Edward Hastings

Education:

• B.A. 1973, Villanova University
• M.A. 1983, Washington Theological Union, Washington
• M.A. 1987, Duquesne University, Pittsburgh
• Ph.D. 1991 Duquesne University, Pittsburgh

Teaching Philosophy:

As a theology professor, my philosophy of teaching is influenced by the Augustinian tradition. In his Confessions, Augustine mentions that to know himself is to know God more deeply. In his Soliloquies, Augustine says, “in coming to know myself, I come to know God.” These two quotes embody the objectives I have for my students: I aim to help students come to know themselves better so that they can be more aware of God. One specific way I facilitate students’ self-knowledge is through the practice of mindfulness meditation. In the stillness of meditation, students come to a new awareness of themselves and God.

In addition, my teaching is influenced by St. Anselm’s definition of theology: “faith seeking understanding.” This stance presumes there is already an element of belief within the student, and it is through examining and reflecting on this belief that one’s faith can be enriched, deepened and further understood. Through the examination of their own common, ordinary experiences, students can come to a new awareness of God’s presence that is always already present in their lives.

I honor the questions of the students: I encourage them to articulate their questions and give the students the space and time to discuss their own points of view. I ask them to reflect in journals on some key theological and spiritual questions. I take notes from these reflections, synthesize their thoughts and offer these back to the students for deeper consideration. In this way I allow their concerns and questions to shape or guide the contents of the course. This approach gives value and significance to their own experience.

I enjoy incorporating contemporary songs, movies, and poems for students to explore theological themes covered in the course, such as beauty, loneliness, forgiveness, wonder and vulnerability. After students identify the themes in popular culture they then see how those themes are relevant in their own lives.

I also have a commitment to social justice in the classroom. I have benefitted tremendously from my experience as a facilitator in Inter Group Relations (IGR) and I try to integrate this training and methodology into my classes when I can. The dialogical method, key to IGR training, calls students and facilitators to commit to a vulnerable, challenging, open stance toward difficult topics.

All of the above taken together contributes to what I believe is vital for full participation in the American form of democracy. Our system of government depends upon citizens who are educated, informed and critical thinkers. My teaching prompts students to continually ask questions because a curious, open mind is essential for an informed electorate.