Sampling of courses taught

Copenhagen University, Faculty of Theololgy

2008 - 2009

Modern Neurobiology and Religious Faith (bachelor and Master degree).

Uppsala University, Faculty of Theology

2003 - 2006

Pedagogic profile

Since December 2000, I have been involved in different teaching programs at the Uppsala Faculty of Theology and at the Copenhagen Faculty of Theology. I led seminars and group discussions and exercises, gave classical lectures, internet-based lectures and supervised students. I also took part in several pedagogic courses, namely, Rhetorics as a pedagogic means, women and men in discussion, pedagogic qualification portfolio, pedagogic course for university lecturers, supervision and communication. These courses together with my teaching formed my pedagogic view. Adding to this that I am a philosopher trained to think critically, I would say that the pedagogy I apply is a critical pedagogy. This means that the material of study, the lectures, seminars and the forth are composed in a way that it urges the student to think critically upon what is presented. Ther are invited to perform their own analyses and evaluations. To raise questions, define problems and formulate these in a clear and precise manner. They are invited to test the material against other material, in other words, to use the one the one hand - on the other hand line of thinking. Knowledge is not something that is static. Rather it is dynamic and vulnerable to new research results. Hence, the students are also urged to be openminded. They learn to think in broad terms and to dare to think out-of-the-box. Exactly how this pedagogy can be applied depends on several things. It depends on the situation, for example whether I am the only lecturer or part of a team, whether it concerns supervision; it depends on the environmen, which equipment that is to my disposal, it depends on the student's cultural and educational backgroung, etc. Also from my experience, male student are more active in seminars and debates while female students tend to be more active in teamwork, communication and networking and are often better than their male colleagues to organize projects. This calls for a balance of different teaching strategies.


[Added 2009-07-24]
Nordic Society for Philosophy of Religion, Reykjavik, June 26-28, 2009