Tag: Religious Education Association

REA conference, part two

During the Friday afternoon breakout sessions of the annual Religious Education Association conference, I went to a colloquium that included three different presentations, on quite different subjects.

The first presentation was titled “Deepening Pedagogy to Adolescents,” and was presented by Carmichael Crutchfield of Memphis Theological Seminary, whose research area is African American adolescents.

Crutchfield began by quoting A Winter’s Tale where Shakespeare has a shepherd say that the most troublesome time in a person’s life is between the ages of 10 and 23:

I would there were no age between sixteen and three-and-twenty, or that youth would sleep out the rest; for there is nothing in the between but getting wenches with child, wronging the ancientry, stealing, fighting… [Act III, scene iii]

This is just the time that neuroscientists now tell us that our brains are going through some major developments. He then read a passage which described how young people no longer treat their elders with respect — and then revealed that this very contemporary-sounding passage was actually written 2,500 years ago by Plato. So adolescence has long been a challenging time of life. “We are called, as practical theologians,” said Crutchfield, to “better understand adolescents.” Continue reading “REA conference, part two”

REA conference, part one

Near Toronto

David Hogue spoke on the topic “Practicing Religion, Forming the Faithful” in the first plenary session of the Religious Education Association (REA) Annual Meeting for 2011. Hogue is a professor at Garrick Evangelical in Evanston, Illinois, and has research interests in ritual, liturgy, pastoral care, and brain science. He is an ordained minister in the Presbyterian Church USA.

Hogue gave a brief orientation to the physiology of the brain from the point of view of a practical theologian. He also pointed out that neuroscience is investigating questions that religions have been pondering for a long time. He believes both science and religion can contribute productively to an ongoing investigation of these questions.

Hogue said he is convinced that experiences of spirituality are grounded in experiences of everyday living, and in particular he’s interested in storytelling, memory, and human relationships. These three areas are also topics of interest to neuroscience. Rather than discuss “spirituality” per se, he chose to focus on these three specific areas to engage religious education with neuroscience. Continue reading “REA conference, part one”

Toronto, I think

I’m in Toronto for the annual Religious Education Association annual meeting. This year’s topic is neuroscience and cognitive science as applied to religious education.

I say I’m in Toronto, except that the conference is in an airport hotel, which looks like every other airport hotel I’ve ever been in. The only way I know that I’m really in Toronto, and not in San Francisco, is that the airport had bilingual French and English signs.

Neuroscience and religious education

Outline of an informal talk given July 10, 2011, at Ferry Beach Religious Education Week, held at the Universalist conference center in Saco, Maine.

Welcome to this porch chat on neuroscience and religious education. What I’d like to do in this porch chat is this — First, find out what you know about neuroscience as it applies to religious education. Second, to tell you a little bit about what I have been learning about the exciting new developments in this area. And third, to talk about ways we can all continue our own education in this area.

(1) Let’s begin with what you know about neuroscience and religious education. And before you say “nothing,” I suspect at least some of you know something about Howard Gardner’s theory of multiple intelligences. How many of you have run into multiple intelligences work before?

What you may not realize (or may forget) is that Gardner drew upon new scientific insights in the way brain works to develop this theory. According to a paper by the Multiple Intelligences Institute, “to determine and articulate these separate faculties, or intelligences, Gardner turned to the various discrete disciplinary lenses in his initial investigations, including psychology, neurology, biology, sociology, anthropology, and the arts and humanities.” [p. 6] So Gardner represents one attempt to apply scientific insights into the brain to educational practice.

So now let me ask: what (if anything) do you know about neuroscience and religious education?

[summary of some of the responses]

  • the brain’s plasticity
  • answering the question: is there a genetic quality to empathy?
  • the god gene
  • how like things like mediation, music, etc., can change the brain
  • kids who have deficits with empathy
  • you can make new neural pathways
  • visualing brain pathways through brain imaging

(2) Now let me tell you a little bit about what I’ve been learning about how to apply scientific understandings of the brain to religious education.

I’d like to begin by reading you a paragraph from a 2000 report by the National Academy of Sciences titled “How People Learn: Brain, Mind, Experience, and School.” (You can download a free PDF of this book here.) I was introduced to this book by Joe Chee, a teacher educator and UU who is currently pursuing a Ph.D. in education and technology; Joe recommended this as a great introduction to the topic. And right at the beginning of this book, the authors tell us why we should care about the topic:

The revolution in the study of the mind that has occurred in the last three or four decades has important implications for education. As we illustrate [in this book], a new theory of learning is coming into focus that leads to very different approaches to the design of curriculum, teaching, and assessment than those often found in schools today. Equally important, the growth of interdisciplinary inquiries and new kinds of scientific collaborations have begun to make the path from basic research to educational practice somewhat more visible, if not yet easy to travel. Thirty years ago, educators paid little attention to the work of cognitive scientists, and researchers in the nascent field of cognitive science worked far removed from classrooms. Today, cognitive researchers are spending more time working with teachers, testing and refining their theories in real classrooms where they can see how different settings and classroom interactions influence applications of their theories.

Continue reading “Neuroscience and religious education”