How to Teach Religion by George Herbert Betts


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Page 2


X. MAKING TRUTH VIVID 165

Vividness of impression necessary to lasting value--The _whole_ mind
involved in religion--Learning to think in religion--Protecting
children against intellectual difficulties--The appeal of religion
to the imagination--Guiding principles for the religious
imagination--The use of the memory in religion--Laws of memory--How
to memorize--Problems for discussion.


XI. TYPES OF TEACHING 183

The several types of lessons for religious instruction--The
informational lesson--The use of the inductive lesson--The deductive
lesson in religion--The application of drill to religious
teaching--The lesson in appreciation--Conducting the review
lesson--How to make the lesson assignment--Questions and problems.


XII. METHODS USED IN THE RECITATION 201

Methods of procedure for the lesson hour--The use of the topical
method--Place and dangers of the lecture method--Securing
participation from the class--The question method--Principles of
good questioning--The treatment of answers--The story
method--Guiding principles in story teaching--The teaching method of
Jesus--Jesus the embodiment of all scientific pedagogy--Questions
and problems.




EDITOR'S INTRODUCTION

The teacher of religion needs to be very sure of himself at one point.
He ought to be able to answer affirmatively the question, "Have I the
prophetic impulse in my teaching?" Sooner or later, practical
difficulties will "come not singly but by battalions," and the spirit
needs to be fortified against discouragement. When driven back to the
second or third line defense it is important that such a line really
exists; the consciousness of being the spokesman for God makes the
teacher invulnerable and unconquerable.

But in order that this divine impulse may attain its greatest strength
and find the most direct, articulate, and effective expression, the
teacher must know _how_ as well as _what_ to teach. The most precious
spiritual energy may be lost because improperly directed or controlled.
Unhesitating insight into the solution of practical problems helps to
open up a channel through which the prophetic impulse can find fullest
expression.

There is no substitute for mastery of the technique of the teaching
process. Prayerful consecration cannot take its place. This ready
command of the methods of teaching, on the other hand, is in no sense an
equivalent of the consciousness of having been "called" or "chosen" to
teach religion. The two must go hand in hand. No one who feels himself
divinely appointed for this sacred task dares ignore the responsibility
of becoming a "workman not to be ashamed, _rightly_ dividing the word of
truth."

This volume by Dr. Betts offers the earnest teacher of religion an
exceptional opportunity to make more effective his ideal of
instruction. The treatment applies the best of modern educational
science to the problems of the church school, without, however, for a
moment, forgetting that a vital religious experience is the final goal
of all our teaching.

Besides setting forth the underlying principles of religious teaching in
a clear and definite way, the author has included in every chapter a
rich fund of illustration and concrete application which cannot fail to
prove immediately helpful in every church classroom. It is also believed
that students of religious education will find this treatment of method
by Professor Betts the most fundamental and sane that has yet appeared
in the field.

NORMAN E. RICHARDSON.



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Books | Photos | Paul Mutton | Sun 15th Sep 2019, 16:52