Adapted from:
"Sketching the Contours of the Scholarship of Teaching and Learning in Theology and Religion"
Patricia O’Connell Killen and Eugene V. Gallagher

Teaching Theology and Religion 16:2 (2013): 107-124

“Making a contribution to a conversation involves having a sense of what the conversation has been about, how it intersects with one’s own interests, concerns, and problems, how systematic and sustained thinking about those topics can be made available to others in the conversation, and what those others potentially might be able to learn from one’s own set of reflections.” (109)

“Our orienting conception is that in any scholarship there exists a set of assumptions that guide writers in framing fruitful questions and lines of inquiry and in discerning areas of focus worth a scholar’s attention. These are generative assumptions, generative in that they offer potentially fruitful openings and ways into problems, questions, and situations that result in new knowledge or deeper understanding that is, at least potentially, generalizable and translatable to other settings. These generative assumptions open up points of entry into scholarship. We believe that in the newer scholarship of teaching and learning in theology and religion, the following assumptions as entry points have emerged.” (114-115)

Which "Point of Entry" Describes Your Essay?

1. Show and Tell (Classroom Practices)

2. Personal/Confessional/Vocational (The Person of the Professor)

3. Unified Field Theory (Purposes and Politics of Teaching)

4. The Philosopher's Stone (Pedagogies and Theories)

5. Resources in the Field (Practical Possibilities of the Field)

6. The Field is the Problem (Problematic Conventions for Teaching and Research)