Category Archives: Teaching & Learning

Email and the Student-Teacher Relationship

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The New York Times published an interesting article the other day by Jonathan D. Glater entitled, “To: Professor@University.edu Subject: Why It’s All About Me” (To read the full article you will have to sign-up for a free account). The article explores the implications of technology such as email on the student-professor relationship. Here are some relevent excerpts:

At colleges and universities nationwide, e-mail has made professors much more approachable. But many say it has made them too accessible, erasing boundaries that traditionally kept students at a healthy distance.These days, they say, students seem to view them as available around the clock, sending a steady stream of e-mail messages — from 10 a week to 10 after every class — that are too informal or downright inappropriate.
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While once professors may have expected deference, their expertise seems to have become just another service that students, as consumers, are buying. So students may have no fear of giving offense, imposing on the professor’s time or even of asking a question that may reflect badly on their own judgment.
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But such e-mail messages can have consequences, she added. “Students don’t understand that what they say in e-mail can make them seem very unprofessional, and could result in a bad recommendation.”

Still, every professor interviewed emphasized that instant feedback could be invaluable. A question about a lecture or discussion “is for me an indication of a blind spot, that the student didn’t get it,” said Austin D. Sarat, a professor of political science at Amherst College.
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A few professors said they had rules for e-mail and told their students how quickly they would respond, how messages should be drafted and what types of messages they would answer.

Meg Worley, an assistant professor of English at Pomona College in California, said she told students that they must say thank you after receiving a professor’s response to an e-mail message.

“One of the rules that I teach my students is, the less powerful person always has to write back,” Professor Worley said.

This raises a bunch of interesting questions for instructors. As a professor who encourages students to email me and one who is pretty informal, I don’t see it as a huge issue. I find email a great way to communicate with my students. I try to respond to most emails in a timely manner and I don’t necessarily reply to every email, especially if they are not directly tied to the course (as a rule I do not like email responses that require too involved a response; I will typically ask the student to catch me after the next class if possible).

I do like the idea of setting up some guidelines for emails at the onset, as I have received some emails that were too informal and bordering on inappropriate. I am not sure I would expect students to send a thank you reply. I do have “netiquette” rules that I use for class discussion lists and boards that I could adapt.

What do you — whether instructor or student — think? The comment board is open.


Faith-Based Wissenschaft: An Oxymoron?

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Michael V. Fox has a thought provoking essay at the most recent SBL Forum entitled, “Bible Scholarship and Faith-Based Study: My View.” While I have the utmost respect for Fox as a scholar (his various works on the wisdom literature of the Hebrew Bible are absolutely second to none), I am not sure I agree with his bold statement “faith-based study has no place in academic scholarship” (see Danny Zacharias’s reflections at Deinde, as well as James Crossley’s posts here and here).

On the one hand, I’m not sure I like the implication that “faith-based scholarship” (or Wissenschaft) is an oxymoron. While I would agree that any scholarship that presumes its conclusions is methodologically problematic (and borders on disingenuous), faith-based scholarship does not necessarily have to fall in this category (though some certainly does). Furthermore, I would think that secular Wissenschaft could learn a lot from a lot of faith-based scholarship as well as other ideological approaches. As Peter Donovan has recently noted, “the scientific study of religion can ill afford to insulate itself from the thinking of others interested in the same subject-matter, merely because they may hold very different views about theory and method” (“Neutrality in Religious Studies,” in The Insider/Outsider Problem in the Study of Religion: A Reader [ed. Russell T. McCutcheon; New York: Cassell, 1999], 245). What is perhaps most important for any approach to biblical studies is that the approach is academically sound, methodologically rigorous, and up front about any and all presuppositions.

On the other hand, Fox’s point has some validity in that he is not dismissing the “scholarship of persons who hold a personal faith.” In fact, he notes that “there are many religious individuals whose scholarship is secular and who introduce their faith only in distinctly religious forums.” Basically what I understand Fox as saying is that “Wissenschaft” employs a “secular, academic, religiously-neutral hermeneutic” and any scholars who want to engage in biblical Wissenschaft needs to play by the agreed upon rules. Thus, Wissenschaft becomes a “middle discourse” by which people of different faiths and/or no faith can engage in scholarly discourse.

This debate within biblical studies is paralleled by a larger debate within the discipline of religious studies. Since the end of the nineteenth century, the discipline of religious studies has typically been understood to be the “value-neutral” and “objective” study of religions, while theology is the confessional or particularistic study of one religion (see, for example, Donald Wiebe, “The Politics of Religious Studies,” CSSR Bulletin 27/4 [November 1998] 95-98). This distinction played an important part in the establishment of religious studies departments in a number of universities in Europe and North America — and especially Canadian public universities (interestingly, not all educational institutions thought that the distinction was necessary). This traditional demarcation has been challenged on some fronts in light of the postmodern recognition that there is no real objective, value-neutral study of religion (or any other subject for that matter), and thus the only differences between the disciplines are the rules agreed upon by those working within them — the rules of the game, so to speak.

(For an interesting discussion of postmodern theories of religious studies, see the interaction between Garrett Green, “Challenging the Religious Studies Canon: Karl Barth’s Theory of Religion,” Journal of Religion 75 [1995] 473-86; Russell T. McCutcheon, “My Theory of the Brontosaurus: Postmodernism and ‘Theory’ of Religion,” Studies in Religion/Sciences Religieuses 26/1 [1997] 3-23, and William E. Arnal, “What if I Don’t Want to Play Tennis?: A Rejoinder to Russell McCutcheon on Postmodernism and Theory of Religion,” Studies in Religion/Sciences Religieuses 27/1 [1998] 61-68; see also McCutcheon’s response, “Returning the Volley to William E. Arnal” on pp. 67-68 of the same issue).

In practice, religious studies (and biblical studies) in the Canadian public university context tends to be the scientific study of religion which does not privilege one religious discourse above another. Theology, on the other hand, is typically defined as the study of one religion from a confessional standpoint. So in this sense, I agree with Fox that there is a valid difference between faith-based scholarship and secular scholarship. But the question remains “what rules are we going to play by?” While I appreciate Fox’s point, I am skeptical about whether there is any scholarship that is truly “objective” and “value-neutral.” And any scholar who suggests that their work is “objective” and “value-neutral” would perhaps be more at home in the 19th century! I for one live in both worlds and produce scholarship for a variety of contexts. Some of my research is for the broader academy and employs methods appropriate for such work, while some of my study is for the community of faith to which I belong and employs a slightly different approach. I hope, however, that all of my research may stand up under the scrutiny of scholars who take different approaches and have different presuppositions than I.

Let me end with the final exchange between David and his Rebbe from Chaim Potok’s masterful book In the Beginning (Ballantine, 1997; Buy from Amazon.ca or Amazon.com).

  • Rebbe: “… Are you telling me you will not be an observer of the commandments?”
  • David: “I am not telling the Rebbe that.”
  • Rebbe: “What are you telling me?”
  • David: “I will go wherever the truth leads me. It is secular scholarship, Rebbe; it is not the scholarship of tradition. In secular scholarship there are no boundaries and no permanently fixed views.”
  • Rebbe: “Lurie, if the Torah cannont go out into your world of scholarship and return stronger, then we are all fools and charlatans. I have faith in the Torah. I am not afraid of truth.”

Athens Revisted…

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In regards to the previous post “Between Athens and Jerusalem: Thoughts on Critical Commitment” I made reference to the idea of “critical commitment.” As a faculty we read V. James Mannoia’s book Christian Liberal Arts: An Education that Goes Beyond. One of the main arguments Mannoia makes is that you want to engender critical commitment in your students, not dogmatism nor cynicism. In order to produce this critical commitment you need to introduce just enough dissonance (not too much or they will retreat). This is the toughest part: introducing just the right amount of dissonance so that they will grow and not wither. Mannoia’s work also takes into consideration the different stages students will be at and how you need to treat them diferently. The bibliographic data for this work is:

Mannoia, V. James. Christian Liberal Arts: An Education That Goes Beyond. Rowman & Littlefield, 2000.
Buy from Amazon.ca – Buy from Amazon.com

I would highly recommend for any educator in faith-based schools.

Between Athens and Jerusalem: Thoughts on Critical Commitment

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Thanks to the heads up on Michael Pahl’s blog, I took a look at the latest SBL Forum and read C. Drew Smith’s post, "’Between Athens and Jerusalem’: Reading Liberal Books at Church-Based Universities." As a professor at a faith-based university, I can sympathize with Smith’s experiences. I too believe that in a liberal arts education students should read and engage a broad spectrum of scholarship — both "liberal" and evangelical (As an aside, I really do not like expressing this in the form of a dichotomy, as it is not in reality two distinct sides. Every author writes from her or his own ideological perspective and we are want to discern that when we engage them in our studies or in our classrooms). What our goal is critical commitment, not indoctrination. As Smith notes:

Would we not, as Christian liberal arts institutions, want to rise above the increasingly entrenched dichotomy between conservative and liberal, offering opportunities to hear various voices speak? And in doing so, should we not be humble enough to admit that there are positive contributions made by those who think differently from us, even when such difference is vast? And if we can come to this point, have we not reached the true goal of education, which is to consider all the evidence and to draw thoughtful and critical conclusions from that evidence? This to me is the essence of learning in a liberal arts tradition.

While I haven’t had much protest from students in regards to textbooks, I have had to talk to local pastors who have had concerns. This has prompted me to put disclaimers in my syllabi indicating that these books are to be read critically, etc. (I’ve been wondering whether or not I should put such a disclaimer on my Old Testament Commentary Survey so that well-intentioned readers don’t think that when I say so-and-so’s commentary is the best of the bunch, I endorse it’s theological or ideological perspective as well — which I may or may not). I don’t really like having to put the disclaimers in (as I feel they are just stating the obvious), but if it helps first year students, parents, and local pastors understand a bit about what goes on in the classroom, then so be it.

On the flipside, I feel that the education students receive at a faith-based university may actually be more of a true liberal arts education than a non-faith based university. At a faith-based university we look at all perspectives — including faith-based scholarship, which I imagine is often neglected at "secular" institutions (again the dichotomy!). At any rate, I encourage you to take a look at the SBL Forum, and Smith’s post in particular.