Giving your Students to Molech’s Fire May Be Permitted
This paper will explore the role of students blogging their way through graduate programs and call for a more cooperative effort between faculty and staff and students who chose to pursue blogging as a means of academic expression. Blogging is still an underused platform for educational purposes. We argue for the inclusion of blogging in any graduate program to aid in learning, teaching, and challenging students. We maintain that professors do not want their students unchallenged so the best way to challenge them while developing interpersonal skills and a self-awareness for their students is to allow, if not require them, to maintain a blog throughout their graduate career. We will include “real life” interviews of students and former students blog as well as interviews from staff about the activity. Finally, we will propose several “best practices” and standards for student blogging.
This will be a joint proposal between myself and Thomas S. Verenna.
I hear that there may be a rejoinder issued, if not a full blown discussion on the topic.
Joel L. Watts holds a Masters of Arts from United Theological Seminary with a focus in literary and rhetorical criticism of the New Testament. His interests include exploring the role of mimesis in human civilization, specifically in the study of religion and media, as well as science fiction and the way in which it has allowed mythology to be explored in light of scientific discoveries of the past century. He is the author of Mimetic Criticism of the Gospel of Mark: Introduction and Commentary (Wipf and Stock, 2013) and a co-editor and contributor to From Fear to Faith: Stories of Hitting Spiritual Walls (Energion, 2013).
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