Toward a Liberative Pedagogy

Since the start of the twentieth century, Christian religion scholars from the dominant meculture – specifically ethicists – shifted their focus on how to live the Christian life via praxis toward the nature of ethics, wrestling more with abstract questions concerned with what is the common good and/or which virtues to cultivate. An attempt is made to understand the world, but lacking the ability to differentiate within disenfranchised communities between a “blink and a wink,” à la Geertz, their final analysis lacks gravitas. Teaching religion has become a process which [de]liberates not liberates. While abstract deliberations at times might prove sympathetic to the plight of the oppressed, the first casualty of abstract thought is rigorous academic discussions concerned with how to construct a more just social structure based on faith claims.

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