Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have…

As interreligious educators we challenge our students to engage in hermeneutical self-reflection. In this article, I turn the tables, and engage in an exercise of reflective practice: I look back on my own pedagogy, consider my own religiously diverse classroom, and ask in what way the theoretical framework from which I approach interreligious…

Meditating on the potential for inspiring authentic educational practice, this paper conceptualizes teaching and learning through a phenomenological, ontological, and hermeneutical approach. Ultimately, it theorizes a renewed vision for the design and management of a curriculum and classroom that promotes, supports, and facilitates a rich and…