“A Radical Conversion of the Mind”: Fundamentalism, Hermeneutics, and the Metanoic Classroom

Considers how in the classroom, dealing with conservative Christian belief, progressive writing instructors confront “problems of meaning” just as perplexing and urgent as those that trouble evangelical students. Offers some stories that show how the author analyzed her own recurring “problems of meaning,” some theoretical (and theological) ways of working through perceived impasses between academic interpretation and biblical precept.