Podcasts about religion department

Is There a Connection Between the Dead Sea Scrolls and the Nag Hammadi Library? An Interview with Dr. Matthew Goff and Dr. Dylan Burns (Part 1) Professors Matthew Goff and Dylan Burns realized there were some surprising commonalities between the Dead Sea Scrolls and Nag Hammadi Library. Traditionally, these ancient writings are studied separately, despite their modern discoveries around the same time and relatively close locations. With Dr. Goff's expertise in the Dead Sea Scrolls and Dr. Burns' expertise in the Nag Hammadi Library, they could describe why both are so important for an understanding of the evolution of Judeo-Christian religions. This is part one of a two-part series. The second episode in the series will be released on June 4, 2025. Read the book they co-authored, The Dead Sea Scrolls and the Nag Hammadi Codices. It's open source, so it's available for free! Dr. Dylan M. Burns is Assistant Professor of the History of Esotericism in Late Antiquity at the University of Amsterdam. He earned his doctorate in Ancient Christianity at Yale University in 2011, before holding research positions in Copenhagen, Leipzig, and Berlin. Among his books are Apocalypse of the Alien God: Platonism and the Exile of Sethian Gnosticism (2014), Did God Care? Providence, Dualism, and Will in Later Greek and Early Christian Philosophy (2020), and The Dead Sea Scrolls and the Nag Hammadi Codices (2022). Dr. Matthew Goff joined the faculty of Florida State's Religion Department in 2005. He completed an M.T.S degree in 1997 at Harvard Divinity School and finished his Ph.D. at the University of Chicago in 2002. He studied under John Collins and wrote his dissertation on a Qumran text entitled 4QInstruction. His publications focus on the Dead Sea Scrolls and ancient Judaism, and his most recent book is The Apocrypha: A Guide (Oxford, 2024). His current book project is on demons and monsters in ancient Judaism and early Christianity. A written transcript is available here: https://earlychristiantexts.com/dead-sea-scrolls-and-nag-hammadi-library/.

In this episode, Zen speaks with several people who contributed to a new Baylor University Press book called God of the Whirlwind. The book collects stories and reflections from the Black Waco community that revolve around the Black storytelling tradition in Waco related to two significant events: a lynching and a deadly tornado.GuestsLinda Jann Lewis describes herself as a 1960's Baby Boomer who worships at the altar of Voting Rights and Civil Rights. She is a writer, having contributed to the Austin Villager, Nokoa, and multiple books. She has been featured in a film about Molly Ivins. And she helped found and remains involved with Austin Community Radio's kazifm.org.George Oliver is the Assistant Director of Huntsville Hornet Drama, a 1998 graduate of Huntsville High School, received his BFA in Theatre from Sam Houston, and earned a MDiv from Andover Newton Seminary (at Yale Divinity School). George is Co-Producer on the short film Ado, starring Jennifer Lewis, which was just invited to both the Florida Film Festival and the Cleveland International Film Festival, and made its Festival debut at the Flickfest Short Film Festival in Australia. He plans to begin studying Commercial Real Estate Development in the year to come.Tyler B. Davis is a Research Administrator, Adjunct Professor in the Mexican American Studies Program and Department of Theology, and Affiliate Faculty in the Center for Catholic Studies at St. Mary's University in San Antonio, Texas. He is also a graduate of Baylor University's Religion Department. LinksBuy God of the Whirlwind: https://www.baylorpress.com/9781481322560/god-of-the-whirlwind/

In this episode, Zen speaks with Leah Lomotey-Nakon, one of the newest faculty members in Baylor's Religion Department. Leah shares some of her story and discusses her research on religion and reproductive health. Learn more about Dr. Lomotey-Nakon here: https://religion.artsandsciences.baylor.edu/person/leah-lomotey-nakon-phd Other Episodes You Might Like An era of soft eugenics with Devan Stahl: https://open.spotify.com/episode/1ukJKPza94WEu0MVAPzv9P?si=x2YRVkmdS5yT33Wtg0K0Fw Interdisciplining theology with Natalie Carnes, Devan Stahl, and others: https://open.spotify.com/episode/1F7vdM2k59iVygibvhWQq4?si=UwO76n1CTcqXNc0OjJBvjw Imagining motherhood with Amy Marga: https://open.spotify.com/episode/1OgGe29lfyEzvrNGtpppBL?si=nWk_uaVTQIihzvwYLi9GBg

In this episode, Nihal interviews the Muslim chaplains of Columbia and Yale Universities. They discuss how young people can learn to be confident on college campuses in the United States through a combined effort of companionship and knowledge. This episode was recorded last summer. Ebad(ur) Rahman is an Adjunct Assistant Professor in the Department of Religion at Columbia. He completed his Ph.D. in the Religion Department at Columbia University in 2022. Ebad earned his B.A. from New York University, with a concentration on Islam in America, and studied in a four-year pilot seminary program in California. His research interests include Qur'anic Studies, Islamic thought in the 18th - 20th centuries, and Islam in America. Omer Bajwa serves as Director of Muslim Life in the Chaplain's Office at Yale and has been engaged in religious service, inter-religious engagement and educational outreach since 2000. He earned his Graduate Certificate in Islamic Chaplaincy from Hartford Seminary, has an MA in Near Eastern Studies and an MS in Communication from Cornell University, and a BA from Binghamton University. His interests include Islam in the United States and the intersections of culture, media, politics and spirituality. He regularly lectures about these and other topics around the country. Additionally, Omer mentors contemporary Muslims on exploring their intellectual and spiritual lives in today's world. He is a co-editor of the forthcoming book, “Mantle of Mercy: Islamic Chaplaincy in North America” by Templeton Press. He loves taking long hikes with his family and friends, and when not working, he can often be found sampling local desserts. -- Faith in Fine Print is hosted by Nihal Khan and is the official podcast of Maktab Academy. @MaktabAcademy www.maktabacademy.net

In this episode, Zen speaks with Leslie Garrote about American Evangelicalism: its history, the challenges of studying a living religious movement, and best practices. Leslie is currently a PhD student in Baylor's Religion Department. She is a Hispanic Theology Initiative scholar and a recipient of the Louisville Institute's doctoral fellowship. Leslie's Recommended Readings: Mark Noll's A History of Christianity in the United States and Canada Darren Dochuck's From Bible Belt to Sunbelt: Plain-Folk Religion, Grassroots Politics, and the Rise of Evangelical Conservatism Daniel Vaca's Evangelicals Incorporated: Books and the Business of Religion in America Kristen Kobes Du Mez's Jesus and John Wayne: How White Evangelicals Corrupted a Faith and Fractured a Nation Anthea Butler's White Evangelical Racism: The Politics of Morality in America Read Leslie's Anxious Bench essay here: https://www.patheos.com/blogs/anxiousbench/2024/07/what-black-women-bloggers-can-teach-american-evangelicals/ Other Episodes You Might Like: Mandy McMichael on hearing Baptist women's history: https://podcasts.apple.com/us/podcast/hearing-history-mandy-mcmichael-on-interviewing-baptist/id1648052085?i=1000619951034 Adam Bond on Black Baptist Leaders, Race Literature, and the Salvation of America: https://podcasts.apple.com/us/podcast/black-baptist-leaders-race-literature-and-the/id1648052085?i=1000653202533

J.J. and Dr. Susannah Heschel survey the fascinating life and brilliant ideas of Abraham Geiger. This guy was flagrantly influential. A practicing rabbi, a leader in the Wissenschaft das Judentums movement and a founder of Islamic studies in Europe, he was on the intellectual vanguard of the 19th century Reform movement, so strap in for a great conversation. Please send any complaints or compliments to podcasts@torahinmotion.orgFor more information visit torahinmotion.org/podcastsSusannah Heschel is the Eli M. Black Distinguished Professor of Jewish Studies at Dartmouth College and chair of the Jewish Studies Program and a faculty member of the Religion Department. Her scholarship focuses on Jewish and Protestant thought during the 19th and 20th centuries, including the history of biblical scholarship, Jewish scholarship on Islam, and the history of anti-Semitism. Her numerous publications include Abraham Geiger and the Jewish Jesus (University of Chicago Press), which won a National Jewish Book Award, The Aryan Jesus: Christian Theologians and the Bible in Nazi Germany (Princeton University Press), and Jüdischer Islam: Islam und Deutsch-Jüdische Selbstbestimmung (Mathes und Seitz). She has a forthcoming book, co-written with Sarah Imhoff, The Woman Question in Jewish Studies (Princeton University Press. Heschel has been a visiting professor at the Universities of Frankfurt and Cape Town as well as Princeton, and she is the recipient of numerous grants, including from the Ford Foundation, Carnegie Foundation, and a yearlong Rockefeller fellowship at the National Humanities Center. In 2011-12 she held a fellowship at the Wissenschaftskolleg in Berlin and during the winter term of 2024 she held a research fellowship at the Maimonides Institute at the University of Hamburg. She has received many honors, including the Mendelssohn Prize of the Leo Baeck Institute, and five honorary doctorates from universities in the United States, Canada, Switzerland, and Germany. Currently she is a Guggenheim Fellow and is writing a book on the history of European Jewish scholarship on Islam. She is an elected member of the American Society for the Study of Religion and the American Academy for Jewish Research.  

In this episode, Zen speaks with Barry Harvey about the story that led to the Barmen declaration, how Dietrich Bonhoeffer factors into that story, and how Barmen remains relevant today, even after 90 years. Barry Harvey is professor of theology in the Religion Department as well as in the Great Texts program of the Honors College here at Baylor University. Among other specialties, Barry is a Bonhoeffer scholar, exploring Bonhoeffer's thought in classes, articles, and a book titled Taking Hold of the Real: Dietrich Bonhoeffer and the Profound Worldliness of Christianity. Other Episodes You Might Like: Carr and Helmer on ordinary faith in polarized times: https://podcasts.apple.com/us/podcast/theology-ethics-and-a-church-in-conflict/id1648052085?i=1000631232401 Malcolm Foley on James Cone's The Cross and the Lynching Tree: https://podcasts.apple.com/us/podcast/the-cross-and-the-lynching-tree-malcolm-foley-on/id1648052085?i=1000607851160 Amanda Tyler on Christian nationalism: https://podcasts.apple.com/us/podcast/amanda-tyler-on-religious-liberty-and-christian/id1648052085?i=1000592862958

Brother William Riggins serves as a teacher in the Religion Department, Director of Student Honor, and Chief Inclusion Officer. In this deep dive into his devotional talk "In the Hands of the Lord of the Harvest" Brother Riggins focuses on the temple and how it's made for the living.

Episode Overview In this episode, Zen speaks with Adam Bond about his story and scholarship. Adam Bond joined the Religion Department at Baylor University in the summer of 2023. Prior to his time at Baylor, he served as the pastor of the historic Ebenezer Baptist Church of Richmond, Virginia. Bond is a historian of Christianity in the United States. His research and writing focus on the narratives and ideas of Black Christian leaders of the nineteenth and twentieth centuries. Episode Links Carr and Helmer's book, Ordinary Faith in Polarized Times: https://www.baylorpress.com/9781481319317/ordinary-faith-in-polarized-times/ Other Episodes You Might Like: Malcolm Foley on James Cone, racism, and American Christianity: https://podcasts.apple.com/us/podcast/the-cross-and-the-lynching-tree-malcolm-foley-on/id1648052085?i=1000607851160 Marcus Jerkins on Black Lives Matter to Jesus: https://podcasts.apple.com/us/podcast/black-lives-matter-to-jesus-marcus-jerkins-on-salvation/id1648052085?i=1000599025436 Ericka Shawndricka Dunbar on Africana Biblical Criticism: https://podcasts.apple.com/us/podcast/africana-biblical-criticism-and-the-book-of/id1648052085?i=1000600183961

Miguel Gualdrón Ramírez is an assistant professor of Philosophy at the University of Oregon. His research interests include Critical Philosophy of Race, Latin American and Caribbean Philosophy, Aesthetics and Philosophy of Art, 18th and 19th century German Philosophy, and 20th century Continental Philosophy. Gualdrón Ramírez studied philosophy as an undergraduate and MA student at the Universidad Nacional de Colombia, and earned a PhD in Philosophy from DePaul University, Chicago. Before joining UO, he was Assistant Professor in the Philosophy and Religion Department at the University of North Texas (2021-2023) and Visiting Professor of Philosophy at Oxford College of Emory (2018-2020).

Dr. Ciampa explores the complexity of Bible translation, through his experiences both as a translator and professor of Bible translation, working beside translation teams worldwide. He considers both challenges and opportunities facing translation teams given the limited resources of translators in the majority world in contrast to the wealth of the minority world and its capacity, therefore, to influence translation teams worldwide as they depend on translations produced by the majority world and those widely available to teams/communities without a translation in their mother tongue. Small translation teams depend on larger, well-funded teams in the West and hence their influence worldwide. Bible translations can be (and are) commissioned by individuals who share a particular theological view of male-authority, e.g. the ESV. Other teams rely on consultants who provide an additional layer of oversight and diversity.     As women are now receiving the same education as men, women are joining Bible translation teams and serve as consultants more and more, especially in the majority world. Roy observes that minimizing translation bias was the result not only of diverse translation teams but also accessibility to a variety of translations in one's mother tongue. Roy also points out “reading” the Bible well plays a critical role in grasping the full thrust of Scripture as a primary means of guarding against translator bias.     Finally, Roy explores how one language, e.g. Portuguese is spoken very differently in various regions around the world. He considers the importance of including more paratextual information explaining the background and significance of many of the passages that have impacted women or that could more positively impact women should be a priority. Increasing the number and roles of women in the translation work would help not only in helping teams pay closer attention to these issues, but also in helping the teams understand how the translation or interpretation of these passages impacts the lived experience of their mothers, sisters, daughters, and other women today, leading to a greater prioritization of this issue.    Guest Bio:   Dr. Roy Ciampa: is the S. Louis and Ann W. Armstrong Professor of Religion and Chair of the Religion Department at Samford University. Roy served the Nida Institute for Biblical for the American Bible Society providing advanced professional development in biblical studies, Bible translation and Scripture engagement to leaders in that area of scholarship worldwide. He also served as Professor of New Testament and chaired the Division of Biblical Studies at Gordon-Conwell Theological Seminary where he continues to provide leadership for their Doctor of Ministry track in Bible Translation. Before that, Roy was a missionary professor of biblical studies in Portugal and served as a translator for the Portuguese Bible Society's contemporary Portuguese translation of Scripture.     Dr. Ciampa has authored numerous scholarly essays on NT themes, especially on the interpretation of the Old Testament within the New Testament, but also on issues more directly related to Bible translation (including articles that address translation issues in Acts 17:11 and 1 Corinthians 7:1 that became footnotes in the CSB. He is also that author of a book on The Presence and Function of Scripture in Gal 1 and 2, and co-author with Brian Rosner of the Pillar Commentary on 1 Corinthians. Roy is an ordained minister.    Related Resources:   eLearning: Beyond Bias: Aligning Toward God's Vision for Women and Men in Bible Translation  Why We Need to Correct for Patriarchal Bias in Bible Translations  Presumption and Bias in Bible Translation    Disclaimer:  The opinions expressed in CBE's Mutuality Matters' podcast are those of its hosts or guests and do not purport to reflect the opinions or views of CBE International or its members or chapters worldwide. The designations employed in this podcast and the presentation of content therein do not imply the expression of any opinion whatsoever on the part of CBE concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers. 

In this episode, Zen speaks with Dr. Susan Benton about her research on women in early Christianity and the Greco-Roman world and her work as a member of the ministry guidance team in Baylor's Religion Department. Learn more about the ministry guidance program at Baylor University: https://religion.artsandsciences.baylor.edu/ministry-guidance Check out Gary Dorrien's new book with Baylor University Press: https://www.baylorpress.com/9781481320931/anglican-identities/ Related Episodes: Bruce Longenecker on Greco-Roman associations: https://podcasts.apple.com/us/podcast/greco-roman-associations-and-the-new/id1648052085?i=1000605716630 Amy Marga on imagining motherhood: https://podcasts.apple.com/us/podcast/imagining-motherhood-in-the-christian-tradition/id1648052085?i=1000583436695 Dustin Benac on adaptive church and ministry: https://podcasts.apple.com/us/podcast/adaptive-church-dustin-benac-on-collaborative-christian/id1648052085?i=1000597869190

Prea Persaud is a doctoral candidate at the University of Florida and a Visiting Instructor in the Religion Department at Swarthmore College, PA. Her research focuses on Hinduism in the Caribbean and the intersection between race and religion. In her dissertation, “God Must be a Trini: The Transformation of Hinduism into a Caribbean Religion,” she uses Hinduism in Trinidad to challenge studies on diasporic Hinduism that center India as the homeland, scholarship on the Caribbean that ignores the influence of Asian migration, and the rigidness of categories within the study of religion.  She is on the steering committees for the North American Hindu Unit and the Religion in South Asia Unit at the American Academy of Religion and a member of the Intersectional Critical Hindu Studies Group. Her recently publications include several chapters in the edited volume Hinduism in the 5 Minutes edited by Steven Ramey, and “Creolization, Caribbeanness, and Other Categories in the Study of Caribbean Hinduism” in American Examples: New Conversations about Religion edited by Michael Altman.  Visit Sacred Writes: https://www.sacred-writes.org/luce-cohort-spring-2023

PROMOTING NEW FILM SCREENING "AND NOW, LOVE," ON WED NOV 1ST AT 6:00 PM @ THE PARKWAY CENTRAL LIBRARY Join the Free Library of Philadelphia's Education, Philosophy & Religion Department for a screening of And Now, Love a feature documentary directed, written and produced by Jill Demby Guest and narrated by Emmy winner Peter Coyote. Born to immigrant parents in Philadelphia, WWII hero Dr. Bernard Bail, who was shot down over Nazi Germany, began a secret affair with a German nurse that inspired his work at the forefront of psychoanalytic thought continuing where Freud left off—pioneering a theory that honors the equality of women and pinpoints the origins of mental illness.  A Q and A will follow with the filmmaker and Dr. Bail's widow, Cynthia Marks. To find out more about the film go to https://andnowlovethemovie.com/ This event is free to the public. Please register for this event at https://andnowlove.eventbrite.com. The screening will take place in Room 108, on the 1st floor of the Parkway Central Library, accessible through the Wood Street entrance behind the building.

Come, Follow Me | September 4–10 | 1 Corinthians 14-16 | “God Is Not the Author of Confusion, but of Peace” | Guests Tyler Griffin, Associate Dean in the Religion Department at BYU, and Kenneth Packer, Director of Language Training at the Provo MTC.

This episode of Spotlights features Terra Schwerin Rowe, PhD, Associate Professor in the Philosophy and Religion Department at the University of North Texas. We discuss her most recent book, Of Modern Extraction: Experiments in Critical Petro-theology (Bloomsbury, 2022), where she draws on energy humanities in an intersectional-feminist analysis of extractivism, exploring material and discursive intersections of oil, religion, white supremacy, colonialism, and capitalism. A key take-away is that US citizens have not only made economic, technological, and infrastructural investments in oil, they've also made theological investments in oil that still inform 21st-century high energy culture. Consequently, in the pursuit of alternative energy imaginaries and more just energy cultures, these spiritual-theological investments will also need critical analysis and creative re-interpretation.

This lecture examines the emergent leadership of two female gurus in South Asia who have declared their status as Śaṅkarācāryās (i.e., heads of monastic institutions) based on revelatory experiences. They do this in order to change patriarchal monastic (akhāṛā) culture and challenge entrenched ideas of women's inferiority in Hindu society. Bringing together ethnographic data and gender studies-centered analysis of their narratives and teachings, the author shall investigate the role and impact of gendered charismatic authority on modern women's monastic lives. Prof. Antoinette E. DeNapoli is a specialist in South Asian Hinduism with a focus on asceticism, gender, sexuality, embodiment, authority, modernity, and performance. She also conducts ethnographic research on contemporary South Asian Hindu communities centered around the leadership of female gurus and ascetics (sādhus), contemporary Hindu feminisms, and contemporary female traditions of devotional asceticism and mysticism in North India. Her first book, Real Sadhus Sing to God: Gender, Asceticism, and Vernacular Religion in Rajasthan, is published by Oxford University Press, and her next book entitled, Female Gurus and Grassroots Feminism: The Modern Struggle for Gender Equality in South Asian Hinduism, is underway with Oxford University Press. She is the editor of and contributor to a special journal issue entitled, Gurus, Priestesses, Saints, Mediums, and Yoginis: Holy Women as Influencers in Hindu Culture, with Dr. June McDaniel, which is forthcoming in Religions. Dr. DeNapoli is a Professor of Religion/South Asian Religions in the Religion Department at Texas Christian University, USA. --- Send in a voice message: https://podcasters.spotify.com/pod/show/pankaj-jain/message

So, today's episode is a little different from our usual format. Instead of an interview, today you're going to hear a lecture recently hosted by Baylor's Religion Department in collaboration with the J.M. Dawson Institute for Church State Studies. The lecture was delivered by Dr Brett Scharffs. Dr. Scharffs is the Rex E. Lee Chair and Professor of Law and the director of the International Center for Law and Religion Studies at Brigham Young University. Dr. Scharffs is a highly regarded scholar, having served as chair for various sections of the Association of American Law Schools, holding editorial positions at esteemed journals, and writing field-making books. In the lecture you'll hear, Dr. Scharffs discusses human dignity, a topic perennially important, but of special interest this year because we will celebrate the 75th anniversary of the United Nation's Universal Declaration of Human Rights, which was proclaimed on December 10, 1948. The first article of the declaration states, "All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.” You can watch the video of the lecture here.

How might interreligious dialogue help the world address some of its most vexing issues? One possible way is by making progress on questions surrounding natural law. In today's episode, I'm joined by Dr. Seyed Amir Hossein Asghari, who is the Postdoctoral Research Associate in Natural Law in the Religion Department here at Baylor University. We're going to talk about natural law, its history, and some interesting conversations happening about it. We also talk a little about a really exciting new project that's just getting underway at Baylor, which Amir is a part of.

In this episode, Zen speaks with Dr. Ericka Shawndricka Dunbar about her book Trafficking Hadassah (Taylor & Francis Group, 2021). This book explores the Book of Esther by employing Africana biblical criticism. We discuss her method and some of the ways it leads her to read Esther differently. Dr. Ericka Shawndricka Dunbar is Assistant Professor in the Religion Department at Baylor University. Her area of research focuses broadly on gender, ethnicity, violence, intersectional oppression, sexual(ized) abuse, colonialism, trauma, and diasporic studies. More specifically, she engages in intersectional analyses of sexualized, gender-based, and colonial oppression in the Hebrew Bible.

Natalie is a constructive theologian interested in how Christian doctrine can speak to the complexities of modern life. Drawing on literary and visual works, she interprets theological ideas together with a range of themes, including images, iconoclasm, beauty, gender, and feminism. She trained at Harvard, the University of Chicago, and Duke before arriving at Baylor University, where she is currently the Associate Professor of Theology in the Religion Department and an affiliated faculty member of Women's and Gender Studies. ​In this episode, Natalie and I discussed the controversy around public monuments, how beauty factors into our response to images, and the rich and complex ways that beauty can be approached from a Christian perspective. We also talked about feminist theology and Natalie's ideas about the relationship between asceticism and abundance.

In this episode, I speak with Katherine Ellis about getting a PhD in Baylor's Religion Department. We talk about the various stages of the program, from course work to dissertation. We talk about funding and what it's like to be at an R1 institution in Waco. Katherine also confirms that I am the most fun person in the Department. This episode will be of interest to prospective students who would like to know more about our doctoral program. If you still have questions, send me an email at zen_hess1@baylor.edu. Katherine Ellis is a PhD student studying theology in Baylor's Religion Department. She is also a Religion representative to the Graduate Student Association.

In this episode, Elizabeth (Betsy) Flowers and Doug Weaver discuss Baptist-related headlines from 2022. Topics include Christian nationalism, women in pastoral ministry, and the sexual abuse scandal in the Southern Baptist Convention. Elizabeth Flowers is Associate Professor of Religion at Baylor University. Doug Weaver is Professor of Baptist Studies and Chair of the Religion Department at Baylor University. The "Elevator Speech" segment introduces Kendall Cox's new book Prodigal Christ, out now from Baylor University Press.

Abel R. Gómez (he/him/his) is a Ph.D. candidate in the Religion Department and earned a Certificate of Advanced Studies from the Women's and Gender Studies Department at Syracuse University. His research focuses on sacred sites, ritual, and decolonization in the context of contemporary Indigenous religions. Abel is currently completing his dissertation, an ethnography of sacred sites protection movements among the Ohlone peoples of the San Francisco and Monterey regions. He is a steering committee member for the Native Traditions in the Americas Unit of the American Academy of Religion and recently served on the committee organizing the annual Bay Area American Indian Two-Spirits Powwow in San Francisco. He earned a B.A. in philosophy and religion from San Francisco State University and an M.A. in religious studies from the University of Missouri. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today we speak with Chantal Noa Forbes, PhD from the Ecology, Spirituality, and Religion Department at CIIS. Chantal talks about her roots growing up in South Africa and how attending film school led her to explore the intersection between ecology and religion, which emerged from a growing concern regarding the environmental crisis and the state of the world religions. Chantal discusses her transdisciplinary approaches to activism through the environmental humanities. She confronts epistemological challenges born from western categorizations of knowledge, such as differences between spirituality, religion, ecology, and anthropology. We discuss her dissertation on the San Bushman of South Africa, titled “The Primal Metaphysics of Becoming-Animal During the Chasing Hunt in the Kalahari Desert,” which grapples with these epistemological challenges by utilizing a synthetic framework that draws upon structural and poststructural approaches to the exploration of ontogenetic fluidity, liminality, and multi-species subjectivities of San Bushman cosmology. Chantal shares how her research led her to articulate the novel concepts of eco-exegesis and a vision of primal metaphysics and religion. We discuss challenges working at the intersection of western academics and non-western indigenous ways of knowing. Chantal also sheds light on the importance of the scholar-activist model and how, through decolonial scholarship, one can move beyond mere interdisciplinary dialogue to more actively engage marginalized philosophical, religious, and indigenous perspectives. Chantal is a comparative cultural and religious studies scholar at the intersection of ecology and culture. Her current academic interests explore metaphysical expressions of ontological ambiguity from a multispecies and transspecies perspective of personhood. In 2021 Chantal graduated with a Ph.D. in Philosophy of Religion from the California Institute of Integral Studies (CIIS) with a concentration in Ecology, Spirituality, and Religion. Using ethnographic and filmographic materials, her research inquiry undertook a metaphysical narrative-based analysis of Indigenous and decolonial approaches to environmental engagement, focused on the ontological ambiguity of human-animal relationships in hunter-gatherer cosmology in southern Africa. South African born and raised, her professional background spans twenty years of experience in educational film and media, communications, and business development relations. Chantal is also the co-founder of the educational non-profit, the Deep-Water Initiative. She received a B.A. in film production from the internationally award-winning film school AFDA in South Africa and an M.A. in Middle Eastern History from Tel-Aviv University, where I studied the evolution of modern media in the Middle East. Chantal's Webpage • Deep Water Initiative East-West Psychology Podcast Website Connect with EWP: Website • Youtube • Facebook Music at the end of the episode are Canto 8: Sacrifice/Canto 9: Liberation, from the album Experiments of Truth, by Kayos Theory, released on Monsoon-Music Record Label Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Today we speak with Chantal Noa Forbes, PhD from the Ecology, Spirituality, and Religion Department at CIIS. Chantal talks about her roots growing up in South Africa and how attending film school led her to explore the intersection between ecology and religion, which emerged from a growing concern regarding the environmental crisis and the state of the world religions. Chantal discusses her transdisciplinary approaches to activism through the environmental humanities. She confronts epistemological challenges born from western categorizations of knowledge, such as differences between spirituality, religion, ecology, and anthropology. We discuss her dissertation on the San Bushman of South Africa, titled “The Primal Metaphysics of Becoming-Animal During the Chasing Hunt in the Kalahari Desert,” which grapples with these epistemological challenges by utilizing a synthetic framework that draws upon structural and poststructural approaches to the exploration of ontogenetic fluidity, liminality, and multi-species subjectivities of San Bushman cosmology. Chantal shares how her research led her to articulate the novel concepts of eco-exegesis and a vision of primal metaphysics and religion. We discuss challenges working at the intersection of western academics and non-western indigenous ways of knowing. Chantal also sheds light on the importance of the scholar-activist model and how, through decolonial scholarship, one can move beyond mere interdisciplinary dialogue to more actively engage marginalized philosophical, religious, and indigenous perspectives. Chantal is a comparative cultural and religious studies scholar at the intersection of ecology and culture. Her current academic interests explore metaphysical expressions of ontological ambiguity from a multispecies and transspecies perspective of personhood. In 2021 Chantal graduated with a Ph.D. in Philosophy of Religion from the California Institute of Integral Studies (CIIS) with a concentration in Ecology, Spirituality, and Religion. Using ethnographic and filmographic materials, her research inquiry undertook a metaphysical narrative-based analysis of Indigenous and decolonial approaches to environmental engagement, focused on the ontological ambiguity of human-animal relationships in hunter-gatherer cosmology in southern Africa. South African born and raised, her professional background spans twenty years of experience in educational film and media, communications, and business development relations. Chantal is also the co-founder of the educational non-profit, the Deep-Water Initiative. She received a B.A. in film production from the internationally award-winning film school AFDA in South Africa and an M.A. in Middle Eastern History from Tel-Aviv University, where I studied the evolution of modern media in the Middle East. Chantal's Webpage • Deep Water Initiative East-West Psychology Podcast Website Connect with EWP: Website • Youtube • Facebook Music at the end of the episode are Canto 8: Sacrifice/Canto 9: Liberation, from the album Experiments of Truth, by Kayos Theory, released on Monsoon-Music Record Label Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Dr. Jonathan Tran. Originally from Southern California, Jonathan joined Baylor University's Religion Department in 2006 after completing his graduate studies in theology and ethics at Duke University. He teaches undergraduate and graduate courses and his research examines the theological and political implications of human life in language. Jonathan is the author of several books, which we discuss in this episode. His latest book is entitled, "Asian Americans and The Spirit of Racial Capitalism." This episode covers a lot of ground. We start by exploring how the traumatic death of his brother shaped the trajectory of his life story. From there we explore his encounter with religion, the influence of Stanley Hauerwas on his thinking during his time at Duke, the contemporary relevance of Michel Foucault's philosophy, the difficulty with gender and sex and how the overturning of Roe v. Wade highlights the problematic state of our collective existence. If you'd like to connect with Jonathan, please visit his website: https://jonathantran.blog

Charlie was a bit "hipster" with the last theologian here, who is obscure for most people (unless you went to Concordia-Seward), but all four of the theologians discussed for this fourth and final installment of our Theologians Series have interesting stories, strong personalities, and thoughtful theologies. James discussed Gerhard Forde, Andrew discussed Karl Barth, and Charlie discussed Kurt Marquart and David P. Meyer. Shownotes: -The book from Marquart mentioned by Charlie is Anatomy of an explosion: A theological analysis of the Missouri Synod conflict A digitized copy of it can be read at archive.org -Many of Marquart's articles and talks can be accessed over at https://media.ctsfw.edu/ The books from Gerhard Forde discussed were: -On Being a Theologian of the Cross, https://www.eerdmans.com/Products/4345/on-being-a-theologian-of-the-cross.aspx -The Captivation of the Will: Luther vs. Erasmus on Freedom and Bondage, https://www.amazon.com/dp/B06XC7YBX2/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1 -Where God Meets Man: Luther's Down-to-Earth-Approach to the Gospel, https://www.amazon.com/Where-Meets-Anniversary-Down-Earth/dp/1506468659/ref=sr_1_1?crid=YX6ZMRIAR913&keywords=forde+where+god+meet+man&qid=1653743735&s=books&sprefix=forde+where+god+meet+man%2Cstripbooks%2C83&sr=1-1 -The article that Charlie mentioned is “Law and Gospel as the Methodological Principle of Theology,” A Discussion of Contemporary Issues in Theology by Members of the Religion Department at Luther College. (Decorah, Iowa; Luther College Press, 1964) Works by or about Barth mentioned: The Epistle to the Romans, https://www.amazon.com/Epistle-Romans-Karl-Barth/dp/0195002946 George Hunsinger's book How to Read Karl Barth, https://www.amazon.com/How-Read-Karl-Barth-Theology/dp/0195083695/ref=sr_1_1?crid=1XIKXHN299Y6W&keywords=hunsinger+how+to+read+karl+barth&qid=1653743885&s=books&sprefix=hunsinger+how+to+read+karl+barth%2Cstripbooks%2C69&sr=1-1 R.R. Reno's article on Barth that Andrew referenced which resonated with him: https://www.firstthings.com/article/2021/05/karl-barth The episode that Paul Hinlicky and Sarah Hinlicky Wilson did for their podcast Queen of the Sciences can be accessed at: https://www.queenofthesciences.com/e/barth-aint-so-bad/

Welcome back to The Heart Posture podcast! This season, Michelle and Jas step back to learn from a variety of guests who practice yoga in tandem with other spiritual and faith practices. In this episode, they speak with Dr. Zandra Wagoner, the Interfaith Chaplain at the University of La Verne. She is an ordained minister in the Church of the Brethren and holds a Ph.D in Religious Studies. As Chaplain, she directs the multi-religious Office of Religious and Spiritual Life, furthering the University's commitment to diversity, community engagement, ethical reasoning, and the development of the whole person. Dr. Wagoner also teaches for the Philosophy and Religion Department, including introductory courses in religion and specialized courses in the areas of gender/sexuality, contemporary theology, interfaith cooperation, and the environment/animals in the study of religion. She is actively involved in interfaith efforts locally and nationally.

In this episode we interview David Austin, and discuss his book Moving Against The System: The 1968 Congress of Black Writers and the Making of Global Consciousness. David Austin is the author of Fear of a Black Nation: Race, Sex, and Security in Sixties Montreal and Dread Poetry and Freedom: Linton Kwesi Johnson and the Unfinished Revolution. He has also produced radio documentaries for CBC Ideas on the life and work of both CLR James and Frantz Fanon. A former youth worker and community organizer, he currently teaches in the Humanities, Philosophy and Religion Department at John Abbott College and in the McGill Institute for the Study of Canada.  For Moving Against The System Austin provided an introduction and compiled and edited the speeches from the Congress of Black Writers. In this conversation we talk with David Austin about the context of this historic gathering in Montreal, Canada in 1968, amid the rising tide of the Black Power Movement. We ask Austin about the involvement of key figures from the congress including Kwame Ture, Walter Rodney, CLR James, James Forman, and Richard B. Moore among many others. David Austin also shares some great insights from the intellectual and political practice of CLR James, and the proliferation of study circles with which James engaged directly. We ask about some of the contradictions and debates that come up in the Congress around the presence or role of whites, questions of Black Nationalism and socialism, varying analyses around class and race, lessons to be derived from African history, the omission of women from the group of presenters, and some of the generational divides.  Finally, David shares some great reflections on the vibrancy of Black internationalism in the middle of the 20th Century, further highlighting figures like CLR James and Walter Rodney, and discussing Claudia Jones as an example as well. If you're interested in picking up this book, Pluto Press is in the middle of its Radical May Sale so you can grab this or any of their other books for 50% off until May 12th. And if you like the work that we do and are able to support, we definitely need new patrons to continue to sustain our work. You can support the show over on patreon for as little as $1 a month and it's a great way to keep up with the podcast, and also you get notified when new rounds of our study group open up. Several of Austin's works, including Moving Against The System are available also through Canadian publisher Between The Lines.

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-studies

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/performing-arts

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/music

Singing the same song is a central part of the worship practice for members for the Cherubim and Seraphim Christian Church in Lagos, Nigeria. Vicki L. Brennan reveals that by singing together, church members create one spiritual mind and become unified around a shared set of values. She follows parishioners as they attend choir rehearsals, use musical media—hymn books and cassette tapes—and perform the music and rituals that connect them through religious experience. Brennan asserts that church members believe that singing together makes them part of a larger imagined social collective, one that allows them to achieve health, joy, happiness, wealth, and success in an ethical way. Brennan discovers how this particular Yoruba church articulates and embodies the moral attitudes necessary to be a good Christian in Nigeria today. Singing Yoruba Christianity: Music, Media, and Morality (Indiana UP, 2018) makes an important contribution to understanding the complex religious landscape of Lagos, which includes various Christian demonstrations and Muslim groups. Its firm grounding in ethnomusicology and media theory will be of interest to any who wish to better understand the intersection of music and religious experience. Dr. Vicki Brennan is a cultural anthropologist and ethnomusicologist who is an Associate Professor in the Religion Department and Director of the African Studies Program at the University of Vermont. Sara Katz is a Postdoctoral Associate in the History Department at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/christian-studies

No other issue is as publicly prominent or as vexing for contemporary Mormonism as the relationship between the LDS Church and the LGBTQ community. We will discuss the history of LDS teachings about homosexuality, the recent emergence of “queer Mormon theology,” and how LGBTQ Latter-day Saints navigate the complex tensions of their religion and sexuality. Patrick will be joined by authors of two recent and important books on these subjects. Blaire Ostler, a philosopher who works at the intersection of queer, Mormon, and transhumanist thought. She is the author of Queer Mormon Theology: An Introduction (By Common Consent Press, 2021). Taylor Petrey is an associate professor of religion and chair of the Religion Department at Kalamazoo College. The editor of Dialogue: A Journal of Mormon Thought, Petrey's most recent book is Tabernacles of Clay: Sexuality and Gender in Modern Mormonism (University of North Carolina Press, 2020).

On this episode we are joined by Maeve Callan Chair of the Religion Department, Director of the Women's and Gender Studies Program, Co-Director of the Interfaith Fellows Program and Professor of Religion at Simpson College in Iowa, and author of The Templars, the Witch, and the Wild Irish, to discuss the sure to be uncontroversial topic of four Irish Saints who were said to have miraculously ended unwanted pregnancies. We also explore the history of the Catholic Church's stance on abortion and finally talk about our co-host Christian O'Toole's very distant relative Saint Lawrence O'Toole. You can read Maeve Callan's article that kicked off this whole kerfuffle here: https://www.irishtimes.com/culture/books/saints-once-did-abortions-it-was-a-lesser-sin-than-oral-sex-1.3466881And you can find Maeve's book on Amazon here: https://www.amazon.com/Templars-Witch-Wild-Irish-Vengeance/dp/1501713566You can also read more about the Church's historical positions on abortion in Molly Monk's article for The Outline.com: https://theoutline.com/post/8536/catholic-history-abortion-brigidSupport this show http://supporter.acast.com/saints-preserve-us. See acast.com/privacy for privacy and opt-out information.

It was a pleasure to conclude our Subversive Seminary reading of The Nonviolent Atonement by J Denny Weaver with the author, himself. J. Denny Weaver is professor emeritus of Religion of Bluffton (Ohio) University where he taught in the Religion Department for thirty-one years. He has written more than a dozen books as well as many book chapters and articles in Anabaptist and systematic theology, with a particular interest on issues of violence and social justice in atonement and Christological imagery. Alongside his well-known books The Nonviolent Atonement and The Nonviolent God, his recent publications include God without Violence, second edition (Cascade Books, 2020) which has a new chapter on nonviolent activism, and additions on Black theology and the Doctrine of Discovery; and Nonviolent Word, co-authored with Gerald J. Mast (Pickwick Publications, 2020) which has chapters on how and why white churches should listen to Black churches, and on nonviolent activism. He is a member of Madison (Wisconsin) MennoniteChurch. Follow Drew Hart on Instagram and Twitter @druhart. Follow Jarrod McKenna on Instagram and Twitter @jarrodmckenna. Discover our global community on Twitter and Instagram @inversepodcast. Become a Patron of Inverse at https://www.patreon.com/InVerse Inverse is produced by Jen Kinney @iamjenkinney With thanks to David Andrew (@davidjandrew) for the ongoing use of his music in this podcast.

In this episode, I speak with Dr. Andy Rotman, professor in the Religion Department and Buddhist Studies program at Smith College in Massachusetts where he teaches a course on "spiritual but not religious," one of the fastest-growing demographics in the United States. In our discussion, we talk about who identifies as spiritual but not religious, what it might mean, but also some of the key themes driving what Andy refers to as a "movement of discontent" including economic, racial, social, and environmental justice. Andy Rotman https://www.smith.edu/academics/faculty/andy-rotman Support Rebel Spirit Radio https://www.paypal.me/rebelspiritradio

We discuss Judi Hershman, the former advisor to Whitewater Prosecutor Ken Starr, who writes in Medium that she had a yearlong affair with the married Evangelical Christian. Hershman also writes that Starr arranged a sweetheart deal for convicted pedophile Jeffrey Epstein even though Starr knew Epstein had raped way too many underaged girls to count. Starr, she also says, covered up a rape when he ran Baylor University in order to protect its football team, kept Brett Kavanaugh's abusive behavior towards women secret, and believes our Founding Fathers got it all wrong on separation of Church and State. Topics: Ken Starr cheats on his wife; Nancy Pelosi plays racist hardball; Christian Fascists; Britney Spears represents ALL women; Love defeats Hate; The lighter side to airline disasters; January 6 Truthers; How should Dems respond to accusations of Socialism?; Does Biden really want to go big on infrastructure?; Anti-Vaxers 00:00 Guest With Time Stamps: (3:23) David Does The News (1:19:00) "Billionaires In Space," written and performed by Professor Mike Steinel (1:24:06) Pelosi Plays Racist Hardball: Gloria Berry, DCCC Activist, reveals the racism behind the false allegations of sexual harassment leveled against Shahid Buttar when he got too close to challenging Nancy Pelosi. Her latest piece is, "White Supremacy in San Francisco: How racism plays out still doesn't seem to be understood." (1:49:19) Fascism: Professor Jonathan Bick 2:01:45 Christian Fascists: Frank Schaeffer, whose latest book is, "Fall in Love, Have Children, Stay Put, Save the Planet, Be Happy" (2:30:17) The Political Power Love: David Cobb (2:54:57) Britney: Dr. Harriet Fraad, host of "Capitalism Hits Home" and "It's Not Just In Your Head" (3:01:07) "I'm On My Way" written and performed by Professor Mike Steinel (3:33:35) What is Imperialism?; Henry Hakamaki, cohost of "Guerrilla History" talks with Nemanja Lukic from anti-imperialist.net (4:09:00) Dan Frankenberger's Community Billboard (4:19:15) Funny Air Disasters: Mark Breslin, founder and president of Yuk Yuk's, largest comedy chain in North America (4:38:15) Dems And Socialism: Professor Adnan Husain, cohost of "Guerrilla History," and chairman of Religion Department, Queen's University, Kingston Ontario Canada (5:10:26) Do Dems really believe in going big on infrastructure?: Professor Mary Anne Cummings (5:54:19) "I'm Traveling Light" written and performed by Professor Mike Steinel (6:00:19) Professor Mike Steinel's new song, "Feldman Made Me Do It" (6:09:18) Covid Country: Comic Liam McEneaney reports from Kentucky (6:50:37) Anti Vaxers: Texas Tom Webber

A weekly podcast exploring stories at the intersection of faith and culture through an inclusive Christian lens. This week Mitch and Autumn talk about Mitch's trip to Washington D.C. and the Delta Variant. Later, guest interviewer, Dr. Laine Scales, talks with Dr. Jonathan Tran about his upcoming book, Asian Americans and the Spirit of Racial Capitalism. Originally from Southern California, Dr. Tran joined Baylor's Religion Department in 2006 after completing my graduate studies in theology and ethics at Duke University. He teaches undergraduate and graduate courses and his research examines the theological and political implications of human life in language.

A weekly podcast exploring stories at the intersection of faith and culture through an inclusive Christian lens. This week Mitch and Autumn talk about Mitch's trip to Washington D.C. and the Delta Variant.Later, guest interviewer, Dr. Laine Scales, talks with Dr. Jonathan Tran about his upcoming book, Asian Americans and the Spirit of Racial Capitalism. Originally from Southern California, Dr. Tran joined Baylor's Religion Department in 2006 after completing my graduate studies in theology and ethics at Duke University. He teaches undergraduate and graduate courses and his research examines the theological and political implications of human life in language.

This new series features guests recorded in front of a live audience. In this episode, we talked with Matthew David Segall about his book Physics of the World Soul: Whitehead's Adventure in Cosmology. Matthew is an assistant professor in the Philosophy and Religion Department at the California Institute of Integral Studies in San Fan Francisco, California where he teaches courses on German Idealism, process philosophy, and more. This Episode: Matthew Segall: https://twitter.com/ThouArtThat YouTube: https://www.youtube.com/user/0ThouArtThat0 Blog: https://footnotes2plato.com/ Physics of the World Soul: https://tinyurl.com/awdp6t57 Support The Side View: Patreon: https://www.patreon.com/thesideview PayPal: https://www.paypal.com/paypalme/thesideview Follow Us: Twitter: https://twitter.com/TheSideViewCo Facebook: https://www.facebook.com/TheSideViewCo/ YouTube: https://www.youtube.com/c/TheSideViewCo SoundCloud: https://soundcloud.com/thesideviewco

Recording on 05/25/2021 at the East Brunswick Public Library. EAST BRUNSWICK—East Brunswick Public Library (2 Jean Civic Center Drive) continues its Holocaust Remembrance Program series with "Jewish Responses to the Shoah." This online lecture will be held on Tuesday, May 25, at 7:00 pm. Dr. Glenn Dynner, Professor of Religion at Sarah Lawrence College, will present the lecture "Jewish Responses to the Shoah: Insights from Personal Memoirs." There is a long line of memoirs about the Holocaust that compel us to "meditate that this came about," in the words of Primo Levi. For it is people's lives, rather than structures or data, that truly bring home the realities of evil, trauma, heroism, and moments of impossible humanity. This talk surveys major Holocaust memoirs by Levi, Elie Wiesel, and more. The program includes a discussion of “The Remnant,” written by Michael Kesler, an East Brunswick resident who seems to have made all the right choices yet endured the paradoxical trauma of survival. Glenn Dynner is Professor and Chair of the Religion Department at Sarah Lawrence College. His work explores the religious and social history of Polish Jewry. He is author of “Men of Silk: The Hasidic Conquest of Polish Jewish Society” (Oxford, 2006), which was awarded the Koret Publication Prize; and “Yankel's Tavern: Jews, Liquor & Life in the Kingdom of Poland” (Oxford, 2014). He is a Fulbright scholar, a member of the Princeton Institute for Advanced Studies, and co-editor of the journal Shofar: An Interdisciplinary Journal of Jewish Studies. He is on the editorial boards of East European Jewish Affairs, Journal of Jewish Identities, and POLIN: A Journal of Polish Jewish Studies. As a Guggenheim fellow, Dynner will study how the mass mystical movement known as Hasidism became politicized in early 20th-century Poland. His monograph, tentatively titled “Exile of the Spirit: Hasidism in Interwar and Nazi-occupied Poland,” will chart Hasidism's emergence as both a political force and a culture of resistance in a context of coercive assimilation, anti-semitism, and, eventually, Nazi-sponsored genocide. "Jewish Responses to the Shoah" is produced by Kesler. Since his retirement in 2006, Kesler has written extensively of his and his late wife's experiences during World War II. This is the seventh event that he has planned in a series that chronicles the history and culture of Jewish populations in Europe before the Holocaust. "Our aim is to commemorate and celebrate the rich historical and cultural contributions of Jewish communities, beginning with that of Ukraine before its tragic extinction by the Germans," said Dr. Kesler, producer of the series. "It is our way of honoring and keeping alive their legacy as time marches on so that these once-thriving civilizations, from whom many among us are descended, are never forgotten." The program is sponsored through a partnership of Kesler, the East Brunswick Public Library Foundation and East Brunswick Public Library.

In this episode of Prophetic Voices: Preaching and Teaching Beloved Community, we speak with Episcopalians committed to the Beloved Community about the texts for the Easter Vigil. The texts covered in this episode are Exodus 14:10-31; 15:20-21 and Mark 16:1-8. Our guests this week are: The Rev. Phil Hooper, SMMS, curate at Trinity Episcopal Church, Fort Wayne in the Diocese of Northern Indiana.  Argie Manolis, who works in the community development field at a small college. She is also a foster and adoptive parent and a spiritual director.  David O'Hara, chair of the Religion Department at Augustana University in Sioux Falls, South Dakota, where he also directs programs in Philosophy, Environmental Studies, and Sustainability. Prophetic Voices is hosted by the Rev. Isaiah “Shaneequa” Brokenleg, The Episcopal Church’s staff officer for Racial Reconciliation. For more information on Becoming Beloved Community, visit iam.ec/becomingbelovedcommunity.

Abel R. Gómez (he/him/his) is a Ph.D. candidate in the Religion Department and earned a Certificate of Advanced Studies from the Women's and Gender Studies Department at Syracuse University. His research focuses on sacred sites, ritual, and decolonization in the context of contemporary Indigenous religions. Abel is currently completing his dissertation, an ethnography of sacred sites protection movements among the Ohlone peoples of the San Francisco and Monterey regions. He is a steering committee member for the Native Traditions in the Americas Unit of the American Academy of Religion and recently served on the committee organizing the annual Bay Area American Indian Two-Spirits Powwow in San Francisco. He earned a B.A. in philosophy and religion from San Francisco State University and an M.A. in religious studies from the University of Missouri. In our conversation, we discuss his dissertation “Sacred Sites, Ceremony, and Belonging in Ohlone Territory: A Case Study of Indigenous Survival,” the Spanish colonial history of California, the mission system, Junipero Serra, and the conversions, terror, and trauma of indigenous people in the region.  Read: Statues topple and a Catholic church burns as California reckons with its Spanish colonial past You can follow Abel on Twitter https://www.twitter.com/jaratura You can follow Sacred Writes on Twitter: https://twitter.com/Sacred_Writes Visit Sacred Writes online: https://www.sacred-writes.org/

A talk about the confluence of Bhakti teachings and contemporary family and personal therapy. Topics include: - The pathologies that accompany a life of devotion - Translating terms of devotion into modern clinical language - Risks and rewards on the journey to selfhood Part of a new monthly interview series: In Good Company. Go to gitawisdom.org to sign up for the newsletter updates about upcoming interviews and to attend the live recording sessions. Guest Speaker For 25 years, Cristina Casanova (Krishna Lila) was Assistant Director of Guidance for the New York City Department of Education with a focus on crisis management and family therapy. She teaches in the Department of Applied Psychology at New York University. For more than 40 years she has been a Bhakti yoga practitioner who integrates wisdom from the traditional yoga texts into her approach to therapy. Host Joshua M. Greene (Yogesvara) is well known to the yoga community for his books and podcasts on the intersections of contemplative practice and daily life. A former instructor in the Religion Department of Hofstra University, Greene’s biographies of Holocaust survivors have sold more than ½-million copies worldwide. Gita Wisdom links: web - gitawisdom.org facebook - gitawisdomteachings Instagram - gitawisdom

Amituofo! Today I am interviewing Shifu Shi Yan Ming, the abbot and founder of USA Shaolin Temple. We will learn about the intercultural history of the temple, how to practice active meditation in our own lives, and how martial arts and Buddhist values coexist together at Shaolin Temple. He will also be explaining the significance of the sutras and the impact they have on Buddhists. To learn more about Shifu and Shaolin Temple, visit https://usashaolintemple.org/. If you enjoy the show and want to show your support, please share with your friends and leave a review. It doesn't seem like much but it means a lot! Come Pray with Me is sponsored by the Washington College Philosophy and Religion Department. https://www.washcoll.edu/academic_departments/philosophy-and-religion/index.php.

Claudia Cragg @claudiacragg speaks here with Laura Levitt @llevitttemple about her book, n. On a November evening in 1989, Laura Levitt was raped in her own bed. Her landlord heard the assault taking place and called 911, but the police arrived too late to apprehend Laura’s attacker. When they left, investigators took items with them—a pair of sweatpants, the bedclothes—and a rape exam was performed at the hospital. However, this evidence was never processed. Decades later, Laura returns to these objects, viewing them not as clues that will lead to the identification of her assailant but rather as a means of engaging traumatic legacies writ large. The Objects That Remain is equal parts personal memoir and fascinating examination of the ways in which the material remains of violent crimes inform our experience of, and thinking about, trauma and loss. Considering artifacts in the United States Holocaust Memorial Museum and evidence in police storage facilities across the country, Laura’s story moves between intimate trauma, the story of an unsolved rape, and genocide. Throughout, she asks what it might mean to do justice to these violent pasts outside the juridical system or through historical empiricism, which are the dominant ways in which we think about evidence from violent crimes and other highly traumatic events. Over the course of her investigation, the author reveals how these objects that remain and the stories that surround them enable forms of intimacy. In this way, she models for us a different kind of reckoning, where justice is an animating process of telling and holding. Laura Levitt is Professor of Religion, Jewish Studies and Gender at Temple University where she has chaired the Religion Department and directed both the Jewish Studies and the Gender, Sexuality and Women’s Studies Programs.

Welcome to "Come Pray with Me"! I'm your host Sarah Walsh. We are an educational program dedicated to starting an interfaith dialogue and promoting unity through understanding. Each episode focuses on different religions from around the world with featured guests. We sit down and discuss their beliefs and how they have impacted their life. Every episode ends in a prayer, so I encourage you to listen in and come pray with me! Come Pray with Me is sponsored by the Washington College Philosophy and Religion Department. If you would like to be featured on the show to discuss your beliefs e-mail swalsh3@washcoll.edu and we'll talk! No big whoop!

Interview with Dr. Mark Leuchter about Judaism Twitter: @MarkLeuchter Instagram: @goochfx Better Than Nothing Podcast Hosted by Mark Leuchter: https://soundcloud.com/user-429041141 Mark Leuchter's IMDb: https://www.imdb.com/name/nm0504878/ Mark is the Director of Jewish Studies in the Religion Department at Temple University in Philadelphia and is a professor of the Hebrew Bible and Ancient Judaism. Mark earned his PhD at the University of Toronto. He served as the coordinator of Biblical Studies at University of Sydney in Australia and was a visiting professor of the Hebrew Bible at the University of Pennsylvania in Philadelphia. Mark's research focuses on Ancient Judaism and his contributions include the study of mythology in ancient Israel and Second Temple Judaism, the phenomenon of prophecy in the Ancient Near East, the formation of the Hebrew Bible, and the history of the Israelite priesthood. Mark was on a TV series called Jesus: His Life and Mark is an author. His publications include: The Levites and the Boundaries of Israelite Identity, Samuel and the Shaping of Tradition (Biblical Refigurations) 1st Edition, The Polemics of Exile in Jeremiah 26-45, Josiah's Reform and Jeremiah's Scroll: Historical Calamity and Prophetic Response (Hebrew Bible Monographs, Pre-Biblical Aaron, Miriam, and Moses, How All Kohanim Became “Sons of Aaron,” Turning Jeremiah's Land Deed Into an Oracle of Hope, Who Were the Levites?, and many others and was in a TV series called Jesus: His Life --- Support this podcast: https://podcasters.spotify.com/pod/show/michelle-werner/support

This week Dr. Mike Jackson, associate professor in Trevecca Nazarene University's Religion Department, brought us a sermon from Exodus 32:1-14Exodus 32:1-14 Check out our website for more information on upcoming events, online resources, and information about visiting us online or on campus!

Topics: Trump's poll numbers dropping lower than his blood oxygen levels; Donald Trump's breath truly is lethal; Time to call in the exterminator and tent the White House; Chris Christie is a super spreader, but only when it comes to cream cheese; Harvey Weinstein charged with six more counts of forcible sexual assault. Donald Trump tests positive for Covid. Tough week for rapists. Guests & Time Codes: (13:37) Mike Steinel, professor of Jazz Studies; (25:00) Oh My My, written and performed by Professor Mike Steinel; (31:47) Mark Breslin, founder and President of Yuk Yuk's, the largest comedy chain in North America; (1:01:35) Howie Klein, founder and treasurer of The Blue America PAC and author of "Down With Tyranny"; (1:54:08) Dr. Harriet Fraad, host of "When Capitalism Hits Home" and "It's Not Just In Your Head" ; (2:27:31) Professor Adnan Husain, chairman of the Religion Department, Queen's University Ontario, Canada; (3:03:00) Professor Harvey J. Kaye, author of "FDR on Democracy" ; (3:38:00) COVID-19 Update, The White House Edition with Henry Hakamaki; (3:59:00) Timothy Ulrich, from China Global Television News reports to us from Beijing (4:25:47) Community Billboard with Dan Frankenberger Join us for our Vice Presidential Debate Watch Party this Wednesday. We will watch the debate on Zoom, and then record a special post debate mop up podcast immediately after. Here's your invitation:  You are invited to a Zoom recording session. When: Oct 7, 2020 08:30 PM Eastern Time (US and Canada) Topic: Vice Presidential Debate Watch Party And Live Recording Of The David Feldman Show, Episode 1181 October 7, 2020 Register in advance for this recording session: https://us02web.zoom.us/webinar/register/WN_tCdqbNmjR9elEWme-F2fTA After registering, you will receive a confirmation email containing information about joining me as I record the next episode of my podcast.    

In this episode I talk to some of our PGRs about their experiences of online training and development at the University of Exeter, including their advice to academics and Researcher Developers for delivering high quality, online training and development. You can access the show notes here.   Music credit: Happy Boy Theme Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/   Podcast transcript   1 00:00:09,000 --> 00:00:15,000 Hello and welcome, R, D And The Inbetweens, I'm your host, Kelly Preece, 2 00:00:15,000 --> 00:00:32,000 and every fortnight I talk to a different guest about researchers development and everything in between. 3 00:00:32,000 --> 00:00:38,000 Hello and welcome back to R, D and the In Betweens. Hope you were all well during my hiatus. 4 00:00:38,000 --> 00:00:47,000 And I'm back with a really fascinating discussion this episode over the past few months during the COVID nineteen pandemic, 5 00:00:47,000 --> 00:00:50,000 we've all had to learn a new range of skills. 6 00:00:50,000 --> 00:01:00,000 For academics and for teachers, this is involved learning not only new technologies, but new pedagogies and for students, new ways of learning. 7 00:01:00,000 --> 00:01:02,000 At the University of Exeter, 8 00:01:02,000 --> 00:01:09,000 we've actually had a webinar programme that mirrors our face to face workshop training and development programme for about eight years. 9 00:01:09,000 --> 00:01:16,000 So our students are well versed in learning and undertaking training and development online. 10 00:01:16,000 --> 00:01:21,000 And a lot of the discussions we're having now on a sort of local and national level 11 00:01:21,000 --> 00:01:25,000 were talking about the experience of academics and moving into the online environment. 12 00:01:25,000 --> 00:01:29,000 And I don't think there's been enough focus on the student experience and what 13 00:01:29,000 --> 00:01:34,000 it's like to learn and what makes good online teaching and specifically for me, 14 00:01:34,000 --> 00:01:43,000 good online training and development. So I asked a few of our PGRs to join me to have a discussion about online training and development. 15 00:01:43,000 --> 00:01:48,000 What works for them and what it means for them to have a good rounded learning experience. 16 00:01:48,000 --> 00:01:52,000 Online. Is everyone happy to introduce yourself so. 17 00:01:52,000 --> 00:01:55,000 Can we start with Edward? Yeah. Hello. My name is Edward. 18 00:01:55,000 --> 00:02:01,000 I am just about still a postgraduate research student at the University of Exeter. 19 00:02:01,000 --> 00:02:09,000 I am in the awkward post submission PhD stage and I've been involved in quite a lot of online stuff. 20 00:02:09,000 --> 00:02:17,000 Kelly's been organising over the last few months from writing retreats to research development sessions. 21 00:02:17,000 --> 00:02:21,000 Great, Pauline. Hi, my name is Pauline McGonagle. 22 00:02:21,000 --> 00:02:27,000 I am doing a collaborative PhD with the British Library and Exeter and I'm 23 00:02:27,000 --> 00:02:34,000 at the end part of the PhD in that I'm in year five or six. 24 00:02:34,000 --> 00:02:39,000 And with a bit of extension now, it'll go on a little bit further. 25 00:02:39,000 --> 00:02:47,000 My work is generally archival, etc. And so I'm in a right writing phase at the moment, not being able to access that. 26 00:02:47,000 --> 00:02:58,000 But in terms of webinars and online activity with everything its actually been crucial for me because I live in Dover when I do go to the campus. 27 00:02:58,000 --> 00:03:05,000 Rarely is for periods of two, three weeks to do something specific or for meetings. 28 00:03:05,000 --> 00:03:18,000 So I've been using online and online careers webinar training and the shut up and write sessions which are really, really important to me as well. 29 00:03:18,000 --> 00:03:22,000 Brilliant. Thank you, Jennifer. Hi, I'm Jennifer. 30 00:03:22,000 --> 00:03:27,000 I'm a second year PhD student in Biosciences 31 00:03:27,000 --> 00:03:38,000 I am working with a fish farm in Anglesey to try and improve the production and welfare standards for fish being farmed. 32 00:03:38,000 --> 00:03:41,000 I have taken part in a couple of things with Kelly from before, 33 00:03:41,000 --> 00:03:48,000 and I've also facilitated a couple of sessions with the Research Development Programme, 34 00:03:48,000 --> 00:03:58,000 including designing research posters and presentation skills for researchers, which I facilitated both in person and as a webinar. 35 00:03:58,000 --> 00:04:03,000 Brilliant. Thank you, Megan. Hi, I'm Megan Maunder 36 00:04:03,000 --> 00:04:08,000 I'm about to go into my third year of the PhD in the mathematics department. 37 00:04:08,000 --> 00:04:18,000 I am in space for the department and I primarily look at coronal mass ejection, which a large balls of plasma that come off the sun. 38 00:04:18,000 --> 00:04:26,000 Broadly, I've been I've done quite a lot of the online research development courses, but also I do a lot of outreach and public engagement. 39 00:04:26,000 --> 00:04:35,000 So I've been translating a lot of my face to face sessions to online, which has been a learning curve, 40 00:04:35,000 --> 00:04:44,000 quite a bit about how to try and keep people engaged in the different mediums that also work for me in meeting sessions. 41 00:04:44,000 --> 00:04:48,000 Great. And Philippa. Hi, I'm Philippa. 42 00:04:48,000 --> 00:04:53,000 I am doing a PhD in the theology and Religion Department. 43 00:04:53,000 --> 00:05:03,000 My research looks at plural marriage within fundamentalist Mormon communities, primarily based in the United States. 44 00:05:03,000 --> 00:05:11,000 My experience with with with online webinars and teaching and so on extends back several years. 45 00:05:11,000 --> 00:05:20,000 So before this pandemic, looking at I've taught classes both online and in person and in a hybrid fashion. 46 00:05:20,000 --> 00:05:25,000 And I've also taken part as a student in a number of online classes as well. 47 00:05:25,000 --> 00:05:30,000 Actually, one one of my master's classes was was entirely online. 48 00:05:30,000 --> 00:05:35,000 So a bit of experience from both sides of the coin, so to speak. Fantastic. 49 00:05:35,000 --> 00:05:39,000 So I'm going to start with a kind of really basic one, 50 00:05:39,000 --> 00:05:49,000 which is what for you as a student are the benefits of having had training and development opportunities available online? 51 00:05:49,000 --> 00:06:01,000 I think for me, as someone who is actually lucky enough in some respects to be in Exeter most of the time and have access to in-person events. 52 00:06:01,000 --> 00:06:03,000 The question is one of flexibility. 53 00:06:03,000 --> 00:06:11,000 If you're not able to make it to campus for a given day, you don't feel excluded from the training and opportunities that are going on. 54 00:06:11,000 --> 00:06:15,000 And that's obviously less important to me than it might be for somebody who is based elsewhere. 55 00:06:15,000 --> 00:06:25,000 But it's something that I don't think we should underestimate. In my experience, the courses that I've done online were released in blocks. 56 00:06:25,000 --> 00:06:30,000 So it allowed me to again, as Edward was just saying, this element of flexibility. 57 00:06:30,000 --> 00:06:34,000 It allowed me to say over the course of a long weekend, for example, 58 00:06:34,000 --> 00:06:40,000 and bash out a few of the the week's worth of material and work through it and then 59 00:06:40,000 --> 00:06:45,000 put it to one side while I focussed on research and then reapproach it again. 60 00:06:45,000 --> 00:06:54,000 So the element of flexibility, particularly when the material is present it in in chunks, is very helpful. 61 00:06:54,000 --> 00:06:59,000 I think for me, I, I quite often struggle with passive listening. 62 00:06:59,000 --> 00:07:06,000 So particularly it comes to like seminars or when someone is giving you information, you don't have to necessarily act it straight away. 63 00:07:06,000 --> 00:07:12,000 Being online kind of enables me to do other things that let me really focus on what I'm listening to, 64 00:07:12,000 --> 00:07:16,000 which I know that some people will find that abhorrent, really. 65 00:07:16,000 --> 00:07:23,000 I've noticed a particular online seminars and yet things where you're listening passively doing the dishes 66 00:07:23,000 --> 00:07:28,000 or doing a bit of knitting or something actually allows me to take in that information much more easily. 67 00:07:28,000 --> 00:07:33,000 And that's not something that would be necessarily you'd be able to do face to face. 68 00:07:33,000 --> 00:07:37,000 People find that quite rude if you sit there and do something else. So listening to them. 69 00:07:37,000 --> 00:07:49,000 On top of what everyone else already said, I think, frankly, the fact that a lot of the webinars are recorded online makes that a lot more inclusive. 70 00:07:49,000 --> 00:07:59,000 And like what's been said before. If you missed something, you're able to go back and take an again, which I think is a real benefit, 71 00:07:59,000 --> 00:08:08,000 where obviously you can't do that in real life unless you have a Dictaphone or you have permission to record the lecture in another way. 72 00:08:08,000 --> 00:08:17,000 Yeah, you can revisit it in a completely different way. Just to add to that, that also extends within the within the seminar as well. 73 00:08:17,000 --> 00:08:24,000 So a lot of conversation about going online seems to have been about how can we preserve the benefits 74 00:08:24,000 --> 00:08:29,000 of Face-To-Face teaching in an online environment where we don't have people in the same room. 75 00:08:29,000 --> 00:08:36,000 You can look at it the other way as well. I think it's something that that I I think that we should give up and forgot to be doing 76 00:08:36,000 --> 00:08:41,000 in terms of what can online let you do that you're not able to do in face to face. 77 00:08:41,000 --> 00:08:48,000 An example of this, it's come from online teaching more than anything for me is that having a PowerPoint document, 78 00:08:48,000 --> 00:08:55,000 which you edit live while screen sharing is a heck of a lot faster than working on a whiteboard and screen. 79 00:08:55,000 --> 00:08:59,000 Sharing in general can be really useful for all kinds of teaching purposes if you want 80 00:08:59,000 --> 00:09:06,000 to demonstrate something that will go for any research development context as well. 81 00:09:06,000 --> 00:09:12,000 So it's it's also about what online teaching can offer the offline can't 82 00:09:12,000 --> 00:09:18,000 necessarily thinking in terms of how to preserve what we already have in offline. 83 00:09:18,000 --> 00:09:25,000 If that makes sense, that picks up on. One of the really key things for me is that, you know, like Edward said, 84 00:09:25,000 --> 00:09:31,000 there is this concern about what we're going to lose from face to face teaching. 85 00:09:31,000 --> 00:09:38,000 And certainly one of those main concerns seems to be about peer to peer interaction and community building. 86 00:09:38,000 --> 00:09:49,000 So I wondered if you could talk a little bit about your experience of that in the online training you've attended. 87 00:09:49,000 --> 00:09:52,000 Have you felt this sense of loss of being able to interact with your peers? 88 00:09:52,000 --> 00:09:57,000 Have you felt that you haven't had the opportunity to build a community? 89 00:09:57,000 --> 00:10:04,000 I've actually found that especially sort of in the time of COVID when webinars have become more common. 90 00:10:04,000 --> 00:10:08,000 I've actually found that in the time since lockdown started, 91 00:10:08,000 --> 00:10:18,000 I've made more links with people at the University of Exeter than I had in the months between joining the university in September until March. 92 00:10:18,000 --> 00:10:24,000 So so actually, I found that the online forum, especially in smaller groups, 93 00:10:24,000 --> 00:10:32,000 has actually led to better friendships, professional relationships with other students. 94 00:10:32,000 --> 00:10:37,000 I think it does depend and there is a balance and sometimes things do have to give. 95 00:10:37,000 --> 00:10:42,000 I found that a lot of the stuff webinars i;ve attended where 96 00:10:42,000 --> 00:10:45,000 You have the face to face interaction. It just doesn't work as well. 97 00:10:45,000 --> 00:10:48,000 Like people switching from a mainscreen to breakout rooms 98 00:10:48,000 --> 00:10:54,000 I've found works with some panel events, for example, but I haven't found it as worthwhile l in some traainging events. 99 00:10:54,000 --> 00:10:58,000 I've attended them within sort of my own research, 100 00:10:58,000 --> 00:11:06,000 but we have our own little virtual socialising media and that's worked quite well and just giving everyone a time to touch base. 101 00:11:06,000 --> 00:11:14,000 And I feel a bit more connected and less isolated. But I think it's very situational dependent, like it doesn't work in all mediums. 102 00:11:14,000 --> 00:11:24,000 And it does depend on how the facilitator. I guess it takes that how they choose to go forward with it, to make it inclusive as well. 103 00:11:24,000 --> 00:11:34,000 I am going to build on what Megan said. I completely agree that in some situations, breakout rooms work well and sometimes they don't. 104 00:11:34,000 --> 00:11:42,000 But what I find really helpful and really inclusive is when the host remembers to say, I'm going to into break room. 105 00:11:42,000 --> 00:11:49,000 If you don't want to go, if you don't want to take part in that part of the webinar, you do not have to. 106 00:11:49,000 --> 00:11:52,000 And I think that that's really, really helpful. 107 00:11:52,000 --> 00:12:01,000 I attended a conference online recently that was organised by the South Asia Centre at Exeter, which was international. 108 00:12:01,000 --> 00:12:10,000 It went to universities in Pakistan and India, etc., gave a paper over screen online, which I'd never done before. 109 00:12:10,000 --> 00:12:17,000 I know for a fact that that would not have been even offered if we hadn't been in the situation we're in now. 110 00:12:17,000 --> 00:12:20,000 Yeah. And I think that's been you know, we've had that feedback as well. Of course, 111 00:12:20,000 --> 00:12:27,000 we moved our three minute thesis competition online and that enabled distance students 112 00:12:27,000 --> 00:12:31,000 to engage where they wouldn't have been able to before if we were running it on campus. 113 00:12:31,000 --> 00:12:37,000 And so, actually, you know, it it has broadened and broaden the net. 114 00:12:37,000 --> 00:12:40,000 And, of course, you know, we know the conference attendance is expensive. 115 00:12:40,000 --> 00:12:45,000 We know that PGRs don't get a huge amount of money, if any at all, to attend them. 116 00:12:45,000 --> 00:12:52,000 And particularly for travel and accommodation and so running these things online. 117 00:12:52,000 --> 00:12:56,000 It does mean they can be more open and more accessible. 118 00:12:56,000 --> 00:13:03,000 I mean, we shouldn't just assume that the online is automatically accessible and inclusive. 119 00:13:03,000 --> 00:13:08,000 There are some issues that we might be had to pick up on those. We're gonna take a sidestep for a minute. 120 00:13:08,000 --> 00:13:17,000 And I want to know who did both sides of this. But first of all, I want to know what in your experience as a student, 121 00:13:17,000 --> 00:13:25,000 having been to lots of different online and training and conferences and groups and all sorts of things. 122 00:13:25,000 --> 00:13:30,000 What's been really good practise for you from the take from the teacher, the person delivering what? 123 00:13:30,000 --> 00:13:33,000 What kind of behaviours or approaches to be seen where you've gone? 124 00:13:33,000 --> 00:13:38,000 Yes, it's actually really brilliant for me. I think the big one is having a clear agenda. 125 00:13:38,000 --> 00:13:48,000 Like, I like to know what's going on, a way where my active participation is required and where it's a bit more passive. 126 00:13:48,000 --> 00:13:55,000 The other thing I think is important. I've actually yet to see is people providing the slides in a PDF format beforehand. 127 00:13:55,000 --> 00:14:01,000 So let's screen readers don't work with just like a standard zoom screen. 128 00:14:01,000 --> 00:14:07,000 And that could be difficult for a lot of people. But I think also for me, I sometimes have problems like following along in person. 129 00:14:07,000 --> 00:14:10,000 I know we've discussed the kind of. 130 00:14:10,000 --> 00:14:15,000 Use the time that when you want to look things up, but that's not always practical or possible for something you do so want to engage in, 131 00:14:15,000 --> 00:14:22,000 but you're not quite able to fully able and you don't fully able to do it in that day. 132 00:14:22,000 --> 00:14:27,000 So I think definitely good practise is the agenda, but also, you know, providing resources beforehand, 133 00:14:27,000 --> 00:14:33,000 that means people can follow along at their pace rather than just assume that everyone's got a great Internet connection, 134 00:14:33,000 --> 00:14:40,000 can move along as quickly as perhaps the person trained to. If they try to condense something into quite short space of time, 135 00:14:40,000 --> 00:14:48,000 I think one of the main things that I've seen that I think could benefit a lot of online sessions are having House rules at the start. 136 00:14:48,000 --> 00:14:59,000 So just in the first five minutes, ten minutes, either verbally saying or having up on the screen that reminding people that you're an adult, 137 00:14:59,000 --> 00:15:04,000 you're your to go to the bathroom when you want to. You don't have to ask permission. You don't have to have your camera on. 138 00:15:04,000 --> 00:15:10,000 You don't have to speak if you don't want to. And just making it very clear the expectations from the session. 139 00:15:10,000 --> 00:15:17,000 So if it is an engaging session, then please try and engage and speak up where you feel comfortable. 140 00:15:17,000 --> 00:15:24,000 But it's not necessary. Those are the main things I've really, really appreciated, 141 00:15:24,000 --> 00:15:32,000 as well as having scheduled breaks and just checking in on people and saying, you know, I've covered the first section. 142 00:15:32,000 --> 00:15:38,000 I was going to go into the second section before a break. But if people want a break night, that's fine. 143 00:15:38,000 --> 00:15:46,000 So constantly adapting your time management, because I've taken a couple of the facilitators, a couple of webinars, 144 00:15:46,000 --> 00:15:55,000 and I don't realise how quickly I talk or how difficult it is when you don't have people in front of you. 145 00:15:55,000 --> 00:16:03,000 I kind of sort of fly fine. It's been twenty five minutes and you've gone through all your material and you're supposed to be talking for an hour. 146 00:16:03,000 --> 00:16:12,000 But just saying, you know, we can now have fifteen minutes to just chat or you can log off or just adapting as you go and constantly keeping 147 00:16:12,000 --> 00:16:19,000 the group up to date with where you are as a presenter and making sure that someone can jump in and say, 148 00:16:19,000 --> 00:16:26,000 you know, please slow down or yeah, we've gone over this or anything like that. 149 00:16:26,000 --> 00:16:35,000 Yeah, I think that adaptability and being responsive is it's even more important than it is in a Face-To-Face environment. 150 00:16:35,000 --> 00:16:42,000 One of the best training that I attended very recently was an online. 151 00:16:42,000 --> 00:16:49,000 a writing day, actually. And it was outside Exeter, as it turned out, it was another consortium that includes me whenever they do things. 152 00:16:49,000 --> 00:16:55,000 But one of the best things they did was send preparation materials out in advance. 153 00:16:55,000 --> 00:17:02,000 And even though it was an online retreat for writing, it gave us some ideas about prepare by doing the following. 154 00:17:02,000 --> 00:17:06,000 The timings will be like this. Let us know if there is. 155 00:17:06,000 --> 00:17:10,000 And it just really made me think about how to make the most out of the day in advance. 156 00:17:10,000 --> 00:17:16,000 And I think it paid off more or seemed to be more so more productive because 157 00:17:16,000 --> 00:17:20,000 there was a lot of thought had gone in to helping you to prepare and so on. 158 00:17:20,000 --> 00:17:27,000 So I think all of the things that you've said, including the the rules and host rules so that everyone feels they know what you know, 159 00:17:27,000 --> 00:17:33,000 what's expected, etc., is very beneficial because it's the sort of thing you would do in real life. 160 00:17:33,000 --> 00:17:38,000 You know, when you go into a room, you have whether it's pointed at the fire exits or whatever it might be, 161 00:17:38,000 --> 00:17:43,000 you're doing something that's practical and taking note of the environment, just sitting. 162 00:17:43,000 --> 00:17:50,000 And, of course, you sitting behind a mike and you don't know anybody's personal circumstances or if they've got a, 163 00:17:50,000 --> 00:17:58,000 you know, a small child in the background or whatever it might be. But the point is that a little bit of prep in advance makes people more. 164 00:17:58,000 --> 00:18:04,000 I think what it actually makes them more proactive and engaged when they take part as well. 165 00:18:04,000 --> 00:18:07,000 And so a lot of it's interesting that a lot of the things that you've raised so 166 00:18:07,000 --> 00:18:12,000 far about good practise have actually been more kind of like organisational, 167 00:18:12,000 --> 00:18:17,000 I guess, about how you set out the virtual space rather than kind of content delivery. 168 00:18:17,000 --> 00:18:28,000 So I wanted to know about kind of how how good online teachers are making content, engaging for you and making interesting. 169 00:18:28,000 --> 00:18:38,000 I think one of the main things for me is when a session has been scheduled for two hours and it has got like 170 00:18:38,000 --> 00:18:46,000 one and a half hour mark and that person's done and they don't try and just waffle on the next half an hour. 171 00:18:46,000 --> 00:18:52,000 I think that that is really important. And I'm not saying this doesn't happen a lot in person. 172 00:18:52,000 --> 00:18:54,000 I do think that when you've been scheduled for a set amount of time, 173 00:18:54,000 --> 00:19:01,000 there is a certain amount of pressure to just keep talking and keep delivering, which isn't going to engage anyone. 174 00:19:01,000 --> 00:19:05,000 And it's probably going to make people switch off more than anything else. 175 00:19:05,000 --> 00:19:07,000 So I think that that's really important to keep in mind, 176 00:19:07,000 --> 00:19:17,000 that whether you're a professor and you've been teaching for years and years or whether you're going to be facilitating a webinar to 177 00:19:17,000 --> 00:19:26,000 just keep in mind that if you feel like you're waffling and it's likely that someone people are not engaged or not concentrating, 178 00:19:26,000 --> 00:19:31,000 and it's way better to get your point across concisely, 179 00:19:31,000 --> 00:19:38,000 but not rush through and just make sure that people are constantly are trying to try to make 180 00:19:38,000 --> 00:19:45,000 sure that people can be engaged throughout online teaching recognises the differences, 181 00:19:45,000 --> 00:19:50,000 I think, between it and traditional Face-To-Face teaching. 182 00:19:50,000 --> 00:19:56,000 So a lot of a lot of the really good zoom sessions I've been to, for example, 183 00:19:56,000 --> 00:20:04,000 have been hosted by people who have taken the time to actually investigate how the software works and what you can do with it. 184 00:20:04,000 --> 00:20:05,000 I mean, let's face it, 185 00:20:05,000 --> 00:20:12,000 we've all kind of very excited at the idea of using the thumbs up to react button or the raise your hand button or things like that. 186 00:20:12,000 --> 00:20:25,000 Sounds silly, but I mean, it's true. But that and things like screen sharing when used, well, let you do things you can't do with Face-To-Face. 187 00:20:25,000 --> 00:20:31,000 And that can help with both clarity for content and also think engagement as well, 188 00:20:31,000 --> 00:20:41,000 so that some of the best examples that I've seen have been where people have used quite an interactive format and also utilised universal design. 189 00:20:41,000 --> 00:20:50,000 So someone mentioned earlier about making sure that PowerPoint slides are distributed in advance to enable people to access screen readers and so on. 190 00:20:50,000 --> 00:20:59,000 But also, I think, making things interactive, not just having somebody talk to the group and then wait for questions at the end, 191 00:20:59,000 --> 00:21:04,000 pausing at different intervals and asking for questions, utilising the chat function. 192 00:21:04,000 --> 00:21:09,000 So questions can go into the chat function. And having either the presentation. 193 00:21:09,000 --> 00:21:16,000 Again, it depends on the size of the group. But it's either either the presenter or designated person who's monitoring the chat. 194 00:21:16,000 --> 00:21:23,000 You can sort of notify the presenter that a relevant question is in the chat, which should probably be addressed at that point. 195 00:21:23,000 --> 00:21:27,000 And then the presenter can say. What's your question? 196 00:21:27,000 --> 00:21:32,000 And then it can then form part of a conversation. 197 00:21:32,000 --> 00:21:43,000 But it's also the presenter needs to recognise at what stage too many people in the group means that certain things won't work efficiently. 198 00:21:43,000 --> 00:21:47,000 So there is an element where the person who's presenting needs to have a little 199 00:21:47,000 --> 00:21:54,000 bit of knowledge about what groups work best in what formats and and how intimate. 200 00:21:54,000 --> 00:22:00,000 You can't have an interactive session with two hundred people because everyone is just constantly going to talk over one another. 201 00:22:00,000 --> 00:22:04,000 But in a group of six or seven, that might be more appropriate. 202 00:22:04,000 --> 00:22:12,000 Yeah, I just kind of want to build on what Ed said about making sure you understand the functionality of your software, 203 00:22:12,000 --> 00:22:15,000 but also then talking to your participants about their functionality. 204 00:22:15,000 --> 00:22:24,000 So this is sort of a personal experience, but some friends and I did a pub quiz, as did everyone, during the lockdown. 205 00:22:24,000 --> 00:22:32,000 We set up around based on a popular TV game show where you had to guess where certain things were placed. 206 00:22:32,000 --> 00:22:39,000 And I assumed it would work fine for everyone. Turns out it was only fine for people using Zoom on a laptop if they were trying to use it on a tablet. 207 00:22:39,000 --> 00:22:44,000 Which did the touchscreen wouldn't allow them to press the button properly. 208 00:22:44,000 --> 00:22:51,000 So I think that getting to know your software but also getting to know how that translates to different devices than your participants. 209 00:22:51,000 --> 00:22:57,000 If this is something you can do in advance, it's definitely good practise to make sure that you're inclusive and accessible and just 210 00:22:57,000 --> 00:23:02,000 beforehand asking for accessibility needs like do you need me to send the resources in advance? 211 00:23:02,000 --> 00:23:09,000 You can have a screen reader making sure the agenda's clear, making sure you set up breaks with your content. 212 00:23:09,000 --> 00:23:13,000 clearly accessible for people to be able to digest that in their own time. 213 00:23:13,000 --> 00:23:21,000 Yeah, that's certainly something that we've encountered over the years in delivering I mean, previously through Skype for business is that, 214 00:23:21,000 --> 00:23:31,000 you know, some very simple things, like depending on whether somebody is on a Mac or a Windows computer and the interface looks different. 215 00:23:31,000 --> 00:23:39,000 And so, you know, being able to give somebody guidance and understand how different functionality works within a different operating system, you know, 216 00:23:39,000 --> 00:23:41,000 before like you say, Mac, 217 00:23:41,000 --> 00:23:49,000 and before you get into access on different devices and different versions of the software on different devices have different functionality. 218 00:23:49,000 --> 00:23:56,000 And if you're using a lot of that kind of. Interactive functionality. 219 00:23:56,000 --> 00:24:05,000 Then you need to be aware of how that may or may not work on all devices and therefore be able to offer alternative versions. 220 00:24:05,000 --> 00:24:08,000 Let's talk a little bit about interactive functionality. 221 00:24:08,000 --> 00:24:15,000 So thinking about all of the different systems that over the course of the past few months we've all become familiar with, 222 00:24:15,000 --> 00:24:22,000 everything's got variations on going to similar functionality, some of which is is a bit more flashy than others. 223 00:24:22,000 --> 00:24:30,000 What's your kind of your feeling about some of the interactive tools built into these systems? 224 00:24:30,000 --> 00:24:37,000 So we've had the chat box mentioned, we've had breakout rooms mentioned, but you can also have polls and white boards. 225 00:24:37,000 --> 00:24:46,000 And how how do you feel about these tools? And how kind of engaging do you find them? 226 00:24:46,000 --> 00:24:51,000 Right. If everyone knows how they work. And it is the host's responsibility to explain. 227 00:24:51,000 --> 00:24:53,000 I've seen I'm guilty of this myself, 228 00:24:53,000 --> 00:25:01,000 actually having started a poll and then not really explained it and then not had any engagement with because people didn't know it was there. 229 00:25:01,000 --> 00:25:08,000 So I think that they will really useful and they replace a lot of the things that universities have spent a lot of money on in recent years. 230 00:25:08,000 --> 00:25:16,000 And, you know, in. In-person voting handsets, for example, in face to face teaching. 231 00:25:16,000 --> 00:25:22,000 But it's the responsibility of the presenter to deliver that session, to explain quite clearly, 232 00:25:22,000 --> 00:25:27,000 clearly this new technology or something, we're not familiar with how it works. 233 00:25:27,000 --> 00:25:32,000 Yeah, I think broadly they can be used well. But as long as they're used 234 00:25:32,000 --> 00:25:35,000 Meaningfully people aren't just using them because they can. 235 00:25:35,000 --> 00:25:44,000 And I think even in face to face teaching, you see a lot of people using it so that they can take off their sort of digital box. 236 00:25:44,000 --> 00:25:48,000 I think broadly they work well if they are used to add to meaningful discussion. 237 00:25:48,000 --> 00:25:53,000 But sometimes I feel in some of the courses I've been in, it's it's been a bit pointless. 238 00:25:53,000 --> 00:26:00,000 I don't really feel like it's achieved anything or contributed to the session. Like I find sometimes the incessant polling a bit much. 239 00:26:00,000 --> 00:26:06,000 As we move to online need to consider are we doing this for the sake of doing it that worked 240 00:26:06,000 --> 00:26:11,000 Face to face or are we doing this? It's gonna give us something meaningful. Yeah. 241 00:26:11,000 --> 00:26:18,000 And that's a really important issue for me as somebody who's. 242 00:26:18,000 --> 00:26:23,000 Kind of been engaging with them, researching blended learning for some time, is it? 243 00:26:23,000 --> 00:26:34,000 It's actually about what the tools can actually add. To the learning into the session and actually, you know, over the. 244 00:26:34,000 --> 00:26:37,000 I mean, this is the sort of fifth year that I've been doing online teaching. 245 00:26:37,000 --> 00:26:47,000 It's been growing every year. And actually the tool that fundamentally, I think has had the most impact in online teaching is the chat box. 246 00:26:47,000 --> 00:26:54,000 It's possibly the simplest tool in there. But like, I can't remember, I think it was Philippa was it Philippa that was saying, you know, 247 00:26:54,000 --> 00:27:02,000 you can continue conversation and engagement and all those sorts of things throughout the session. 248 00:27:02,000 --> 00:27:09,000 And that's where the peer learning can happen. So we've talked about the good. 249 00:27:09,000 --> 00:27:12,000 It's probably about time we talked about the bad. 250 00:27:12,000 --> 00:27:20,000 So what in your experience of online training, what have you seen people do that hasn't been that great or hasn't been that, shall we say? 251 00:27:20,000 --> 00:27:33,000 Isn't that engaging for you? So I did a I guess it was a full day's session with an external company and I don't want to name and shame, but broadly, 252 00:27:33,000 --> 00:27:40,000 they expected you to be plugged in if your video on audio on the whole day, which was just exhausting for me. 253 00:27:40,000 --> 00:27:41,000 And I think also, you know, 254 00:27:41,000 --> 00:27:50,000 we it's not a natural thing to do when you go and do these things face to face your aren;t staring at someone's face all day and they scheduled in breaks. 255 00:27:50,000 --> 00:27:54,000 Just great. And I was like, oh, you know, go and take five minutes and go and get a cup of tea. 256 00:27:54,000 --> 00:27:59,000 That's exactly what I did. And I came back that and because at that point. 257 00:27:59,000 --> 00:28:05,000 So I went to get a cup of tea because at that point when I came back, it was just listening and it was passive. 258 00:28:05,000 --> 00:28:09,000 I went to drink my cup of tea and he literally stopped it. Oh, I hope you're enjoying that tea Megan 259 00:28:09,000 --> 00:28:13,000 And I was put out because I know no one. I don't really see why. 260 00:28:13,000 --> 00:28:17,000 I mean, I need my camera on right now. But number two, I'm literally just doing what you said. 261 00:28:17,000 --> 00:28:21,000 You know, I went to get my cup of tea and I think particularly during lockdown as well. 262 00:28:21,000 --> 00:28:25,000 Not something I've experienced that other students who've done some external 263 00:28:25,000 --> 00:28:29,000 training said that at one point they were told to go outside and have a walk, 264 00:28:29,000 --> 00:28:34,000 which I thought was ridiculous. And also so. 265 00:28:34,000 --> 00:28:40,000 It was ridiculous, but also it wasn't very inclusive because they didn't know who at that point was self isolating, who was shielding. 266 00:28:40,000 --> 00:28:45,000 So how could they talk about their experiences of a walk if they couldn't go outside? 267 00:28:45,000 --> 00:28:52,000 I think broadly, for me, the bad practise I've seen is think not thinking about people's inclusive situations. 268 00:28:52,000 --> 00:28:57,000 You know, as we've already mentioned, people might have children, might have pets, people away from home. 269 00:28:57,000 --> 00:29:02,000 People have lives. So I think the requirement to be switched on for a whole day is too much. 270 00:29:02,000 --> 00:29:08,000 But also just having respect, the people are not going to be just concentrating on you for the whole period. 271 00:29:08,000 --> 00:29:12,000 I was going about that, as we discussed in the past. Kelly Zoom fatigue is a thing. 272 00:29:12,000 --> 00:29:21,000 And some of the. Less successful events I've been to over zoom are the ones that don't acknowledge that. 273 00:29:21,000 --> 00:29:28,000 To come back to what was what was just said. The ones that require video to be on ones which which is quite easy to do. 274 00:29:28,000 --> 00:29:37,000 This is a facilitator, I think, to. Expects or to hope for the same. 275 00:29:37,000 --> 00:29:45,000 Indicators of engagement that you might get in a face to face meeting, for example. 276 00:29:45,000 --> 00:29:53,000 Expectant looks up at the camera in front of in front of all the audience is not something you can realistically ever get in a an online environment. 277 00:29:53,000 --> 00:29:54,000 Face to face. 278 00:29:54,000 --> 00:30:02,000 It's you know, if you've got an audience following you, that can be really quite exciting as it is in the delivery of this kind of content. 279 00:30:02,000 --> 00:30:10,000 So if you go into an online session expecting exactly the same behaviours from an audience who could be in a number of different places, 280 00:30:10,000 --> 00:30:13,000 have any number of different things in the room with them, 281 00:30:13,000 --> 00:30:23,000 haven't necessarily definitely haven't come to that place where you all fall out of their house slash office slash. 282 00:30:23,000 --> 00:30:31,000 I don't know private island. They will then you're you're you're setting yourself up effectively to mismanage, essentially. 283 00:30:31,000 --> 00:30:35,000 I'm basically going to echo what has already been said. 284 00:30:35,000 --> 00:30:43,000 But two things that are real negatives for me are when it seems to be a session session's sake, 285 00:30:43,000 --> 00:30:50,000 which is something that I've I've signed up to a series of webinars online. 286 00:30:50,000 --> 00:30:58,000 And the last one or one of the middle ones is just them of talking at you. 287 00:30:58,000 --> 00:31:09,000 And it felt very pointlee. That's something that I phrase that I saw on Twitter, which I would really like to echo, is we aren't remote working from home. 288 00:31:09,000 --> 00:31:12,000 We are living at work. We are living at the gym. 289 00:31:12,000 --> 00:31:22,000 And for so many people, you are literally living in one single room and it could be at the top of a 10 storey block. 290 00:31:22,000 --> 00:31:25,000 It could be that you have children or pets or whatever else. 291 00:31:25,000 --> 00:31:32,000 And so not being inclusive, it is so easy nowadays to say or take things at your own pace. 292 00:31:32,000 --> 00:31:39,000 The pace of life right now is slowed down massively, at least for me, because I've not been able to come to the lab. 293 00:31:39,000 --> 00:31:46,000 So it's very much been about what can I do for myself and other people when I'm interacting with them online? 294 00:31:46,000 --> 00:31:49,000 What can I do to make sure that they're engaged and happy? 295 00:31:49,000 --> 00:31:59,000 Because otherwise there's just no point to trying to force people to take part in polls or, you know, going on walks or one of them. 296 00:31:59,000 --> 00:32:03,000 I had to build a really a tower as tall as I could. 297 00:32:03,000 --> 00:32:11,000 Out of the things in my room. And I was thinking, I've been sitting, staring at someone since nine o'clock this morning it is now have past three. 298 00:32:11,000 --> 00:32:16,000 This could have ended by now. You've given me the worthwhile information, which I appreciate. 299 00:32:16,000 --> 00:32:23,000 But these like team building things when you if you want to take part in them, that's great. 300 00:32:23,000 --> 00:32:27,000 But forcing people to take part is something that does. 301 00:32:27,000 --> 00:32:34,000 It makes me not want to take part in any webinar type things again. 302 00:32:34,000 --> 00:32:42,000 Yeah, I think that's that's really powerful. And like, I think I think it was you that said earlier, Jennifer, like, you know. 303 00:32:42,000 --> 00:32:48,000 If you don't, it's what you do face to face, if it's come to an end and it's reach a natural end. 304 00:32:48,000 --> 00:32:53,000 Do not drag it out with the absolute worst thing. 305 00:32:53,000 --> 00:33:01,000 But you can do nothing, particularly in an online environment, because that fatigue of staring at the screen is very real. 306 00:33:01,000 --> 00:33:10,000 So it's kind of just going off the back of that. So I've seen it where materials have been distributed in advance of a session. 307 00:33:10,000 --> 00:33:16,000 And I'm not talking about a week in advance. I'm talking about just a few hours before the session. 308 00:33:16,000 --> 00:33:24,000 And those materials being completely inaccurate. And they're not the same version of the PowerPoint, for example, that are shown on the screen. 309 00:33:24,000 --> 00:33:31,000 And it's quite clear that whoever is presenting the session and I'm actually the example I'm thinking of is an external. 310 00:33:31,000 --> 00:33:34,000 But they they they distributed a PowerPoint presentation, 311 00:33:34,000 --> 00:33:42,000 which at either been adapted from something else or they'd in the in the hours between distributing it and actually presenting, 312 00:33:42,000 --> 00:33:46,000 they'd made a lot of changes to the presentation. 313 00:33:46,000 --> 00:33:54,000 And it just it it was frustrating as as a participant to have this information that wasn't relevant because I'm dyslexic and dyspraxic 314 00:33:54,000 --> 00:33:57,000 So I can't really deal very well with things that are just on the screen. 315 00:33:57,000 --> 00:34:04,000 So I like to have my materials in advance, print them out, and then I can make notes as the presentation is happening. 316 00:34:04,000 --> 00:34:08,000 Well, if those PowerPoint slides have been changed around in order, well, 317 00:34:08,000 --> 00:34:13,000 some of them have been added or taken away or the the verbiage has been changed. 318 00:34:13,000 --> 00:34:16,000 It makes it incredibly difficult for me to stay engaged. 319 00:34:16,000 --> 00:34:25,000 So I think it's very important that that people who are leading sessions have very relevant information and stuff that they're going to cover. 320 00:34:25,000 --> 00:34:32,000 Don't just send information for the sake of sending things. Don't send six journal articles for people to read. 321 00:34:32,000 --> 00:34:39,000 If realistically, people aren't going to be able to read that many articles and there's only room for discussion discussing one of them, 322 00:34:39,000 --> 00:34:43,000 because we've all been there where we've been to an in-person seminar where the 323 00:34:43,000 --> 00:34:47,000 material you're given to discuss in that seminar is much more than can be discussed. 324 00:34:47,000 --> 00:34:53,000 So who aren't just leaves us feeling a little bit annoyed that they've read all of this extra 325 00:34:53,000 --> 00:34:57,000 stuff when they that there are more important things they could have done with that time. 326 00:34:57,000 --> 00:35:06,000 So I think it's about making sure that the information that's distributed as relevant is up to date and is correct as it goes life. 327 00:35:06,000 --> 00:35:16,000 And also that any reading and prep that participants need to do in advance is kept to a minimum and a manageable amount. 328 00:35:16,000 --> 00:35:23,000 Are there any other things that you've seen or heard people do when you've gone? 329 00:35:23,000 --> 00:35:36,000 Actually, that's really off-putting for me. As a participant, it's one of the one of the technical gremlins that we will get, I think. 330 00:35:36,000 --> 00:35:41,000 But when feedback is there and not acknowledged by the by the host, by feedback, 331 00:35:41,000 --> 00:35:45,000 I mean, the kind of thing, thing, thing, thing, thing that happens opens up. 332 00:35:45,000 --> 00:35:55,000 So when someone is in any way bounces around different microphones and gets picked up and distorted when that's dealt with quickly and efficiently. 333 00:35:55,000 --> 00:36:00,000 That's why asking other people to mute themselves or just checking it out one by one. 334 00:36:00,000 --> 00:36:02,000 That's great. 335 00:36:02,000 --> 00:36:09,000 When it doesn't is one of the most infuriating things I think we've ever come across in zoom meetings I hope people will agree with me on that. 336 00:36:09,000 --> 00:36:14,000 The feedback  can be the bane of the presenters life sometimes. So another thing which is, 337 00:36:14,000 --> 00:36:22,000 is kind of it's a bit of an elephant in the room in that it's all of this sort of presupposes that people have good access to it, 338 00:36:22,000 --> 00:36:31,000 to access to a good Internet connexion. And some of the issues with feedback and poor quality can sometimes be due to the fact that someone is using 339 00:36:31,000 --> 00:36:37,000 a poor Internet connection or there might be several people trying to work from home at the same time. 340 00:36:37,000 --> 00:36:47,000 And I actually had a session that I was part of a few weeks ago when the person he was presenting kept having to come, 341 00:36:47,000 --> 00:36:51,000 come off the call and reconnect because their Internet was so strained. 342 00:36:51,000 --> 00:36:55,000 And so I think not. Not so putting the onus on the people who are presenting. 343 00:36:55,000 --> 00:37:00,000 But I think there's also a duty from, you know, thinking about this is a bigger picture from this. 344 00:37:00,000 --> 00:37:09,000 You know, we're all going through this global pandemic. And institutions need to be cognisant of what the means of their students in that, you know, 345 00:37:09,000 --> 00:37:16,000 some students might not be able to afford the tools they need in order to do what we're doing right now. 346 00:37:16,000 --> 00:37:22,000 You know, some some students may not have access to a decent computer. They might not have access to a decent Internet connection. 347 00:37:22,000 --> 00:37:26,000 And it's about institutions providing that for them as. 348 00:37:26,000 --> 00:37:33,000 As someone who has got learning differences, I get disabled students allowance. 349 00:37:33,000 --> 00:37:38,000 And once upon a time, and because I've been a perpetual student once upon a time, 350 00:37:38,000 --> 00:37:45,000 disabled students allowance used to pay for your Internet if you had certain disabilities. 351 00:37:45,000 --> 00:37:51,000 But that doesn't happen anymore because it's expected that everybody has access to good Internet and not everybody can afford that. 352 00:37:51,000 --> 00:38:00,000 Some students are living hand-to-mouth and will have previously been relying on going into the university every day and using university resources, 353 00:38:00,000 --> 00:38:10,000 including good Internet connections. So suddenly being thrown into this sort of lockdown scenario, people, 354 00:38:10,000 --> 00:38:16,000 if I've heard of people tethering their phones to their computers to use their phone data, 355 00:38:16,000 --> 00:38:19,000 then running out of that, not having access, you know, 356 00:38:19,000 --> 00:38:27,000 you can't just go down to Starbucks or or insert coffee shop of your choice in order to access Internet. 357 00:38:27,000 --> 00:38:29,000 And so it can be a real strain for a lot of people. 358 00:38:29,000 --> 00:38:37,000 And I think that needs to be acknowledged at sort of a DSA sort of government level, but also institutional levels as well. 359 00:38:37,000 --> 00:38:43,000 And I think you're actually doing a pretty good job at making sure that they are providing for students who have those needs. 360 00:38:43,000 --> 00:38:48,000 But I'm not sure that every institution is doing such a great job. 361 00:38:48,000 --> 00:38:57,000 Yeah, and I I think that that assumption of having a computer and having Internet access and is. 362 00:38:57,000 --> 00:39:04,000 Is really prevalent. And we've had those conversations with academics trying to teach undergraduates of kind of like. 363 00:39:04,000 --> 00:39:10,000 But we actually can't assume a certain mode or method of access. 364 00:39:10,000 --> 00:39:15,000 Even though we think of these things as being ubiquitous, we think that everybody's got them. 365 00:39:15,000 --> 00:39:21,000 But I mean, particularly one of the things that I know that we've had to deal with as researcher 366 00:39:21,000 --> 00:39:26,000 development over the years is that we've got students all over the world. 367 00:39:26,000 --> 00:39:30,000 So we've had to deal with time differences and we've had to deal with. 368 00:39:30,000 --> 00:39:37,000 You know, I remember somebody who was really struggled with the PowerPoint slides. 369 00:39:37,000 --> 00:39:38,000 They just wouldn't load for them. 370 00:39:38,000 --> 00:39:45,000 And it's because they were in a remote area of Thailand and they just did not have a good enough quality Internet connection. 371 00:39:45,000 --> 00:39:48,000 We had quite a lot of. 372 00:39:48,000 --> 00:39:57,000 Quite a lot of students who were abroad who were primarily accessing recordings because they just don't have the bandwidth to watch something live 373 00:39:57,000 --> 00:40:02,000 And so I think that's also where not just that recognition and that stepping up of 374 00:40:02,000 --> 00:40:07,000 institutions are saying you can't just assume these things are accessible and are ubiquitous, 375 00:40:07,000 --> 00:40:14,000 but also that. You need to provide alternatives for people in different situations. 376 00:40:14,000 --> 00:40:21,000 There is also another assumption at times, and one which I suppose I feel includes me and a sense, 377 00:40:21,000 --> 00:40:29,000 and it is my responsibility to, I suppose, train myself to keep up with and to learn new ideas as it comes along. 378 00:40:29,000 --> 00:40:34,000 But it's one of the things I've found very difficult, and it intimidates me to some extent. 379 00:40:34,000 --> 00:40:43,000 And of course, I've learnt an awful lot in recent times that I probably wouldn't have been forced to do so if we hadn't been in this situation. 380 00:40:43,000 --> 00:40:50,000 However. I think that there is an assumption of skill and a policy sometimes where, what, 381 00:40:50,000 --> 00:40:55,000 some one off or a couple of the worst sessions I've been in is where and polls come in to this 382 00:40:55,000 --> 00:41:02,000 That's where polls have been used. And I would say probably to four questionable means whether they were useful or not. 383 00:41:02,000 --> 00:41:11,000 And I have had difficulty even managing to keep up with the speed at which their responses were expected and, you know, felt really uncomfortable. 384 00:41:11,000 --> 00:41:17,000 And I couldn't keep up with that. I mean, it's not just because I'm in that particular age group. 385 00:41:17,000 --> 00:41:21,000 I'm trying to deal with new things that I'm finding difficult. 386 00:41:21,000 --> 00:41:27,000 It's there is an assumption of knowledge sometimes, which is quite difficult to keep up with. 387 00:41:27,000 --> 00:41:36,000 I mean, I forced myself to do that. But if to deliver webinars, et cetera, I'm one of the things which has still kept me from getting more involved, 388 00:41:36,000 --> 00:41:46,000 as I'm slightly afraid of having to deal with other people's I.T. difficulties and their remote connections that I could barely deal with my own. 389 00:41:46,000 --> 00:41:51,000 You're right, Pauline. And I think that we can't meet again. We can't make that assumption based on. 390 00:41:51,000 --> 00:41:55,000 There are lots of people who, you know, 391 00:41:55,000 --> 00:42:03,000 have grown up with technology that are still that still don't have a high level of technical experience or technical literacy and. 392 00:42:03,000 --> 00:42:11,000 And again, it's one of those really challenging assumptions, and so it's making sure that whether the person is an attendee or presenter, 393 00:42:11,000 --> 00:42:15,000 that they have all of the all of the support that they need. 394 00:42:15,000 --> 00:42:22,000 And certainly, I mean, in terms of the way we run our our kind of formal webinars, 395 00:42:22,000 --> 00:42:28,000 as we always have an administrator who deals with the technical kind of troubleshooting issues, part of that. 396 00:42:28,000 --> 00:42:33,000 So that presenter can focus on just that presenting rather than dealing with technical issues. 397 00:42:33,000 --> 00:42:40,000 But it also usually means that it's someone that's more experienced with the system and who has the 398 00:42:40,000 --> 00:42:46,000 experience and the knowledge to to answer those questions and to do that troubleshooting people. 399 00:42:46,000 --> 00:42:51,000 And it doesn't mean we can always answer everyone's problems. We certainly cannot. 400 00:42:51,000 --> 00:42:57,000 But. That seems to be a lot coming out that about. 401 00:42:57,000 --> 00:43:02,000 Inclusivity And are our assumptions around? 402 00:43:02,000 --> 00:43:08,000 People's set up and how people are accessing things. And. 403 00:43:08,000 --> 00:43:12,000 And how people want to engage, I guess, and particularly where, you know, Meghan, 404 00:43:12,000 --> 00:43:17,000 you talked about people expecting you to have your camera on or expecting you to go. 405 00:43:17,000 --> 00:43:19,000 You know, people saying, is it going to break out rooms? 406 00:43:19,000 --> 00:43:26,000 Actually, we're making a lot of assumptions there about how people want to engage, but also how people want to learn. 407 00:43:26,000 --> 00:43:36,000 You know, we we recognise that people learn differently. And so and yet we're not necessarily giving people the opportunity to learn differently. 408 00:43:36,000 --> 00:43:41,000 Yeah, I just wanted to really support and echo what you were saying in that I don't think the way 409 00:43:41,000 --> 00:43:47,000 a lot of people have moved things to online is inclusive for everyone's learning style. 410 00:43:47,000 --> 00:43:54,000 I'm happy to sit and read, but I'm also happy to sit and listen. Asked me to do both at the same time, and I really struggle with that. 411 00:43:54,000 --> 00:44:04,000 And I think that regardless of whether your neurotypical you struggle with visuospatial or other types of learning, 412 00:44:04,000 --> 00:44:08,000 providing multiple resources and doing things at a slower pace is help with that. 413 00:44:08,000 --> 00:44:13,000 But yet, like way in the move to online, I think we forget that not everyone bends in the same way. 414 00:44:13,000 --> 00:44:19,000 And I think, Ticky. So we've made great strides in how to make our lectures more inclusive and accessible. 415 00:44:19,000 --> 00:44:25,000 But now we've kind of looked online. I feel like a lot of the physical mechanisms we put in place and are no longer there. 416 00:44:25,000 --> 00:44:31,000 Yeah. And it's a whole new set of considerations. I actually and I link in the show notes. 417 00:44:31,000 --> 00:44:41,000 I, I did the accessibility of e-learning course at the Open University just as it was a free online course and. 418 00:44:41,000 --> 00:44:48,000 Was it's largely about kind of static. So, you know, asynchronous online resources. 419 00:44:48,000 --> 00:44:57,000 But nonetheless, it was really interesting to look at some of the some of the commentary around some really specific 420 00:44:57,000 --> 00:45:01,000 technical issues around things like screen readers and some of these things that we've talked about today, 421 00:45:01,000 --> 00:45:12,000 but also actually the fundamental pedagogical imperative of, regardless of accessibility, 422 00:45:12,000 --> 00:45:20,000 and inclusivity, we should be providing things in multiple formats and engagement in in multiple ways. 423 00:45:20,000 --> 00:45:23,000 Because because of that very thing. Because people learn differently. 424 00:45:23,000 --> 00:45:33,000 And so we should be providing things in a way that gives people the option of how to engage an in a way that's going to help them learn. 425 00:45:33,000 --> 00:45:43,000 I think that people presenting online should be encouraged to, like others have said, send out material beforehand, 426 00:45:43,000 --> 00:45:53,000 but then not be put off when someone would like access material and might like access the recording afterwards, 427 00:45:53,000 --> 00:46:02,000 then doesn't necessarily they're either not able to attend the actual session or for whatever reason they can engage with webinars. 428 00:46:02,000 --> 00:46:08,000 I think that that means we normalise a bit more. Because for me, I need to have something like hammered into me. 429 00:46:08,000 --> 00:46:15,000 I need to read it loads, write it, hear it. And so for me, getting the materials beforehand would help. 430 00:46:15,000 --> 00:46:19,000 Engaging with material during and after that would all be great. 431 00:46:19,000 --> 00:46:27,000 I know for some webinars, I've not been able to I've not been able to attend them in person. 432 00:46:27,000 --> 00:46:32,000 I've asked for the materials anyway. And some people have been great and said, yes, of course. 433 00:46:32,000 --> 00:46:36,000 Like, that's such a shame that you can't engage. But I'll send you the slides or the notes later. 434 00:46:36,000 --> 00:46:43,000 And some people said, well, no, if you're not able to come and engage in in person, in inverted commas, 435 00:46:43,000 --> 00:46:49,000 if you're not able to attend the back more than no, I'm not giving you my material, which is understandable. 436 00:46:49,000 --> 00:46:55,000 But I do think that it would be really nice if we could be a little bit more open in sharing our best practise. 437 00:46:55,000 --> 00:47:04,000 If there are people listening to this who are new to delivering online. What's the one thing you want them to bear in mind? 438 00:47:04,000 --> 00:47:15,000 Go slower than you think, you need to take it and be kind both to yourself and to the people in the seminar with you. 439 00:47:15,000 --> 00:47:24,000 Yes, that's I think that that's taking it slower. It's really, really important because, like somebody said earlier, your. 440 00:47:24,000 --> 00:47:32,000 All of the things that all of the communicative tools that someone read off you in person and that you would read off a screen are out of the window. 441 00:47:32,000 --> 00:47:40,000 And so. I find I get a lot more tired doing online teaching because I'm doing an awful lot more 442 00:47:40,000 --> 00:47:47,000 with my voice than I would normally to communicate and to make things more engaging. 443 00:47:47,000 --> 00:47:56,000 Accessibility, utilising universal design. I'm sort of almost horrified at the number of people who still don't do this. 444 00:47:56,000 --> 00:48:04,000 And especially considering that providing resources for people who have registered learning 445 00:48:04,000 --> 00:48:11,000 differences or physical disabilities that might prevent them from engaging in certain ways. 446 00:48:11,000 --> 00:48:16,000 The fact that some people are still not providing accessible resources. 447 00:48:16,000 --> 00:48:26,000 So it kind of shocks me in the year 2020. So I think just making sure that things are presented in different formats are accessible to those. 448 00:48:26,000 --> 00:48:35,000 And and even just emailing participants in advance and saying, what is that that I can do to make this session more accessible to your needs? 449 00:48:35,000 --> 00:48:41,000 And that the person leading the session doesn't need to know what the needs of the people are at that point. 450 00:48:41,000 --> 00:48:48,000 They don't need to be a member of the university who might get a copy if their learning. 451 00:48:48,000 --> 00:48:55,000 So what's the cool that they're the document that they get that that details 452 00:48:55,000 --> 00:48:59,000 what resources individuals need to put them on an equal par with their peers. 453 00:48:59,000 --> 00:49:05,000 But just emailing participants and saying, what is it that I can do to make this session more accessible to you? 454 00:49:05,000 --> 00:49:12,000 And then people can email and say power points in advance or please put on screen captions, 455 00:49:12,000 --> 00:49:16,000 or would it be possible to have a transcript produced afterwards? 456 00:49:16,000 --> 00:49:24,000 Those sorts of things would help a lot of people. I would say attend other online sessions. 457 00:49:24,000 --> 00:49:27,000 I'm down what you find helpful. 458 00:49:27,000 --> 00:49:37,000 What you didn't and then try and learn from that because it's such an on such a weird world being online and trying to keep people engaged. 459 00:49:37,000 --> 00:49:47,000 And so the more experience you have of being a participant, the better informed you will be trying to create sections that will be engaging. 460 00:49:47,000 --> 00:49:56,000 And there just one other thing that I wanted to see, which sort of links back to what we were saying about how amazing some webinars are and how we've 461 00:49:56,000 --> 00:50:02,000 been able to attend some of the world conferences that we otherwise wouldn't be able to attend. 462 00:50:02,000 --> 00:50:11,000 Also, being inclusive of industry or your non institutional partners. 463 00:50:11,000 --> 00:50:18,000 That's something really important to keep in mind as well. Yeah, just to kind of echo what's been said already, I think. 464 00:50:18,000 --> 00:50:22,000 Definitely be aware of your pace. Don't be afraid to take things more slowly. 465 00:50:22,000 --> 00:50:27,000 That is something I am very guilty of. And I have a habit of speaking quite quickly. 466 00:50:27,000 --> 00:50:30,000 So I very much, if I'm leading a session, 467 00:50:30,000 --> 00:50:39,000 remind people that I'm pretty comfortable with them asking me to repeat something, say something slower, go over concepts. 468 00:50:39,000 --> 00:50:44,000 But I think more broadly as well as is really focussing on the accessibility and inclusivity. 469 00:50:44,000 --> 00:50:50,000 So making sure that you've got a variety of resources accessible to as many different people as you can think of, 470 00:50:50,000 --> 00:50:53,000 but also echoing what's being said area, 471 00:50:53,000 --> 00:50:59,000 making sure that if this is something you could do in advance, get in touch of people and check, that they can have everything catered for. 472 00:50:59,000 --> 00:51:06,000 And particularly as a participant who potentially hasn't been involved in this before, they may not even know what to ask for. 473 00:51:06,000 --> 00:51:12,000 So making sure that you you get that clear agenda and structure of what you plan to do and what is expected, 474 00:51:12,000 --> 00:51:18,000 what the House rules are gives people an idea of what they may need from you as well. 475 00:51:18,000 --> 00:51:21,000 I think we're going to draw it to a close. That. 476 00:51:21,000 --> 00:51:32,000 Thank you so much for taking the time to speak to me this afternoon and offering your your insights into your experience as. 477 00:51:32,000 --> 00:51:39,000 As students, as the recipients of online training and development. And that's it for this episode, a long one. 478 00:51:39,000 --> 00:51:44,000 I know, but I think incredibly valuable with some really important discussions. 479 00:51:44,000 --> 00:51:55,000 And I was really. Heartened to hear coming through that that drive of accessibility, an inclusivity because. 480 00:51:55,000 --> 00:52:00,000 My own reflections during this period have been, yes, technology can be a leveller. 481 00:52:00,000 --> 00:52:06,000 But we can't just assume that because we've moved something online, it's more accessible and more inclusive. 482 00:52:06,000 --> 00:52:11,000 There's still a lot of work to be done. And that's it for this episode. 483 00:52:11,000 --> 00:52:14,000 Difficult to, like, rare and subscribe and join me. 484 00:52:14,000 --> 00:52:41,610 Next time we'll be talking to somebody else about researchers development and everything in between.  

Vic Thasiah is a trail runner; the founder and executive director of Runners for Public Lands, a 501(c)(3) nonprofit environmental organization; and the chair of the Religion Department at California Lutheran University. He lives with his family in, and runs trails throughout, the traditional homelands of the Chumash, also known as Ventura County, surrounded by the beautiful Los Padres National Forest, the Santa Monica Mountains, and the Pacific Ocean. In this conversation we talk about protecting those beautiful places. We also talk about the lessons Vic has learned from native runners, how all runners could and should be great environmentalists, and anti-racism in the trail running community. Vic's words are truly beautiful and they're not just for runners. This conversation is for anyone who want to live in community with the natural world. Follow Runners for Public Lands Website: runnersforpubliclands.org Instagram: @runners4publiclands Twitter: @vic_thasiah Facebook: Runners for Public Lands Group Also discussed in this episode: Standing Rock/Dakota Access Pipeline No Free Lunch: Trail Running and the Public Lands Debate by Mike Foot Different types of environmentalism Women as key environmentalists around the world "Mainstream" environmentalism A Field Guide to Climate Anxiety by Sarah Jaquette Ray --- Support this podcast: https://anchor.fm/socialsport/support

Michael Gibson serves as Pastor for Young Adults at the Keene Church and adjunct professor for Southwestern’s Religion Department. We discuss how his church has found community in running a food bank during quarantine and how it's changed his style for worship. Also discussed: our shared love for the weird sport of disc golf.

Preaching From The Old Testament - Dr. Joaquim Azevedo Professor / Chair of Religion Department at Southwestern Adventist University - Conversation Series 2020 - Hosted By Christopher Findley At Adventist Preachers, we are focused on connecting an engaged generation of Adventist christian leaders to deliver Christ based biblical sermons that share love, faith and obedience to the commandments of God. Email: Christopher@Swau.edu

We have two special guests today! The Chair of the Religion Department at The Pennington School, Nate Van Yperen, and David Hallgren, The Pennington School Chaplain, discuss the significance and importance of religion and spirituality in the independent school world. 

Law & Business - Episode 38 - Anthony sits down with the Rev. Mark Schaefer, the Chaplain of American University. Yes, that means that this episode takes a little different path than the usual episode of the "Law & Business" podcast. Mark talks about his history from practicing law to being a member of the Methodist clergy. Mark also discusses some of his philosophy and how law and religion relate to each other. Mark's book is The Certainty of Uncertainty: The Way of Inescapable Doubt and Its Virtue, published by Wipf & Stock. The book takes a look at our desire for certainty, explores the unavoidable nature of uncertainty, and reveals how embracing uncertainty and doubt is transformative for our selves and for our world. Of course, the book can be found in bookstores and on Amazon. Rev. Mark Schaefer is the tenth University Chaplain in American University's history, appointed to the position in September 2016 after having served for 14 years as AU's United Methodist Chaplain. He is a graduate of Wesley Theological Seminary and is an ordained elder in the Baltimore-Washington Conference of The United Methodist Church. Mark has also been teaching as an adjunct professor in the Philosophy and Religion Department since fall 2006. He has also been a summer instructor in Biblical Greek and New Testament at neighboring Wesley Theological Seminary. Prior to his ecclesiastical career, Mark was a practicing attorney in the District of Columbia and is a graduate of the George Washington University Law School. Mark holds a B.A. and an M.A. in Russian Language and Literature from the State University of New York at Albany. A native of New York State, he was born in Buffalo and grew up in Center Brunswick, near Albany. Here is the full transcript of the conversation: Anthony Verna: Thanks for listening everybody. Welcome to the law and business podcast. We are recording in DC this week at chatter, the only podcast studio restaurant hybrid I've ever known. I'm here. Marc, you're recording. Thanks for recording for us. Yes, we are recording. We're rolling live right now. Our guest today is the American University chaplain, Mark Schaefer. Mark, thanks for, for being with us. Thanks for having me here. One of the, the most interesting facts about you and the reason why, why I have you here with me is because you used to practice law. Technically, I still do. I still, I still pay my bar dues so I still can hang a shingle outside my office I suppose. But yes, I don't practice nearly as much as I used to. I mean, this seems like a waste of money if that's correct. Well, it's, it's honestly it's so that because I know people are going to ask me for legal advice from time to time. Mark Schaefer:It's to avoid committing malpractice by offering legal advice without the license to practice law. And you know, because if ever my family or friends gets into trouble, I want to be able to help them in some meaningful way. So that's why I keep the license up to date and that way I've got that in my back pocket. Anthony Verna:So let's go here. How do you go from practicing law to, to a vocation? I mean, what changed? What, what clicked in your mind? What flipped there? I was going to ask how did I switch sides, which is a little unfair. Mark Schaefer:I'm still a lawyer. I take that a little personally, but, honestly it was the intersection of questions of justice that did it. I was working in a law firm here in DC, a smaller practice, with an attorney who is very active in the DC voting rights movement. Um, and so we would have conversations about DC voting rights, about, um, possible solutions to the issue. And one of the things that occurred to me in our conversations was that there had not yet been laid a sufficient moral argument for district voting rights. And that is before you get to the legal and political solutions for how you enfranchise the citizens of the district of Columbia,

This week, we welcome back to the show one of my favourite guests from last year, Dr Diana Walsh Pasulka. Diana is chair of the Philosophy and Religion Department at the University of North Carolina Wilmington and joins us today to discuss her recent book, American Cosmic. We explore interacting with off-planet intelligences and what such practices might actually do to you; as well as meaning and synchronicity; and how contact events become religious over time. Fascinating stuff! Show Notes American Cosmic website. Buy American Cosmic. Diana's previous appearance on the show.

We had an interview with Religion Department Head, Mrs. Maclean-Watts....why did you choose to teach Religion?

William K. Mahony is the Charles A. Dana Professor of Religion and Chairman of the Religion Department at Davidson College, where he teaches courses on the religions of India. He also teaches workshops, trainings and retreats on yoga philosophy across the US and abroad. His books include The Artful Universe: An Introduction to the Vedic Religious Imagination (1997) and Exquisite Love: Heart-Centered Reflections on the Narada Bhakti Sutra (2014).

Thanks for checking us out today. Today, we were blessed to have Rev. Dr. Ralph Hawkins, Ph.D, with us in worship. Dr. Hawkins is the chair of the Religion Department at Averett University in Danville, VA. Today he is speaking on Joshua 24. We hope you are blessed by his message today. His message was entitled "It's Easier To Get The People Out Of The Egypt, Than To Get The Egypt Out Of The People"

The rising threat to free speech, Muslim-Christian dialogue, and LGBTQ+ advocacy. John Shuck’s guests include Jeremy Rothe-Kushel. Nicole Correri, and Brett Webb-Mitchel. **I will also be speaking with Lyn Neeley about the action Saturday in Portland Against U.S. Wars at Home and Abroad.** Saturday, April 14, 1 PM, Rally: Waterfront Park, Battleship Memorial (Naito pkwy, Oak & Pine). March to Saturday Market. Jeremy Rothe-Kushel talks about being arrested in a library for simply exercising his free speech rights. Charges against him eventually were dropped. The librarian who defended him also was arrested, injured, and ultimately, acquitted.  We will discuss free speech and public spaces. Nicole Correri is the pre-eminent Shia speaker in North America. She will be talking about the legacy of Imam Husayn and her work in Muslim-Christian relations. Brett Webb-Mitchell is an openly gay Presbyterian minister and pastor of Community of the Pilgrims Presbyterian Church in Portland. He has just been named the LBGTQ+ Advocacy Coordinator for the Oregon-Idaho Conference of the United Methodist Church. — Bios: Jeremy Rothe-Kushel has a background in politics – from local to international, officeholder to activist – with experience in community organizing, mediajamming, documentary journalism and consensus-building in deep politics, economics and ecologics. Jeremy aims to coalesce a partisan-transcendent and permaculturally-informed #FullSpectrumPopulist #IntegralPolitics from the #RadicalMiddle with a #WeThePeoplePlatform and #CoalitionCabinet. He is working on a documentary project titled “September Eleventh Uncoverage” based on a decade of his investigative research, activism and experience of covering and uncovering the 9/11 cover-up. Rothe-Kushel has put public figures across the political spectrum “on the record” about vital issues that are often controversial and always emancipatory. Some of his journalistic encounters include Michael Hayden, John Yoo, Joe Biden, Eric Holder, Mike Pompeo, Kris Kobach, Ron Paul, Alex Jones, Jay Rockefeller, Ted Turner, Jill Stein and Amy Goodman. Jeremy has a working background in permaculture design and implementation, and future-roots music production, performance and education.  While at Williams College completing his B.A. in Religion, he founded and over the next decade taught an original approach to musical education called “HipHop Empowerment”, with students of diverse ages and backgrounds from the Bronx to Boston, Southern Vermont to South Los Angeles. Although he believes that well mineralized and microbialized, high-carbon humus might help solve most humanity’s problems, Jeremy currently sees that the “invisible domain” of politics, culture, multimedia, law, deliberative deep democracy and cooperative startup economics contains key elements to assemble and strategic means necessary to that ‘soilutionary’ end. You can hear Jeremy on No Lies Radio and on the Pacifica Radio Network: False Flag Weekly News and Antedote. — Nicole Correri, the preeminent female Shia speaker in North America, considers herself a student of Islam and a follower of the Ahl al-Bayt (as). Before graduating with Honors in M. Ed. in Counseling from George Mason University, she received her B.A. in Psychology, Minor in Early Childhood Education from George Washington University, graduating Summa Cum Laude. She is a member of numerous academic honor societies, including Phi Beta Kappa. Nicole is a powerful public speaker who motivates her audience to embody Islam in practical, relevant, and meaningful ways.  With her solid academic background and passion for the religion, she brings a unique perspective to her audience with the goals of inspiration, education, and transformation.  Her work stems out of the gap she felt and observed for the English speaking Muslims in the West to make sense of religion in their context and  lived realities.  She is interested in an intellectual and inspirational approach to faith and articulates a practical theology with a sensibility for social, gender, and ethical justice.  Nicole is also committed to inter and intra-faith work, cultivating our shared humanity and bringing people together for the common good.  She continues to study Arabic with the Fawakih Institute since 2012 and as of Spring 2016 will be finishing up her Master’s degree in Islamic Studies and Christian-Muslim Relations at Hartford Seminary and has been accepted into the Ph.D. program in the Religion Department at Boston University. — Brett Webb-Mitchell , LGBTQ+ Advocacy Coordinator for the Oregon-Idaho Conference of the United Methodist Church He was an assistant professor of Christian nurture at United Methodist founded Duke Divinity School and now serves as an ordained pastor serving Community of Pilgrims Presbyterian Church in Portland. In addition to this, he’s written several books on the topics of human sexuality, Christian growth and what it means to be a gay parent. Book titles include: “Practicing Pilgrimage: Beyond Accessibility” and “Follow Me: Christian Growth on the Pilgrim’s Way.” Webb-Mitchell and his partner, Dan, have been together for 22 years, have two adult children and one grandchild on the way.

In a world fractured by fundamentalism, Josh steps back to ask some bigger questions. How did Christianity come to rule the world? How does Islam hold sway over so many people? And what really went down in Bethlehem 2,000 years ago? Professor Francesca Stavrakopoulou is a professor in the Theology & Religion Department of Exeter University in the UK - although she's an atheist. She studied and taught at Oxford. She's hosted a documentary series on the BBC, "Bible's Buried Secrets". And most of all, she's not boring. To understand the meaning of life, tune in.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Learn how you might be able to become a GPSG representative, how to access the latest and greatest software, and what Nico Sassi has been up to in the Religion Department. CAPS: http://www.indiana.edu/~health/counseling/index.shtml Gala tickets available on our Eventbrite page below www.eventbrite.com/e/2018-gpsg-gal…ets-42381933504 More Gala details on our Facebook event page www.facebook.com/events/199573874114682/

"I am an American, a Muslim, an academic, a believer. I believe the only way to learn is to teach. As a speaker and writer I hope to work with you and your community." This from Hussein Rashid. Hussein Rashid is a Professor in the Religion Department at Barnard College of Columbia University, and he is the founder of Islamicate, a consultancy based in NYC. Professor Rashid brings his background in religion and culture to affect positive change in the world. In this conversation with Meredith Smith, he shares about his own religious life, his teaching and current academic work, and the current challenges and possibilities he sees in the contemporary world around religion generally and, and Islam in America specifically. The stories and insights he shares offer insights on many social justice issues in America today and ways to increase understanding so that we can better mediate and contain conflict. Note: this conversation was recorded at WKCR, Columbia's radio station in NYC, on March 16, 2017.

On September 29th, 1962, Mississippi Governor Ross Barnett spoke before a halftime crowd at a University of Mississippi football game. He said he loved Mississippi's heritage. This compelled him to personally block African-American James Meredith from enrolling at Ole Miss. Eventually Meredith was enrolled, violence followed, and 28 clergy, white Methodist clergy, signed a statement, Born of Conviction, opposing the white power structure and its racism. Of the 28 signers, three lost their positions immediately, 18 had left the state in two years. Joseph T. Reiff, chair of the Religion Department at Emory and Henry College, has written about this time, these clergy, and their statement in his book, Born of Conviction: White Methodists and Mississippi's Closed Society.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. The 2009 Alumnus of the Year speech by Roger Ellwood (Phd, History of Religions, 1967). Ellwood was a professor of world religions at the University of Southern California for thirty years, from 1967 until his retirement in 1997. He served as Chairman of the Religion Department there, and received the USC Faculty Lifetime Achievement Award and Distinguished Emeritus Award in 2002. The author of The Politics of Myth: A Study of C. G. Jung, Mircea Eliade, and Joseph Campbell, Ellwood has written over twenty-five books, ranging from textbooks in religious studies (including Many Peoples, Many Faiths, a popular world religion textbook, and Introducing Japanese Religion) to books of religious history (The Fifties Spiritual Marketplace, The Sixties Spiritual Awakening, Cycles of Faith, and Islands of the Dawn, among others) to inspirational books written from a theosophical perspective.

Donna Giancola is a feminist philosopher at Suffolk University (with Gregory Fried) as well as the director of the Religion Department. Her interests span world religion, feminism, sustainability, and the ancient Greeks. In this episode we ask: WTF is feminism and what does it have to do with cosmology? Why aren't there any good gods anymore? Should philosophy transcend religion? Was Socrates the end of philosophy? When did Christianity take over paganism? Can we have a spiritual science? Please join us for an incredible conversation about how we might revolutionize the planet and our hearts. http://philoofhealth.org/2014/12/gaia-feminism-divine.html

Theme: The Call to the Practice of Prayer I first encountered Phyllis Tickle as the founding editor of the Religion Department for Publishers Weekly, and I've longed to speak with her ever since. Phyllis is a true authority on religion in America. She is the author of more than three dozen books, but perhaps best known for The Divine Hours series on fixed-hour prayer. We talk about how Christian fixed-hour prayer relates to the call in Islam to pray five times a day, if the call to prayer is universal or unique to particular traditions, and how she prays as a lay Eucharistic minister and lector in the Episcopal Church.

Dr. Kelly Brown Douglas is the chair of the Religion Department and holder of the Susan D. Morgan Professorship of Religion at Goucher College.

Purchase Robert's Books Wednesday, Aug 21, 6pm EDT:  Mitchell's guest this evening is Robert Thurman, Professor of Indo-Tibetan Studies at Columbia University, to discuss Tibet, the role of HH Dalai Lama, and how our society could benefit from the wisdom of Tibetan Buddhist thought in today's world. Noted in a NY Times Magazine profile as “The Dalai Lama's man in America,” and having been named by Time Magazine one of the “25 Most Influential Americans,”  All this along with his 45-year friendship with the Dalai Lama makes him the perfect voice for Tibet and its quest for freedom. Having studied with His Holiness the Dalai Lama personally, Thurman was the first American monk of the Tibetan Buddhist tradition. He is credited with being at the forefront of making Tibetan spirituality, philosophy, and art accessible and understandable in the West. He has a B.A., A.M. and Ph.D. degrees from Harvard and has studied in Tibetan Buddhist monasteries in India and the United States. He is a popular professor in the Religion Department of Columbia University where he holds the Jey Tsong Khapa Chair in Indo-Tibetan Studies. Tune in to hear Robert speak with Mitchell about the current status of Tibet, the Tibetan Diaspora and where we appear to be as a human species relative to ideas of Tibetan prophecy and potential. You can Listen on-line at www.abetterworld.tv Or listen by phone! 602 753-1860 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/abwmitchellrabin/support

Purchase Robert's Books Wednesday, Aug 21, 6pm EDT:  Mitchell's guest this evening is Robert Thurman, Professor of Indo-Tibetan Studies at Columbia University, to discuss Tibet, the role of HH Dalai Lama, and how our society could benefit from the wisdom of Tibetan Buddhist thought in today's world. Noted in a NY Times Magazine profile as “The Dalai Lama's man in America,” and having been named by Time Magazine one of the “25 Most Influential Americans,”  All this along with his 45-year friendship with the Dalai Lama makes him the perfect voice for Tibet and its quest for freedom. Having studied with His Holiness the Dalai Lama personally, Thurman was the first American monk of the Tibetan Buddhist tradition. He is credited with being at the forefront of making Tibetan spirituality, philosophy, and art accessible and understandable in the West. He has a B.A., A.M. and Ph.D. degrees from Harvard and has studied in Tibetan Buddhist monasteries in India and the United States. He is a popular professor in the Religion Department of Columbia University where he holds the Jey Tsong Khapa Chair in Indo-Tibetan Studies. Tune in to hear Robert speak with Mitchell about the current status of Tibet, the Tibetan Diaspora and where we appear to be as a human species relative to ideas of Tibetan prophecy and potential. You can Listen on-line at www.abetterworld.tv Or listen by phone! 602 753-1860

Purchase Robert's Books Wednesday, Aug 21, 6pm EDT:  Mitchell's guest this evening is Robert Thurman, Professor of Indo-Tibetan Studies at Columbia University, to discuss Tibet, the role of HH Dalai Lama, and how our society could benefit from the wisdom of Tibetan Buddhist thought in today's world. Noted in a NY Times Magazine profile as “The Dalai Lama's man in America,” and having been named by Time Magazine one of the “25 Most Influential Americans,”  All this along with his 45-year friendship with the Dalai Lama makes him the perfect voice for Tibet and its quest for freedom. Having studied with His Holiness the Dalai Lama personally, Thurman was the first American monk of the Tibetan Buddhist tradition. He is credited with being at the forefront of making Tibetan spirituality, philosophy, and art accessible and understandable in the West. He has a B.A., A.M. and Ph.D. degrees from Harvard and has studied in Tibetan Buddhist monasteries in India and the United States. He is a popular professor in the Religion Department of Columbia University where he holds the Jey Tsong Khapa Chair in Indo-Tibetan Studies. Tune in to hear Robert speak with Mitchell about the current status of Tibet, the Tibetan Diaspora and where we appear to be as a human species relative to ideas of Tibetan prophecy and potential. You can Listen on-line at www.abetterworld.tv Or listen by phone! 602 753-1860

Dr. Wood served as University Professor of Theology and Literature at Baylor since 1998. At Baylor, his main appointment is in the Religion Department, but he also teaches in the Great Texts program as well as the Department of English.

Dr. Wood served as University Professor of Theology and Literature at Baylor since 1998. At Baylor, his main appointment is in the Religion Department, but he also teaches in the Great Texts program as well as the Department of English.

Dr. Wood served as University Professor of Theology and Literature at Baylor since 1998. At Baylor, his main appointment is in the Religion Department, but he also teaches in the Great Texts program as well as the Department of English.

Phyllis Tickle founded Publishers Weekly's Religion Department and has written numerous books about modern American Christianity, including "The Great Emergence: How Christianity is Changing and Why." Phyllis begins our conversation by describing 500-year social, cultural, and religious cycles in parts of the world influenced by Abrahamic faiths. Building upon that, she asserts that our current historical moment lies at the edge of two such cycles. The upshot of this is a breakdown in traditional understandings of authority and a period of chaotic exploration. Emergence Christianity, like other emergent faiths, is developing as a response to this period of transition. Though religion has been a regular theme in the background of The Conversation, this is our first episode dedicated entirely to it. As a result, we introduce a lot of new themes and you will hear fewer explicit connections to earlier episodes. Having said that, there are some interesting ties between Emergence Christianity and the income gap which harken back to Chuck Collins, Francione-like questions of purity versus pragmatism, and more Tim Cannon and Max More-style transhumanism than you'd ever expect.