Toward Black Humanist Studies Part Two: Pedagogical Considerations

Abstract

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?

This chapter is a revised version of “Black Theology, Black Bodies, and Pedagogy,” in CrossCurrents, Fiftieth Anniversary Issues, Volume 50, Nos. 1–2 (Spring/Summer 2000): 196–202. A few of the ideas are also developed in “Facing Competing Claims: Thoughts on a Theory of Theological Discourse” Theological Education, volume 38, Number 2 (2002): 87–95.