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The Outrageous Idea of Christian Teaching$
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Perry Glanzer and Nathan Alleman

Print publication date: 2019

Print ISBN-13: 9780190056483

Published to Oxford Scholarship Online: August 2019

DOI: 10.1093/oso/9780190056483.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 21 June 2021

Is There Really Baptist, Catholic, or Quaker Teaching?

Is There Really Baptist, Catholic, or Quaker Teaching?

The Unique Contributions of Particular Theological Traditions

(p.103) 5 Is There Really Baptist, Catholic, or Quaker Teaching?
The Outrageous Idea of Christian Teaching

Perry L. Glanzer

Nathan F. Alleman

George Marsden

Oxford University Press

This chapter examines the explicit role one’s particular identities and their associated denominational traditions play in the practice of teaching. The analysis found four types of claims professors made when describing the influence of a particular Christian tradition on aspects of their teaching: (1) common theological beliefs; (2) common ethical teachings; (3) theological beliefs shared by groups of Christian traditions; and (4) distinct denominational emphases, which included differences of opinion on God’s role in the metanarrative, sources of wisdom, and the ultimate ends of teaching. Overall, although professors identified a range of tradition-related distinctives, some comments proved less specific to particular denominational traditions and more applicable to the general Christian tradition. It is important to understand these distinctions because teachers are usually not simply “Christian”; they also identify with particular Christian traditions, which affect their pedagogy, classroom practices, and interactions with students.

Keywords:   common theological beliefs, common ethical teachings, denominational emphases, God’s role, theological emphasis, sources of wisdom, ends of teaching, pedagogy, language, classroom practices

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