Transformation & Resistance in the Interfaith Classroom
Bibliographic record
Abstract
Although Canada is a religiously plural society, interfaith theological learning remains uncommon. This reflective paper explores the experience of team-teaching at Emmanuel College’s Master of Pastoral Studies Program. The Master of Pastoral Studies is a professional degree with Christian, Muslim, and Buddhist streams that trains students to become chaplains, psycho-spiritual therapists and spiritual care providers in the Canadian context. Using anecdotes from our classroom experiences, this paper reflects on three values central to inter-religious learning: cultivating a vulnerable “open stance” in dialogue, understanding interfaith teaching as active resistance that contributes to spiritual transformation, and placing ourselves as instructors as the “guide within the group.” Interfaith learning calls us to risk and courage, believing that spiritual transformation happens as we encounter difference with openness and humility. As teachers, we model for our students how to engage with one another to build peace in response to individual and societal trauma and discord.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".