This edited collection helps those teaching religion in higher education utilize technology to increase student learning both inside and outside of the classroom. Recent times have seen major technological shifts that have important implications for how religion is taught at a post-secondary level. Providing multiple perspectives on a range of topics—including social media use and interactive classroom learning —this book presents a series of original case studies and insights on how technology can be used in religion classes in higher education to improve student learning.

This edited collection helps those teaching religion in higher education utilize technology to increase student learning both inside and outside of the classroom. Recent times have seen major technological shifts that have important implications for how religion is taught at a post-secondary level. Providing multiple perspectives on a range of topics--including social media use and interactive classroom learning --this book presents a series of original case studies and insights on how technology can be used in religion classes in higher education to improve student learning.

Christian teachers have long been thinking about what content to teach, but little scholarship has been devoted to how faith forms the actual process of teaching. Is there a way to go beyond Christian perspectives on the subject matter and think about the teaching itself as Christian? In this book David I. Smith shows how faith can and should play a critical role in shaping pedagogy and the learning experience.

Examining the twelve-decade legal conflict of government bans on religious garb worn by teachers in U.S. public schools, this book provides comprehensive documentation and analysis of the historical origins and subsequent development of teachers’ religious garb in relation to contemporary legal challenges within the United Nations and the European Union. By identifying and correcting factual errors in the literature about historical bans on teachers’ garb, Walker demonstrates that there are still substantial and unresolved legal questions to the constitutionality of state garb statutes and reflects on how the contemporary conflicts are historically rooted. Showcased through a wealth of laws and case studies, this book is divided into eight clear and concise chapters and answers questions such as: what are anti-religious-garb laws?; how have the state and federal court decisions evolved?; what are the constitutional standards?; what are the establishment clause and free exercise clause arguments?; and how has this impacted current debates on teachers’ religious garb?, before concluding with an informative summary of the points discussed throughout. The First Amendment and State Bans on Teachers’ Religious Garb is the ideal resource for researchers, academics, and postgraduate students in the fields of education, religion, education policy, sociology of education, and law, or those looking to explore an in-depth development of the laws and debates surrounding teachers’ religious garb within the last 125 years.

The reality of a radically changing world is beyond dispute. The notion of the Fourth Industrial Revolution is a heuristic key for the world of emerging technologies such as artificial intelligence, nanotechnology, quantum computing, big data, the internet of things, and biotechnology. The discussion of emerging technologies and the Fourth Industrial Revolution highlights urgent questions about issues like intention, function, risk, and responsibility. This publication stimulates further reflection, ongoing conversation, and eventually the production of more textured thinking. The conversation with technology and with thinkers on technology, holds the promise of a certain fecundity, the possibility to see deeper into human evolution, but also, may be, into the future of humankind.

This book describes the relationship of Christian Public Theology to other religions and their ways of contributing to the common good. It also promotes mutual learning processes in public education to strengthen the public role and responsibility of religions in pluralistic societies. This volume brings together not only public education and public theology, but also scholars from a variety of disciplines such as philosophy, cultural studies, and sociology, and from different parts of the world. By doing so, the book intends to widen the horizon and provide fresh impulses for public theology as well as the discourse on public religious education.

Online learning is a key feature of the contemporary educational landscape and has entered mainstream policy, provision and practice. But if online education is to reach mature development and evaluation, it must be open to critical appraisal. This book considers the implementation of online learning within adult theological education. This can be an area of challenge or contention, especially when established academic practices and cherished values are seen as threatened when handed over to online delivery. This opens questions about theology, pedagogy and online education. Does online teaching and learning bring or demand a new or transformed (disruptive) pedagogy or does it result in maintenance or replication (sustaining) of traditional values and existing practices? What might the opportunities and benefits be? Who stands to gain? Who stands to lose? And what evidence is there to evaluate the quality of ‘doing theology’ online? This book examines a long-standing programme of continuing professional development delivered fully online to adult practitioners working across Christian education and ministry settings. It builds upon the author’s international experience as an online educator for over a decade. Key themes relate adult learning to theological pedagogy, authority, and online community. The concept of interruptive pedagogy is presented as an interpretative model to critically appraise an approach to online education that draws on the best theological tradition yet also looks to the future.