In the course I’m TAing for (a Masters level American Religious History course), I was given the opportunity to give a class lecture. The professor wanted me to bring my own work and knowledge, given that the lecture material was related to my own area of study (Catholic immigration and nationalism in the US). While I have had the opportunity to lecture in the past (and design my own portion of the syllabus to then teach), this was the first time I taught material chosen by someone else. Continue reading “Teaching “Just the Facts””
Katie Lofton’s recent review essay of On Teaching Religion in the Journal of the American Academy of Religion has generated significant feedback on social media, both favorable and not. One point of debate is the appropriate classification for the essay. While the journal editor labeled it a Review Essay, others have described it as a tribute to J. Z. Smith’s scholarship, a teaching evaluation, a memoir essay, etc. Other terms describing the essay (a different manner of classification) ranged from narcissistic and Oedipal to a great read. Continue reading “Is It a Review Essay? Strategies of Classification”
‘NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else.’
These opening lines of Charles Dickens’ novel Hard Times came to mind recently when I read an opinion piece in the Chronicle of Higher Education written by Peter Wood, the President of the National Association of Scholars. The piece related to the recent news that, when he was governor of Indiana, Mitch Daniels (now president of Purdue University) had an email exchange questioning the use of Howard Zinn’s People’s History of the United States in Indiana schools, which Daniels reportedly described as “anti-factual” and a fraud, in his less colorful moments. In his commentary, Woods argued that Daniels was correct in questioning the worth of Zinn’s tome, pointing to a range of reviews of the work from historians teaching at prestigious universities that critiqued Zinn’s construction of his narrative. Continue reading “Asking the Wrong Questions”
An Idaho company has demonstrated the marketing power of a little religious studies knowledge, producing Jihawg Ammo, which is coated in pork-infused paint. The company asserts, “With Jihawg Ammo, you don’t just kill an Islamist terrorist, you also send him to hell. That should give would-be martyrs something to think about before they launch an attack.” The company tags the product “Peace through pork” because it “promotes peace through the natural deterrence of pork infused ballistic coating.” Continue reading “Marketing and Competing Essentialisms”
During its working session in Chicago, in November 2012, the members of Culture on the Edge (pictured below) took some time to record a conversation on identity creation and its study, for The Religious Studies Project (RSP)–a series of podcasts created and maintained by UK grad students that is devoted to the work of scholars of religion from around the world.
Click here to listen to our conversation.
Apart from thanking RSP’s Christopher Cotter and David Robertson for their interest in our work, we would like to thank Andie Alexander, then a student in the Department of Religious Studies at the University of Alabama, for assisting with the technology, and also thank the Department for supporting the group.)