Toward Black Humanist Studies Part Two: Pedagogical Considerations

  • Anthony B. Pinn
Part of the Black Religion/Womanist Thought/Social Justice book series (BRWT)


In the previous essay of this section I proposed a humanist way of doing theology and, by necessity, an alternative conceptualization of black religion. While I hope the humanist theology presented serves to ground a mode of black humanist studies that has some influence on the manner in which black religion is studied (and written about) within the Academy, I also recognize that most within the Academy are accountable for more than publications. Scholars are also teachers responsible for sharing information with students— some eager and others less energetic.2 It is apparent, then, I should not conclude this text without giving some attention to pedagogical ramifications of my proposed turn toward black humanist studies. That is, how does one conceive of the classroom and one’ s role in it based on the sensibilities of black humanist studies, and the emphasis on transformed consciousness and the human body entailed by black humanist principles?


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  1. 4.
    William G. Doty, Mythography: The Study of Myths and Rituals (Birmingham: The University of Alabama Press, 1986), 108.Google Scholar
  2. 13.
    Lawrence Sullivan, “‘Seeking an End to the Primary Text’ or ‘Putting an End to the Text as Primary,’” in Frank E. Reynolds and Sheryl L. Burkhalter, ed., Beyond the Classics?: Essays in Religious Studies and Liberal Education (Atlanta: Scholars Press, 1990), 51, 53.Google Scholar

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© Anthony B. Pinn 2004

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  • Anthony B. Pinn

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