Forrest Clingerman is Associate Professor of Religion and Philosophy at Ohio Northern University. He is co-editor of Interpreting Nature: The Emerging Field of Environmental Hermeneutics (2013) and Placing Nature on the Borders of Religion, Philosophy and Ethics (2011). He has published on different topics related to environmental theology and philosophy, as well as in the scholarship of teaching and learning.Reid B. Locklin holds a joint appointment in Christianity and Culture at Saint Michael's College and the Department for the Study of Religion at the University of Toronto. He is the author of Spiritual but Not Religious? (2005); Liturgy of Liberation (2011); and other works in comparative theology, Hindu-Christian studies, and the scholarship of teaching and learning.

• Contributors ; Introduction ; Section I: What are the Dimensions of Teaching Civic Engagement in the Religious Studies or Theology Classroom? ; Chapter 1: Reid B. Locklin, with Ellen Posman, Discourse, Democracy, and the Many Faces of Civic Engagement: Four Guiding Objectives for the University Classroom ; Chapter 2: Ellen Posman, with Reid B. Locklin, Sacred Sites and Staging Grounds: The Four Guiding Objectives of Civic Engagement in the Religion Classroom ; Section II: What Practical Strategies and Questions Emerge from Teaching Civic Engagement in Religious Studies and Theology? ; Chapter 3: Melissa Stewart, Teaching for Civic Engagement: Insights from a Two-Year Workshop ; Chapter 4: Marianne Delaporte, Giving and Receiving Hospitality during Community Engagement Courses ; Chapter 5: Rebekka King, Civic Engagement in the Heart of the City ; Chapter 6: Hans Wiersma, Engaging Media and Messages in the Religion Classroom ; Chapter 7: Phil Wingeier-Rayo, Service and Community-Based Learning: A Pedagogy for Civic Engagement and Critical Thinking ; Chapter 8: Nicholas Rademacher, Religious Diversity, Civic Engagement and Community-Engaged Pedagogy: Forging Bonds of Solidarity through Interfaith Dialogue ; Chapter 9: Elizabeth W. Corrie, Stopping the Zombie Apocalypse: Ascetic Withdrawal as a Form of Civic Learning ; Section III: What are the Theoretical Issues and Challenges in Teaching Civic Engagement in Religious Studies and Theology? ; Chapter 10: Carolyn M. Jones Medine, Thinking about the 'Civic' in Civic Engagement and Its Deployment in the Religion Classroom ; Chapter 11: Karen Derris and Erin Runions, More than Global Citizenship: How Religious Studies Expands Participation in Global Communities ; Chapter 12: Forrest Clingerman and Swasti Bhattacharyya, Political Involvement, the Advocacy of Process, and the Religion Classroom ; Chapter 13: Tom Pearson, The Difference between Religious Studies and Theology in the Teaching of Civic Engagement ; Chapter 14: Tina Pippin, Dreams of Democracy

Why civic engagement, and why in a religion classroom? This work wrestles with these questions and comes out a winner. It develops an original and helpful model to understand the continuum of teaching civic engagement that moves from critical thinking to motivated action. It fearlessly raises issues about the whole enterprise of teaching civic engagement while also providing practical pedagogical examples of how best to do it. What a valuable teaching and learning resource!

Forrest Clingerman is Associate Professor of Religion and Philosophy at Ohio Northern University. He is co-editor of Interpreting Nature: The Emerging Field of Environmental Hermeneutics (2013) and Placing Nature on the Borders of Religion, Philosophy and Ethics (2011). He has published on different topics related to environmental theology and philosophy, as well as in the scholarship of teaching and learning.Reid B. Locklin holds a joint appointment in Christianity and Culture at Saint Michael's College and the Department for the Study of Religion at the University of Toronto. He is the author of Spiritual but Not Religious? (2005); Liturgy of Liberation (2011); and other works in comparative theology, Hindu-Christian studies, and the scholarship of teaching and learning.

• Contributors ; Introduction ; Section I: What are the Dimensions of Teaching Civic Engagement in the Religious Studies or Theology Classroom? ; Chapter 1: Reid B. Locklin, with Ellen Posman, Discourse, Democracy, and the Many Faces of Civic Engagement: Four Guiding Objectives for the University Classroom ; Chapter 2: Ellen Posman, with Reid B. Locklin, Sacred Sites and Staging Grounds: The Four Guiding Objectives of Civic Engagement in the Religion Classroom ; Section II: What Practical Strategies and Questions Emerge from Teaching Civic Engagement in Religious Studies and Theology? ; Chapter 3: Melissa Stewart, Teaching for Civic Engagement: Insights from a Two-Year Workshop ; Chapter 4: Marianne Delaporte, Giving and Receiving Hospitality during Community Engagement Courses ; Chapter 5: Rebekka King, Civic Engagement in the Heart of the City ; Chapter 6: Hans Wiersma, Engaging Media and Messages in the Religion Classroom ; Chapter 7: Phil Wingeier-Rayo, Service and Community-Based Learning: A Pedagogy for Civic Engagement and Critical Thinking ; Chapter 8: Nicholas Rademacher, Religious Diversity, Civic Engagement and Community-Engaged Pedagogy: Forging Bonds of Solidarity through Interfaith Dialogue ; Chapter 9: Elizabeth W. Corrie, Stopping the Zombie Apocalypse: Ascetic Withdrawal as a Form of Civic Learning ; Section III: What are the Theoretical Issues and Challenges in Teaching Civic Engagement in Religious Studies and Theology? ; Chapter 10: Carolyn M. Jones Medine, Thinking about the 'Civic' in Civic Engagement and Its Deployment in the Religion Classroom ; Chapter 11: Karen Derris and Erin Runions, More than Global Citizenship: How Religious Studies Expands Participation in Global Communities ; Chapter 12: Forrest Clingerman and Swasti Bhattacharyya, Political Involvement, the Advocacy of Process, and the Religion Classroom ; Chapter 13: Tom Pearson, The Difference between Religious Studies and Theology in the Teaching of Civic Engagement ; Chapter 14: Tina Pippin, Dreams of Democracy

Why civic engagement, and why in a religion classroom? This work wrestles with these questions and comes out a winner. It develops an original and helpful model to understand the continuum of teaching civic engagement that moves from critical thinking to motivated action. It fearlessly raises issues about the whole enterprise of teaching civic engagement while also providing practical pedagogical examples of how best to do it. What a valuable teaching and learning resource!

Forrest Clingerman is Associate Professor of Religion and Philosophy at Ohio Northern University. He is co-editor of Interpreting Nature: The Emerging Field of Environmental Hermeneutics (2013) and Placing Nature on the Borders of Religion, Philosophy and Ethics (2011). He has published on different topics related to environmental theology and philosophy, as well as in the scholarship of teaching and learning.Reid B. Locklin holds a joint appointment in Christianity and Culture at Saint Michael's College and the Department for the Study of Religion at the University of Toronto. He is the author of Spiritual but Not Religious? (2005); Liturgy of Liberation (2011); and other works in comparative theology, Hindu-Christian studies, and the scholarship of teaching and learning.

• Contributors ; Introduction ; Section I: What are the Dimensions of Teaching Civic Engagement in the Religious Studies or Theology Classroom? ; Chapter 1: Reid B. Locklin, with Ellen Posman, Discourse, Democracy, and the Many Faces of Civic Engagement: Four Guiding Objectives for the University Classroom ; Chapter 2: Ellen Posman, with Reid B. Locklin, Sacred Sites and Staging Grounds: The Four Guiding Objectives of Civic Engagement in the Religion Classroom ; Section II: What Practical Strategies and Questions Emerge from Teaching Civic Engagement in Religious Studies and Theology? ; Chapter 3: Melissa Stewart, Teaching for Civic Engagement: Insights from a Two-Year Workshop ; Chapter 4: Marianne Delaporte, Giving and Receiving Hospitality during Community Engagement Courses ; Chapter 5: Rebekka King, Civic Engagement in the Heart of the City ; Chapter 6: Hans Wiersma, Engaging Media and Messages in the Religion Classroom ; Chapter 7: Phil Wingeier-Rayo, Service and Community-Based Learning: A Pedagogy for Civic Engagement and Critical Thinking ; Chapter 8: Nicholas Rademacher, Religious Diversity, Civic Engagement and Community-Engaged Pedagogy: Forging Bonds of Solidarity through Interfaith Dialogue ; Chapter 9: Elizabeth W. Corrie, Stopping the Zombie Apocalypse: Ascetic Withdrawal as a Form of Civic Learning ; Section III: What are the Theoretical Issues and Challenges in Teaching Civic Engagement in Religious Studies and Theology? ; Chapter 10: Carolyn M. Jones Medine, Thinking about the 'Civic' in Civic Engagement and Its Deployment in the Religion Classroom ; Chapter 11: Karen Derris and Erin Runions, More than Global Citizenship: How Religious Studies Expands Participation in Global Communities ; Chapter 12: Forrest Clingerman and Swasti Bhattacharyya, Political Involvement, the Advocacy of Process, and the Religion Classroom ; Chapter 13: Tom Pearson, The Difference between Religious Studies and Theology in the Teaching of Civic Engagement ; Chapter 14: Tina Pippin, Dreams of Democracy

Why civic engagement, and why in a religion classroom? This work wrestles with these questions and comes out a winner. It develops an original and helpful model to understand the continuum of teaching civic engagement that moves from critical thinking to motivated action. It fearlessly raises issues about the whole enterprise of teaching civic engagement while also providing practical pedagogical examples of how best to do it. What a valuable teaching and learning resource!