The Outrageous Idea of Christian Teaching

Hundreds of thousands of professors claim Christian as their primary identity, and teaching as their primary vocational responsibility. Yet, in the contemporary university the intersection of these two identities often is a source of fear, misunderstanding, and moral confusion. How does being a Christian change one's teaching? Indeed, should it?Inspired by George Marsden's 1997 book The Outrageous Idea of Christian Scholarship, this book draws on a survey of more than 2,300 Christian professors from 48 different institutions in North America, to reveal a wide range of thinking about faith-informed teaching. Placing these empirical findings alongside the wider scholarly conversation about the role of identity-informed teaching, Perry L. Glanzer and Nathan F. Alleman argue that their Christian identity can and should inform professors' teaching in the contemporary pluralistic university. The authors provide a nuanced alternative to those who advocate for restraining the influence of one's extra-professional identity and those who, in the name of authenticity, promote the full integration of one's primary identity into the classroom. The book charts new ground regarding how professors think about Christian teaching specifically, as well as how they should approach identity-informed teaching more generally.

AcknowledgementsForeword by George MarsdenIntroduction: The Challenge of Identity-Informed TeachingChapter 1: The Fear of Teachers' Religious Identity: The Historical OriginsChapter 2: How Christianity Animates a Teacher's Background BeliefsChapter 3: How Christian Teachers Transform Course Aims and CurriculaChapter 4: Thinking and Acting Christianly in the ClassroomChapter 5: Is There Really Baptist, Reformed, or Quaker Teaching? The Unique Contributions of Particular Theological TraditionsChapter 6: Christian Teaching in the Pluralistic UniversityChapter 7: Identity-Informed Teaching in the Pluralistic University: Important Virtues and PracticesChapter 8: In Praise of Diverse Teaching ContextsConclusionAppendix MethodologySelect Bibliography