors need to
spend time dealing with this question at the start of each course. Debat-
ing this question, and arriving at tentative solutions which are genuinely
open to subsequent modification provides motivation for students to
take responsibility for their own schooling. If this is done, we believe
that the number of students dropping the course will be lowered, since
now their will-to-relevancy need will have, in part, been met.
Students can also be encouraged toward increased responsibility
through the use of an evaluation system that permits alternate routes to a
final grade. We want to know what our students think, but sometimes
shyness or classroom logistics, especially in large classes, prohibits
students from regularly entering into discussions. We let students de-
cide whether they prefer to write a journal or to receive a grade based on
class participation. We want to check students' understanding of the
assigned reading, and can do this through quizzes, critiques, or reports.
Again we let individual students make the choice. We want to know if
102 HORIZONS
students have synthesized and can apply the course materials and ex-
periences to broad questions. A final examination with comprehensive
rather than narrow questions is one way to determine this, but so also is a
final essay responding to a theme(s) students perceive as central to the
course. The point is that there are alternate ways to evaluate almost any
component of a course that an instructor wishes to evaluate. Giving
students choices here is not merely democratic. It is motivational and is
an honest response to the reality of multiple student learning styles.
they also repeat the names of all the students who have gone before them.
Mere repetition allows a class of thirty students to know each other's
names iji less than twenty minutes. Knowing names not only enhances
the students' self-concept (since it makes us feel important for others to
know our name), but it helps to further human relations in the classroom.
How can relevant discussion possibly proceed on an impersonal basis in
courses such as Sexual Ethics or the Theology of Death?
The next step consists in asking each student in the circle to tell
something about him or herself that no one would guess just by looking.
This obvious gimmick manages to get students talking every time, eases
the strain of the first day of class, and provides the instructor with a great
deal of helpful information. It gives students a certain satisfaction in
knowing that the instructor thinks that they are important enough to
deserve being known by their name and the characteristic they choose to
reveal.
Similar but different activities can continue throughout the semes-
ter. It only takes a few minutes to ask students to repeat their name
(during the first or second week of the semester) and then share "the best
thing that happened to them in the last two weeks." Later in the semes-
ter, the instructor might ask each student to complete the statement "this
week I learned that " Answers to questions like these are often touch-
ing, sometimes silly, and a few students exercise the option not to
respond. Overall, students seem happy that you asked, the responses
provide concrete ways to remember students, and sometimes provide a
basis for further in and out of class interactions. Almost always, they
make dialogue about the course content easy to start and continue.
Another strategy for enhancing students' self-concept consists in
becoming aware of the attitude we, as teachers, have both toward our
students and toward ourselves. The theory of the self-concept assumes
that we behave according to our beliefs. If this assumption is true, it
follows that instructors' beliefs about themselves and their students are
crucial factors in determining the instructor's effectiveness in the class-
room. Available evidence indicates that teachers' attitudes about them-
selves and their students are as important, if not more so, than their
techniques and their materials.11
Our experience suggests that instructors must have positive and
realistic attitudes about themselves and their abilities before they can
reach out to, and respect, others. We see a close relationship between the
way we see ourselves and the way we see others. It seems to be almost
axiomatic that if we accept ourselves, we are more accepting of others.
Whereas if we reject ourselves, we hold a correspondingly low opinion
of our students and perceive them as being self-rejecting. Thus, before
11
W. W. Perkey, "The Task of the Teacher," in The Helping Relationship Sourcebook,
D. L. Avila et al, eds. (Boston: Allyn & Bacon, Inc., 1971), p. 256.
104 HORIZONS
This, the final section of our article has reference to numbers two,
three and four of our presuppositions. We claim that authentic thinking
involves two elements: dialogue and communication. We are decidedly
influenced by Paulo Freir when he speaks of "problem-posing educa-
tion." In problem-posing education both teachers and students are sub-
jects, or, as we put it in our introduction, "A college consists only of
students, that is, inquirers, some of whom happen to teach."
One cannot always distinguish teacher from those being taught in a
problem-posing education. The teacher is not one who merely teaches,
but is also taught in a dialogue with the students. Hence arguments based
on authority are inappropriate. In a dialogue the authority essentially
rests with the dialogue itself. The authority, namely, the willingly
sought source of help, is dispersed among, and shared by the partici-
pants in the dialogue. Hence the locus of the authority changes in accor-
dance with the nature of a particular consideration.12
The word "dialogue," comes from the Greek, dia-Jogos, that is,
"between meanings." The dialogic situation makes possible a teach-
ing/learning process between meanings, that is, between persons bear-
ing unique significance in which each person teaches, and learns from
each other. Sajed Kamel puts it well when he writes, "In dialogue, each
person is regarded as a learner-teacher, with due respect and apprecia-
tion from others for this unique experience and resourcefulness."13
In order for dialogue to flourish in the classroom it is imperative that
number four of our presuppositions be uppermost in the mind of the
instructor. "Students are first and foremost persons and should be
treated gently, with care and a great deal of respect." For dialogue to take
place the instructor must trust the students. There must be an ethic of
interdependence in order for dialogue to occur. In the interdependent
dialogic situation, the attitudes, feelings, impressions, approaches, ver-
bal and non-verbal communication among the class members are signi-
ficant and are fostered. These are the channels through which persons
view each other. Hence these means can have either healthy or deleteri-
ous effects upon a person's identity. Dialogue requires authenticity and a
mutual sense of responsibility among the participants.
Problem-posing education has this effect, namely, that students
come to feel like masters of their own thinking. If both teachers and
students are regarded as a "Thou" in Martin Buber's terms, or as subject,
then this kind of dialogue encourages critical thinking, and the class-
room becomes the catalyst for the creation of a community of truth. This
12
Sajed Kamel, "The Nature of Dialogue in Humanistic Education," Journal of Educa-
tion 157 (1975), 9.
13
ibid., p. 8.
106 HORIZONS
matter, the instructor must show a concern for the student. The instruc-
tor should go into the audience and chat with students at random before
class begins. Students are thus set at ease and get to see the instructor as a
human being. Another helpful approach is to break students up into
small groups to discuss the day's material for the last ten or fifteen
minutes of class. This gives students the chance to interact and hence the
class ends on a personal note.21
We also recommend that teaching assistants administer a mid-term
course evaluation. Students are asked to write two negative and two
positive statements about the class and their role in it. Students should
then form small groups which should strive for a consensus on several
positive and negative statements. Each small group may also be asked to
state what they have learned so far in the course of what they want to
learn for the remainder of the semester. In addition, it may be beneficial
to form a "student advisory committee," whose major function is to
provide confidential telephone opinion surveys of other students in the
course and to help arrange for guest speakers. Students are also given the
name, address and phone numbers of the committee members and are
asked to communicate with them or the instructor as needed.22
Conclusion
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