Natalie Molineaux

Teaching Interests

My own approach to teaching has been shaped by the philosophy of the early twentieth century Pragmatist, John Dewey, and by a theology of teaching delineated by a former seminary professor, Locke Bowman. In particular, I embrace Dewey’s utilitarian approach of “learning by doing,” and “educating for life;” and, Bowman’s emphasis on the creative, dynamic potential of each human being. I am also inspired by another principle that a major objective in the vocation of teaching is to empower students. These ideas, relative to instruction in the humanities, envision the actualization of each student’s intellectual, creative potential. Accordingly, teaching history is, I believe, integral to the formation of the individual as an informed, creative, and fully human-being in our participatory democracy, viz., the study of history nurtures the values of responsible citizenship, respect for others, and appreciation for how the past impacts the present.

Selected Publications
“The Concept of Time in Early Christian Historiography” Ozark Historical Review (Spring 1995): 1-10.
Book Review of Confession in the Middle Ages in Religious Studies Review (October 2000); 26:387.
Comparative Religions: Study Guide. Revised edition. Standish, ME: Saint Joseph’s College, 2004 Perspectives on the History and Historiography of Penance in Late Antiquity.. Lanham, MD:
University Press of America, 2006.