The Logos Academic Blog
Sue Edwards | Dallas Theological Seminary
How you view women influences how you teach them. Paul uses familial language to describe Christian relationships, and I’ve found this imagery useful in creating a healthy classroom ethos where both women and men thrive.
[Read more…]
An Example of Co-Teaching as a Means of Modeling Interdisciplinary Dialogue
Eric J. Tully | Trinity Evangelical Divinity School
One of the challenges in Christian higher education is navigating the tension between various fields of study. Christian institutions should have an inherent unity that comes from our faith and mission, but there is often a basic fragmentation that reflects the academic guilds in which we have been trained and now participate.
[Read more…]
Mark L. Strauss | Bethel Seminary
This is the fourth in a series of five essays looking at the multiple hats we as professors wear, including teaching, research and writing, mentoring students, ministry in the church, and administrative roles. My goal is to stretch you a bit in areas that you may not consider your strengths.
[Read more…]
Dougald McLaurin | Southeastern Baptist Theological Seminary
Last fall a student walked into the library and asked me where the commentaries on the book of Romans were located. He said he needed them for an exegesis paper he was writing. I asked, “How are you going to research your exegesis?” He said he would pull some commentaries and quote the ones he liked best. I might have let out an audible gasp, but this approach to research is common among students.
[Read more…]
Douglas Estes | South University
I am a perfectionist.
While this may seem like a simple admission, it took me many years to self-diagnose and admit that I am, in fact, a perfectionist.
[Read more…]
by Adam Winn | University of Mary Hardin-Baylor
Rome and Rome’s empire have always been recognized as significant pieces of the New Testament’s background. It was a Roman governor who sentenced Jesus to die on a Roman cross. It was a Roman centurion who was the first Gentile convert in Acts. It was on Roman roads that Paul traveled to bring the gospel of a crucified Messiah to the Gentile world. And it was to the Roman government that Paul and Peter demanded Christians give obedience and proper respect.
[Read more…]
Few living theologians can lay claim to founding a theological movement, and John Milbank is one of them. In the 1990s, his work Theology and Social Theory (Basil Blackwell) launched what is today known as radical orthodoxy. How do we reject the errors of modernity and help Christian theology speak in a better way to our world today?
[Read more…]
For decades, Edith M. Humphrey’s scholarly work has gifted both the academy and the church. Her teaching career has included positions at several schools in Canada, but since 2002 she has been part of the faculty of Pittsburgh Theological Seminary, where she now serves as the William F. Orr Professor of New Testament. Her publications have covered a variety of subjects, including the pseudepigraphical writing Joseph and Aseneth, rhetoric in the New Testament, the relationship between Scripture and tradition, and C. S. Lewis in relation to Orthodox theology. [Read more…]
by Amy L. Balogh | University of Denver
As a professor who teaches Hebrew Bible and Judaic studies courses across Colorado’s Front Range while also working at the University of Denver’s Center for Judaic Studies, my non-Jewish identity is a topic of conversation more often than one might expect. These exchanges, as awkward as they are, also provide priceless opportunities to reflect on the pedagogical and ethical responsibilities that are specific to teaching and supporting a religious tradition other than the Christianity with which I was raised. [Read more…]
by Scott McClelland | South University
Students take grades very seriously. Many times, they stick their personality out there, as well as any content, for professors to examine. In response, we place a quantitative score on a qualitative essay which comes from deep in the student’s heart. So we invented rubrics in the hope that we could justify our quantitative scoring. Rubrics, at least, provide a foundation to guide (and keep in check?) our qualitative responses to a student’s work. But are they enough? [Read more…]