Perry L. Glanzer, Nathan F. Alleman, and George Marsden
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190056483
- eISBN:
- 9780190056513
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190056483.003.0009
- Subject:
- Religion, Church History, History of Christianity
This chapter explores the importance of a just educational system for nurturing different kinds of identity-informed teaching within specific types of university environments, including ecclesial ...
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This chapter explores the importance of a just educational system for nurturing different kinds of identity-informed teaching within specific types of university environments, including ecclesial universities, interdenominational Christian universities, online universities, and pluralistic universities. It makes the case for constrained disagreement by demonstrating why a pluralistic system of education is necessary to respect the various facets of identity-informed teaching. The argument focuses primarily on the strengths and benefits for teachers engaged in expansive forms of identity-informed teaching. The chapter begins by reviewing what academic freedom provides for this conversation, then explores the strengths and limitations of each type of university environment. Overall, the chapter maintains that in the same way that teachers must figure out how to prioritize their own identities, or as Augustine described, learn how to order one’s loves, academia must allow this same identity tournament to take place.Less
This chapter explores the importance of a just educational system for nurturing different kinds of identity-informed teaching within specific types of university environments, including ecclesial universities, interdenominational Christian universities, online universities, and pluralistic universities. It makes the case for constrained disagreement by demonstrating why a pluralistic system of education is necessary to respect the various facets of identity-informed teaching. The argument focuses primarily on the strengths and benefits for teachers engaged in expansive forms of identity-informed teaching. The chapter begins by reviewing what academic freedom provides for this conversation, then explores the strengths and limitations of each type of university environment. Overall, the chapter maintains that in the same way that teachers must figure out how to prioritize their own identities, or as Augustine described, learn how to order one’s loves, academia must allow this same identity tournament to take place.
