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Authors = Bryan J. Whitfield

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5 pages, 184 KB  
Article
Teaching Dante in the History of Christian Theology
by Bryan J. Whitfield
Religions 2019, 10(6), 372; https://doi.org/10.3390/rel10060372 - 7 Jun 2019
Cited by 1 | Viewed by 3941
Abstract
Outside of core curriculum programs or Great Books classes, few undergraduates who are not literature majors read and discuss Dante’s Divine Comedy. This paper describes the redesign of a course in the history of Christian theology as a model for integrating the [...] Read more.
Outside of core curriculum programs or Great Books classes, few undergraduates who are not literature majors read and discuss Dante’s Divine Comedy. This paper describes the redesign of a course in the history of Christian theology as a model for integrating the study of Dante into additional contexts within general education. Reading Dante not only as poet but also as theologian can enhance students’ learning and their engagement with medieval theology. A focused reading of Paradiso provides a novel and exciting way for a survey course in historical theology to balance general education’s needs for both breadth and depth. At the same time, reading Dante also helps students to experience the significant intersections of culture and theology in the medieval period. Full article
(This article belongs to the Special Issue Teaching Dante)
6 pages, 130 KB  
Article
Teaching Augustine’s Confessions in the Context of Mercer’s Great Books Program
by Bryan J. Whitfield
Religions 2015, 6(1), 107-112; https://doi.org/10.3390/rel6010107 - 16 Feb 2015
Cited by 1 | Viewed by 5827
Abstract
Students in Mercer University’s Great Books program read Augustine’s Confessions in the third semester of a seven-semester sequence. Their previous reading of Greek and Roman epics and philosophical treatises as well as Biblical material equips them with a solid foundation for reading and [...] Read more.
Students in Mercer University’s Great Books program read Augustine’s Confessions in the third semester of a seven-semester sequence. Their previous reading of Greek and Roman epics and philosophical treatises as well as Biblical material equips them with a solid foundation for reading and discussing Augustine. This essay reflects on that preparation and models ways that instructors can use opening discussion questions related to those earlier readings to guide students into substantive reflection on the Confessions. Full article
(This article belongs to the Special Issue Teaching Augustine)
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