初級教師教學研究員聚焦：Anand Vivek Taneja
每個月，CFT新聞通訊都會強調我們的工作初級教學研究員。這個月Anand Vivek Taneja，宗教研究，談論他的教學理念和興趣。
Anand Vivek Taneja
我是宗教的人類學家，我從事現代南亞的新宗教形式和宗教關係。My book, Jinnealogy: Time, Islam, and Ecology in the Medieval Ruins of Delhi, focuses on the ritual practices, dream-lives and modes of healing and sociality shared by Hindu and Muslim communities in contemporary Delhi’s medieval ruins, where Islamic spirits known as jinn are venerated as saints. I explore how these theologically novel saint-shrines emerge in a complex landscape of erasures and altered temporalities inaugurated by the Partition of India, and the massive ecological shifts and legal enchantments inaugurated by the post-colonial State, but also represent a continuing dialogue with the subaltern memory of Sufi ethics shared across conventional religious divides. At Vanderbilt, I teach courses on the Sacred and the Secular, Modern Islam, Islam in South Asia, and Religion and Film in India.
我成為一名老師的靈感始於我是一名本科生。For six years before starting graduate school at Columbia University, I used to work as a Docent on weekends, leading walks around Delhi’s monuments and ruins, sharing the history, stories and traditions of Delhi’s medieval past with a diverse range of people, foreign students, tenured professors, children living in slums, salaried professionals. Through this experience, I learnt many lessons about teaching, such as the value of approachability, interactivity, enthusiasm and engaging narrative in conveying the complex histories of a place. I also learnt the advantage of the immersion in a visual, material, and tactile sensorium in making abstract philosophical ideas and dry historical facts “come alive”. When teaching in a university classroom in Nashville, it is hard to recreate the same immersion. So I find myself experimenting with different methods for making the worlds of South Asia and Islam, experientially distant for most of my students, come alive and become meaningful to them.
對於我在上學期（2015年春季）第一次教授現代伊斯蘭教的課程，我安排了一係列電影在圖書館中每周放映，並與我們正在閱讀和討論的主題和主題並行班級。學生們在回應電影中撰寫的簡短論文中進行了評分。這項任務使他們觀看了電影，同時同時考慮了他們在課堂上閱讀的文本，並導致他們在隨後的課堂討論中高度參與和熱情。隨著我的教學職業發展，我想學習並完善更多這樣的技術和策略，以在經常抽象的課堂材料和電影，文學和（作為人類學家）人類互動之間建立對話。
隨著我在教學生涯的進步，我也想在他們的獨立工作中推動學生邁向“嚴格的折衷主義”。在我自己的研究中，我將人種學研究和口述曆史與政府檔案館的工作相結合，烏爾都語文學的閱讀（詩歌，hagiographies，hagiographies，Antiquarian文本），甚至是孟買電影院。這些來源的多樣性來自對情感，宗教形式，曆史和國家相互聯係的敏銳認識，以及渴望追求與學科通常施加的界限之外的聯係。作為一名老師，我想鼓勵學生在學生工作中的類似折衷主義，從資料來源和紀律表格方麵，但始終嚴格地調整。
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