*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: Lectures
- THEME: Teaching and digital media
- THEME: Exam
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Entrepreneurship
- THEME: Supervision
- Tool: Exam: Assessment form
- Tool: Exam: Memory game for revision
- Tool: Idea Generation: Brainwalk
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic quiz
- Example of practice: Academic weekend
- Example of practice: Analysis introduction
- Example of practice: Asking questions
- Example of practice: Balancing your expectations
- Example of practice: Brainwalk
- Example: Bridging cultural periods
- Example of practice: Capital of Culture on the curriculum
- Example of practice: Classroom Fieldwork
- Example of practice: Classroom activity with Prezi
- Example of practice: Collective supervision
- Example of practice: Conceptual speed dating
- Example of practice: Discussion practice
- Example of practice: Domino learning game
- Example of practice: Exercise in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: Facilitating study groups
- Example of practice: FAQs for student teachers
- Example of practice: Feedback on web communication
- Example of practice: Feedback on written exercises
- Example of practice: Field work in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Good advice from former student teachers
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Ideas for master's thesis
- Example of practice: Image Documentation and Frottage
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermenutic shock
- Example of practice: Language issues
- 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: Matching thesis writers with supervisors
- Example of practice: Material exercise
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Museum visit and learning strategies
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Online portfolio exam
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford debate
- Example of practice: Participatory academic communities
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Permanent cross-disciplinary working groups
- Example of practice: Portfolio of tasks for Research Skills and Academic Methods
- Example of practice: Poster session
- Example of practice: Presence on the learning platform
- Example of practice: Presentation with response
- Example of practice: Project management of exams
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Reading and writing workshop for first-year students
- Example of practice: Relevant digressions
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round table
- Example of practice: Search exercise
- Example of practice: Semester reflections
- Example of practice: Scheduled group assignments
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars
- 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: Student teachers in language courses
- Example of practice: Study group and feedback guidelines
- Example of practice: Supervision on combination exams
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: Submission with audio or video file
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt
- Example of practice: Warm-up and cool-down exercises
- Example of practice: Written exercise with peer assessment
- Example of practice: Working with student teachers
- Example of practice: Workshop with student teachers
- Example of practice: Video journals
- Courses: Takeaway Teaching
- Courses: Thesis preparation (Takeaway Teaching)