Chapter

Teaching Mysticism in Dialogue with Gender and Embodiment at a Quaker Seminary

Stephanie Ford

in Teaching Mysticism

Published in print December 2011 | ISBN: 9780199751198
Published online January 2012 | e-ISBN: 9780199918782 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199751198.003.0012

Series: AAR Teaching Religious Studies Series

Teaching Mysticism in Dialogue with Gender and Embodiment at a Quaker Seminary

Show Summary Details

Preview

This chapter describes a pedagogy that employs self-reflection, historical inquiry, and liberation hermeneutics—with particular focus on gender and embodiment issues—used in courses taught at a Quaker seminary. It considers the particular academic context of a Quaker seminary and the challenges of a feminist standpoint, followed by an overview of the structure and content of such a course, with a reflection on the particular concerns on teaching mysticism to seminarians. It seeks to identify the dynamics among readers and texts. In particular, it considers the pedagogical approaches employed to foster a liberation hermeneutics attentive to issues of gender and embodiment. Finally, in order to ascertain how the course supports students’ ministerial formation, it offers some examples of students’ independent research and creativity, considering their critical, mystical, and often embodied engagement with primary and secondary sources

Keywords: Quaker seminary; liberation hermeneutics; feminist approach; gender; embodiment

Chapter.  7437 words. 

Subjects: Religious Studies

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.