*Subject: Study of Religion. Course: Early Christianity. Study level: Bachelor 2nd semester. Class size: 90-100.*

An elementary ascertainment of the fact that our students have very poor prerequisites for fundamental hermeneutic considerations about texts written in a different time and place other than their own.

The students must obtain broad empirical knowledge of early Christianity.

In addition, they must methodologically obtain a range of skills that will enable them to relate to texts written in a different epoch and at a different place (vertical anthropology). It is primarily concerned with methods acquired from history and the study of religion, and secondarily with semiotics.

In a theoretical context they must acquire competences that will enable them to reflect on the correlation between methodological objectives and different theoretical frameworks, just as they must have a clear sense of the application of various models, through which various types of methods are filtered. Finally, they must obtain an understanding of the subject and its empirical data as part of a longue durée perspective on the history of religion and the further study of religion.

The learning goal is to provide the students with an elementary hermeneutic understanding of fundamentally different ways in which historical texts may be read and interpreted. The activity will be applicable in virtually all subjects concerned with textual interpretation, but in particular in the disciplines in which there is a special interest in analysing texts in the light of their original communicative situation.

I show the students different cartoon drawings from the past decade, which are characterised by their very integral use of codes. The idea is that the students should reflect on how the cartoon drawings are understood from

- a child's perspective
- a foreigner's perspective
- a non-contemporary perspective.

They must thus achieve a more profound ability to reflect on the problems that are involved in the interpretation of historical texts and thereby also the interpretation of cultures and society.

The cartoon drawing is e.g. a picture of a goldfish with former prime minister Poul Nyrup Rasmussen's face, placed in a blender with a knife that is drawn as the Liberal Party's logo, along with a text with reference to the specific date for the general election and the caption "Who turns it on?"

Goldfish in a blender is a reference to Marco Evaristti's much talked-about exhibition "Blender and veiltailed goldfish" at Trapholt Museum of Art in 2000. Read more here (danish).

A picture such as this settles in the minds of the students in such a way that older students still talk about it many years after. In many ways the students get a veritable hermeneutic shock, which subsequently functions in a very constructive and mentally activating manner for their work on the interpretation of texts from the past. The iconic accentuated representations have the advantage of cognitively storing themselves in such a manner that subsequently I may refer to them - both during class and at the exam - and thereby get the students activated to enter into deeper hermeneutic considerations. I use a maximum of three well-chosen drawings in the course of a term, but they achieve an almost canonical character for some of the overall points that I want my students to grasp.

I would recommend that teachers spend a great deal of time selecting of pictorial material and integrating this with the more fundamental theoretical and methodological points that she or he wishes to bring forth in connection with their use.

The idea is to shock the students by presenting them with material at the beginning of the course which they are completely unprepared for and which they do not understand how to use.

The shock effect, however, must be conducive to some simple subsequent considerations, which are stored in such a manner that the students - when later confronted with parallel scenarios, but now in relation to the material studied - are capable of reactivating the initial shock effect and its complementary hermeneutic insights, so that they may use them in all kinds of other contexts.

You must feel in control as a lecturer. You have to be very free in relation to your subject matter and you have to always know exactly where you are in relation to different groups of students.

Metaphorically speaking you must be mentally behind them, together with them and ahead of them, if this is to be more than just a showing-off.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment