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2015 Proceedings Connecting, Disrupting, Transforming 6-8 November Atlanta Marriott Buckhead Hotel & Conference Center Atlanta, Georgia REA Annual Meeting 2015 Proceedings connecting, disrupting, transforming Imagination’s Power as the Heart of Religious Education http://religiouseducation.net/rea2015 REA The Religious Education Association (REA) is an Association of Professors, Practitioners, and Researchers in Religious Education Nature, created for REA by Todd Lown. for REA by Todd created Nature, REA REA Annual Meeting 2015 Proceedings Connecting, Disrupting, Transforming: Imagination’s Power as the Heart of Religious Education REA 6-8 November 2015 Atlanta Marriott Buckhead Hotel & Conference Center Atlanta, Georgia http://religiouseducation.net/rea2015 REA REA publishes these conference proceedings under the Creative Commons Attribution 4.0 license http://creativecommons.org/licenses/by/4.0/ in order to permit their wide dissemination and use. However, copyright remains with the author, and authors can make whatever further use of the material they wish. By submitting their work to the REA, all authors have accepted that it will be published under the CC-BY 4.0 license and have indicated that they understand that once posted on the REA website, their work will not be removed from the these annual conference proceedings. Table of Contents R 1.01 Cok Bakker From Location and (Non-)Place to Space: An Exploration of 1 the Role of Imagination as the Key to Creating Spaces Learners Feel Attached to Melissa James Making the Familiar Strange: The Sociological Imagination 11 and Religious Education R 1.02 Alan Smith Eggs, Clocks, and Other Things Liquid: Salvador Dali's Claim 21 to Truth as Practical Theology Francis Alvarez Ignatian Contemplation in the Classroom: Fostering the 31 Imagination in Scripture Study R 1.03 Tanya Eustace Children and Imagination: Envisioning and Creating Change 39 Together Mary Ellen Durante Children, Prayer, Religious Imagination and Ontological 49 Wholeness R 1.04 Donna Eschenauer Liturgy as Prophetic Imagination: A Form of Church 57 Curriculum Susan Reynolds Transformative Learning in Ecclesial Borderlands: Imagining 67 Pedagogical Possibilites R 1.05 Courtney Goto Playing for Love’s Sake: Imagining and Embodying God’s 79 New Creation Through Clowning Amanda Pittman Shaping Practical, Scriptural Imagination in Communities of 85 Faith RC 1.06 Patrick Manning Restoring God’s Reign in Religious Imaginations: A 95 Pedagogical Approach for Promoting Integration in Learners’ Minds, Hearts, and Lives R 2.01 Dori Baker Finding Our Way: Young Adults, Imagination, and Communal 109 Discernment Alfred Pang Imagining the Unheard: Performing Stories, Fostering 121 Empathy RC 2.02 Sung Hee Chang Connecting, Disrupting, and Transforming Stories through 133 Imaginative Weaving: Asian and Asian American Women’s Power of Imagining in Their Postcolonial and Diasporic Reading of the Bible R 2.03 Anne Wimberly Building Bridges of Hope: The Church's Role in Reaching 141 Sarah Farmer Disconnected Black Youth Cynthia Cameron The Imagination of the Prophets: Reading the Word and the 149 World with Adolescent Girls R 2.04 Annie Lockhart-Gilroy A Way Forward: Nurturing the Imagination at the Intersection 157 Race, Class, Gender, and Age Jennifer Moe What's So Offensive About a #womanwholikesherself? 163 R 2.05 Jonathan LeMaster-Smith Coat of Many Colors: Dolly Parton, Julia Kristeva, and Rural 169 Discipleship Patricia Lipperini Imagining a Different Path: Religious Education and the 177 Pilgrimage of Motherhood R 2.06 Jason Okrzynski For All the Saints: The Cult of Saints and Theological 187 Imagination in the Art of Liberal Protestant Youth Ministry Barbara Senecal-Davis Imagining a Way to Repair and Reshape the Unresolved 195 Battle Over Revelation in American Protestantism R 3.01 Eileen Daily Imagining Complex Adaptive Religions: Science as 203 Disruptive/Transformative Raconteur Joshua Lunde-Whitler The Mimetic-Poetic Imagination: How Recent Neuroscientific 211 and Cognitive Psychological Research Suggests a Narratival- Developmental Approach to Identity R 3.02 Ted Newell Making Good of What Is Hidden in Plain Sight: Sebald's 223 Austerlitz Dennis Gunn Sacred Encounters: Fostering the Religious Imagination 231 through Literature R 3.03 Carl Procario-Foley Interreligious Dialogue at a Momentous Anniversary: 241 Religious Educators Re-Imagining Nostra Aetate in Connecting, Disrupting, and Transforming Ways Graham McDonough Pluralizing Catholic Identit(y/ies) 251 R 3.04 B. Scott Stephens Dis/Abling Church: Imagination, Intellectual Disability, and the 259 Baptist Distinctive of the Priesthood of All Patrick Reyes Inside the Mirror: Five Domains of Theopoetic Critique on 267 Theological Education RC 3.05 Tracey Lamont Re-Imagining Morality on the Web 279 RC 3.06 Sally Johnston Re-Imagining Ecological Models for Religious Education 289 R 4.01 Siebren Miedema Imagine Global Citizenship for Worldview Education 299 Bahaeddin Budak The Power of Imagination, Dreams of Founders and Principals 309 of the First Islamic Schools for Primary Education in the Netherlands. R 4.02 Callid Keefe-Perry Adult Religious Education with Trauma in View: Imagining in 319 Fractures Robert O'Gorman The Sacraments Reappropriated: Imagination Embodied 327 R 4.03 Barbara Javore Aesthetic Empathy and Imagination: The Pedagogy of Friedl 337 Dicker-Brandeis with Applications for Religious Educators Hye Hyun Han The Oppressed Emotion and Imagination (Reading the Bible 345 with Body-Centered Movement) R 4.04 Mary Elizabeth Moore Imagining Just Peace: Deciding to Hope 353 Christopher Welch Jesus: Pedagogue of Prophetic Imagination 363 R 4.05 Kieran Scott Alternating Currents: Sacramental and Prophetic Imagining 371 and Church Education John Falcone Participating in God’s Imagination: Classical Pragmatism, 383 Trinitarian Theology, and Religious Education REA 2015 REA Annual Meeting, Nov 6-8 From space and (non-)place to place attachment and sense of place An exploration of the role of imagination as the key to transform spaces into places children and youngsters feel attached to Dr. K.H. (Ina) ter Avest, Inholland University and VU University Amsterdam mail: [email protected] [email protected] Prof. dr. C. (Cok) Bakker, Utrecht University mail: [email protected] Abstract In our research1 we focus on the physical and architectural characteristics of a location, and the possible ways to furnish and/or decorate a space to address learners’ imaginative power, a precondition to satisfy their (presupposed) spiritual hunger and longings for a better world. The core concepts ‘space’, ‘non-place’ and ‘place’, ‘place attachment’ and ‘sense of place’ are central in our research. Pupils reflected upon safe and unpleasant places in school and wrote down their stories. As such pupils enable us to perceive the world through the eyes of a child and listen to the voice of the child. Preliminary findings of the analysis of the pupils’ texts show a central place for friends and teacher(s) in their ‘place attachment’ and ‘sense of place’. We read in pupils’ comments that in the (decorative) architecture of a classroom the personal touch of the teacher is pivotal. Remarkably, even now, focusing on physical aspects of the classroom nevertheless it depends on the person of the teacher. 1 The research we report about is part of a larger three years project ‘Samen leven doe je zelf’ (‘Living together, just do it!) (Ter Avest, Commissaris and Bakker 2014). 1 REA Annual Meeting 2015 Proceedings (20151122) / Page 1 of 394 2015 REA Annual Meeting, Nov 6-8 Introduction We start with a description of the location of the three participating primary schools and refer in short to the project of which this research on ‘Living together, just do it!’ is part of.2 Special attention is paid to the relation between a building, located at a specific place, and wellbeing. In the second paragraph we elaborate on the concepts ‘space’, ‘non-place’, ‘place’, and ‘place attachment’ and ‘sense of place’. We present in the third paragraph the research method and the data of our research constructed by 35 pupils age 10-11. The last paragraph is for conclusions and recommendations. 1. Location – three primary schools in the Bijlmer district in Amsterdam In 2000, due to renovations in the neighbourhood the three participating schools had to leave their temporary buildings. Challenged by the need for new housing the developments for collaboration between the three schools were accelerated about fifteen years ago. Planners, architects and educationalists joined forces and added two new ‘wings’ to the building of the ‘Bijlmerhorst’ safeguarding the distinguished own school identity of each of the three schools (the neutral state school ‘Bijlmerhorst’, the Islamic school ‘As Soeffah’ and the secular- christian school ‘Polsstok’).3 The three ‘wings’ are connected with each other by a central hall, an open space that mere by its location does open up for ‘things to happen’.4 The aim of the research project ‘Living together, just do it’ is to strengthen the relationship between teachers and parents, being ‘partners in education’ and as such create social cohesion amongst the schools’ primary stakeholders. The child’s perspective is central in this project. Parents and teachers, first separately, then together are expected to have conversations about 2 The first piloting year (2014-2015) of this project is funded by the municipality of Amsterdam as part of their policy and subsequent activities on anti-radicalization. 3 Avest, I. ter (2012). The plural of
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