Chapter

Convictions

Douglas Jacobsen and Rhonda Hustedt Jacobsen

in No Longer Invisible

Published in print August 2012 | ISBN: 9780199844739
Published online September 2012 | e-ISBN: 9780199950331 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199844739.003.0009
Convictions

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In what ways are personal beliefs related to the teaching and learning process? Higher education can be unsettling to students because it rattles the beliefs and convictions that previously gave structure and meaning to their lives. But educators often have to unsettle student ways of thinking so that new learning can take place. In response, some students may become critical thinkers, holding their convictions with more humility and nuance than in the past, while others may become cynics. A different dynamic accompanies moments of “transcendent unsettling” which embolden students to become better or wiser persons. Professors also bring personal convictions into the classroom, which they typically handle in one of three ways: anonymity (seeking to keep their convictions hidden), transparency (making their convictions visible), and advocacy (intending to transfer their convictions to students).

Keywords: theories of development; big questions; formation; transcendent Unsettling; critical thinking; anonymity; transparency; advocacy; mentoring

Chapter.  6669 words. 

Subjects: Religious Studies

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