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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

Identity-Informed Teaching in the Pluralistic University

Identity-Informed Teaching in the Pluralistic University

Important Virtues and Practices

Chapter:
(p.152) 7 Identity-Informed Teaching in the Pluralistic University
Source:
The Outrageous Idea of Christian Teaching
Author(s):

Perry L. Glanzer

Nathan F. Alleman

George Marsden

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190056483.003.0008

This chapter presents the thesis that the most effective approach to managing the tournament of identities and narratives in the classroom requires the civic virtues that Plato and Aristotle taught (e.g., courage, honesty, self-control, justice). Since faculty members have multiple identities, the most important question is whether they can recognize which identities are important for giving life to a pedagogical practice. This ordering has deep effects on teachers’ pedagogical practices, course construction, ethics, and grading. Professors need to connect their personal identities and narratives to a vision of moral and intellectual virtue that applies to their classrooms in pluralistic educational institutions. While it is arrived at through one’s particular identities and narratives, we contend that this moral vision is one that most educators will likely share, which must be brought into regular conversation in any college or university setting.

Keywords:   pluralistic university, courage, intellectual honesty, confession, justice, pedagogical practices, grading, course construction, moral vision, ethics

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