Papers by Elizabeth Corrie
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Teaching Theology and Religion, Apr 1, 2013
ABSTRACT
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Religious Education, May 21, 2020
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Theology Today, Dec 31, 2015
Make more knowledge even in less time every day. You may not always spend your time and money to ... more Make more knowledge even in less time every day. You may not always spend your time and money to go abroad and get the experience and knowledge by yourself. Reading is a good alternative to do in getting this desirable knowledge and experience. You may gain many things from experiencing directly, but of course it will spend much money. So here, by reading saying is believing the necessity of testimony in, you can take more advantages with limited budget.
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Journal of Youth and Theology, Jul 20, 2021
Christian understandings of the personhood and work of Jesus Christ can be used to justify violen... more Christian understandings of the personhood and work of Jesus Christ can be used to justify violence by those in power and encourage passivity in the face of oppression. Shifting Christological images that cultivate nonidolatrous self-esteem, however, can teach youth how to build peace and resist injustice. A youth ministry that seeks to contribute to peacebuilding must become intentional about implicit and explicit portrayals of Jesus Christ. This essay explores five facets of Jesus’ personhood and work to reconsider—Jesus’ 1) race; 2) gender; 3) religion; 4) suffering; and 5) return—and suggests ways youth ministers can engage in theologically-rooted, peacebuilding youth ministry.
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Religious Education, Jul 26, 2016
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Liturgy, Nov 22, 2013
In the fall of 2011, many people from around the world began to converge—physically and virtually... more In the fall of 2011, many people from around the world began to converge—physically and virtually—on Atlanta, Georgia, in the name of a man whose story many of us in Georgia had been familiar with for years, Troy Anthony Davis. Troy Davis was the man convicted of killing off-duty police officer Mark MacPhail in Savannah on August 19, 1989. He was sentenced to death in 1991. For twenty years, Davis, his family, and his supporters maintained his innocence and worked for a new trial, in light of the problematic circumstantial evidence upon which he was convicted, including seven of nine eyewitness testimonies that had since been recanted. Three times previously, Davis received a last-minute stay of execution as his case went up and down the court system. When Davis’ supporters received the news that his execution by lethal injection had been set for September 21, they set off a worldwide movement appealing for his clemency. Davis’ case was compelling, particularly for Christians—and, as it turned out, particularly for alumni and former staff of the Youth Theological Initiative (YTI), the program at Candler School of Theology I direct. Here was a man whose case pushed to the forefront the many contradictions and flaws of our current judicial system. The significant doubt cast upon his guilt provoked even those who otherwise supported the death penalty to reconsider whether this most final of actions—the extinguishing of a human being’s life—was truly the best way to bring about justice. For those whose faith is rooted in the Christian salvation narrative that emphasizes hope, grace, reconciliation, forgiveness, peace, mercy, love of enemies, and life, Davis’ case captured the hearts and passion of a new generation of Christian leaders. I know, because I saw it with my own eyes. As soon as the execution date was announced, news spread through the social media networks, and organization of protests, online petitions, and vigils began. Because I am Facebook friends with many YTI former staff and alumni, it was easy to observe how quickly many of these young people embraced this cause and jumped into
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Religious Education, 2020
Abstract Drawing on research in deliberative pedagogy, this paper will develop in depth one piece... more Abstract Drawing on research in deliberative pedagogy, this paper will develop in depth one piece of a larger project that envisions peace education as an essential component of youth ministry. The paper proposes a sacred pedagogy that engages theological concepts through deliberative, democratic discussion, teaching young people skills in engaging across difference as well as habits of deliberative theological thinking for a lifetime of spiritual growth. The specific example of engaging the problem of how we image Jesus will serve as an illustration of the potential for a series of curricular materials for use in congregational youth settings.
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Teaching Civic Engagement, 2016
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Liturgy, 2013
In the fall of 2011, many people from around the world began to converge—physically and virtually... more In the fall of 2011, many people from around the world began to converge—physically and virtually—on Atlanta, Georgia, in the name of a man whose story many of us in Georgia had been familiar with for years, Troy Anthony Davis. Troy Davis was the man convicted of killing off-duty police officer Mark MacPhail in Savannah on August 19, 1989. He was sentenced to death in 1991. For twenty years, Davis, his family, and his supporters maintained his innocence and worked for a new trial, in light of the problematic circumstantial evidence upon which he was convicted, including seven of nine eyewitness testimonies that had since been recanted. Three times previously, Davis received a last-minute stay of execution as his case went up and down the court system. When Davis’ supporters received the news that his execution by lethal injection had been set for September 21, they set off a worldwide movement appealing for his clemency. Davis’ case was compelling, particularly for Christians—and, as it turned out, particularly for alumni and former staff of the Youth Theological Initiative (YTI), the program at Candler School of Theology I direct. Here was a man whose case pushed to the forefront the many contradictions and flaws of our current judicial system. The significant doubt cast upon his guilt provoked even those who otherwise supported the death penalty to reconsider whether this most final of actions—the extinguishing of a human being’s life—was truly the best way to bring about justice. For those whose faith is rooted in the Christian salvation narrative that emphasizes hope, grace, reconciliation, forgiveness, peace, mercy, love of enemies, and life, Davis’ case captured the hearts and passion of a new generation of Christian leaders. I know, because I saw it with my own eyes. As soon as the execution date was announced, news spread through the social media networks, and organization of protests, online petitions, and vigils began. Because I am Facebook friends with many YTI former staff and alumni, it was easy to observe how quickly many of these young people embraced this cause and jumped into
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Teaching Theology & Religion, 2013
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Journal of Youth and Theology, 2021
Seeking justice, understanding what makes for peace and pursuing it, these are integral aspects o... more Seeking justice, understanding what makes for peace and pursuing it, these are integral aspects of the pursuit of the Good Life. In this chapter three youth and community development experts make the case that 1) a vital aspect of development is empowering adolescents with a faith-informed, community-focused, critical consciousness; 2) young people are formed in community and joy cannot be fully experienced except communally and in the pursuit of JustPeace; and 3) the church has opportunities to intervene at critical junctures in youth formation to help them see the importance of pursuing communal JustPeace for their own ability to live the Good Life. In support of these claims, a framework of radical Identity is postulated and two practices—the Eight Bowls of Life Ceremony for generational identity marking and the Game of Life, part of a three-week intentional community of the Youth Theological Initiative (yti) – are presented. Each practice contributes to formation of justice-seek...
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Exploring World Religions through the Lens of Sacred Space "Sacred Space in World Religions&... more Exploring World Religions through the Lens of Sacred Space "Sacred Space in World Religions" is a course taught at Candler School of Theology as a summer intensive. In it, we take advantage of the intensive summer school schedule, as well as the rich resources of the city of Atlanta, to explore religious architecture in four major world religions: Hinduism, Judaism, Christianity, and Islam. Using worship spaces as the focal point not only allows us to make use of a common touchstone for comparing and contrasting different religious traditions and practices, but also sharpens our awareness of the impact of space on our own religious practices. The course is designed specifically for Christians in a graduate theological program, the majority of whom are in preparation for church ministry. The intent, therefore, is to prepare church leaders for the contemporary United States context, a milieu both increasingly pluralistic and technologically fluid. Christian ministry best sui...
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This essay opens in a dorm room where high school students are getting to know one another and th... more This essay opens in a dorm room where high school students are getting to know one another and the staff at the Youth Theological Initiative, which brings together a diverse group of young people for three intense weeks. In this particular room, four young women and an adult staff member adopt a storytelling practice that facilitates a trusting and respectful relationship. Corrie argues that this kind of relationship-building between youth and adults is counter-cultural and yet central to peacebuilding. The work of teaching conflict transformation with youth begins with a commitment to create subcultures that resist the larger social forces that impact the relationships among youth and between youth and adults.
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Scottish Journal of Theology, 2021
goal is not to arrive at proper language (whether positive or negative) for God, but rather to un... more goal is not to arrive at proper language (whether positive or negative) for God, but rather to understand that divine transcendence demands that talk about God be understood as an unending round of saying and unsaying that functions precisely to leave one open to the divine that cannot be grasped. Here Newheiser rightly identifies a parallel with deconstruction, in that ‘both insist upon a negativity they cannot achieve, and both persist in an affirmation that is necessarily uncertain’ (p. 102), but his further claim that Dionysius thus exemplifies a Derridean model of ‘uncertain hope’ is doubtful at best. Here Newheiser confuses the Dionysian insistence that God is not a knowable object with the very different claim that God cannot even be identified, such that (as Newheiser reads Dionysius) ‘Christian practice [i]s an experiment that may be mistaken’ (p. 8) and ‘the individual cannot evaluate whether [union with God] is possible’ (p. 79). The idea that the Christian hope for life ...
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Papers by Elizabeth Corrie
Since 1993, forty-nine theological seminaries have created opportunities for high school students to participate in on-campus High School Theology Programs (HSTPs) that invite them to engage in serious biblical and theological study. Many of the young people who take part in these programs go on to become pastoral or lay leaders in their churches. What has made these programs so successful — especially given the well-documented "crisis of faith" among young people today?
In this book thirteen contributors — many of whom have created or led one of these innovative theology programs — investigate answers to this question. They examine the pedagogical practices the HSTPs have in common and explore how they are contributing to the leadership of the church. They then show how the lessons gleaned from these successful programs can help churches, denominations, and seminaries reimagine both theological education and youth ministry.
Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action--Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order.
In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments.
Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual.