Teaching Theology & Religion is encouraging all members of the GTU community to contribute to upcoming volumes of the journal.
Co-editors Drs. Kyle Schiefelbein-Guerrero (PhD ’15) and Jennifer W. Davidson (PhD ’11) are looking for full articles (4,000 to 7,000 words), In the Classroom essays about concrete teaching practices (up to 3000 words), Teaching Tactics on a specific repeatable practice (400 words), or reviews. Submissions can be made through the online portal: https://mc.manuscriptcentral.com/ttr
Two years ago, GTU and John Wiley & Sons partnered to bring Teaching Theology & Religion, a leading journal in theological education in the United States and around the world, under the direction of GTU. This new relationship brought about a renewed mission of the journal by aligning the journal’s foci on theological education with the GTU’s core strengths.
Under the leadership of co-editors Drs. Kyle Schiefelbein-Guerrero (PhD ’15) and Rebecca Esterson, each issue of volume 23 (2020) was dedicated to one of the journal’s four “I”s of theological education: interreligious, interdisciplinary, international/intercultural, and integrated modalities.
Interreligious: The first issue featured a number of contributions from members of the GTU, including an introductory piece by Dr. Judith Berling, an early leader of GTU’s interreligious commitments. This issue also highlighted a current student’s Newhall-funded class that engaged sacred sound in the world’s religions.
Interdisciplinary: The second highlighted a recent Wabash Center project by PSR Dean Susan Abraham about formation in the post-modern seminary. Her piece was accompanied by three responses. Additional articles addressed additional approaches to interdisciplinarity, such as decision-based learning, ethnographic methods, and meditation.
Intercultural and international: The third issue included a special editorial by Dr. Valerie Miles-Tribble, in which she connected her recent book Change Agent Church in Black Lives Matter Times to specific pedagogical practices in religious and theological education. Other contributions introduced unique ways to incorporate intercultural aspects to the curriculum, including through bridge-building, analyzing the TV show 90 Day Fiancé, and participating in a “human books” project.
Integrated modalities: The fourth issue directly addressed pedagogical matters brought about by the coronavirus pandemic and featured a special article by Dr. Mary Hess about how to navigate teaching amid such crisis. Two articles highlighted innovated approaches to Islamic Studies, and other piece lifted up practices of storytelling.
The new volume year (2021) brought with it a change in leadership as Dr. Jennifer W. Davidson (PhD ‘11) took over for Esterson as co-editor.
Learn more about the journal here: https://onlinelibrary.wiley.com/journal/14679647