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.

Perry L. Glanzer is professor of Educational Foundations at Baylor University and a Resident Scholar with Baylor Institute for Studies of Religion. He is the coauthor or editor of nine books including The Quest for Purpose: The Collegiate Search for a Meaningful Life.

Nathan F. Alleman is Associate Professor of Higher Education Studies at Baylor University and a Research Fellow with the Texas Hunger Initiative. He coauthored Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age.

Acknowledgements

Foreword by George Marsden

Introduction: The Challenge of Identity-Informed Teaching

Chapter 1: The Fear of Teachers' Religious Identity: The Historical Origins

Chapter 2: How Christianity Animates a Teacher's Background Beliefs

Chapter 3: How Christian Teachers Transform Course Aims and Curricula

Chapter 4: Thinking and Acting Christianly in the Classroom

Chapter 5: Is There Really Baptist, Reformed, or Quaker Teaching? The Unique Contributions of Particular Theological Traditions

Chapter 6: Christian Teaching in the Pluralistic University

Chapter 7: Identity-Informed Teaching in the Pluralistic University: Important Virtues and Practices

Chapter 8: In Praise of Diverse Teaching Contexts

Conclusion

Appendix Methodology

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