The Victorian literature course, ‘Victorians Reading Religion’, relocates the religious friction of the 19th century, focusing less on scientific threats, crises of faith, and schisms within Victorian churches, and more on how the shifting religious landscape of 19th-century British culture prompted Victorian thinkers to renegotiate their approaches to reading. Using Olive Schriener’s Story of an African Farm (1883) as a prime example, attending to these overlapping iterations of religious experience offers us three correlated opportunities: firstly, it helps students loosen the identity categories they might otherwise consistently apply too tidily. Secondly, it reintroduces literature as a space in which they can evaluate morality. Finally, centring religion in literary studies prompts students to recognise the ways in which the work we do in a literature classroom is itself religious. Together, these pedagogical opportunities produce occasions for metacognition that help students articulate the value of humanistic study in the increasingly instrumentalised landscape of higher education.

中文翻译：

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维多利亚文学课堂中的宗教、阅读和元认知

维多利亚时代的文学课程“维多利亚时代的阅读宗教”重新定位了 19 世纪的宗教摩擦，较少关注科学威胁、信仰危机和维多利亚时代教堂内部的分裂，更多地关注 19 世纪英国文化的宗教景观如何转变促使维多利亚时代的思想家重新商定他们的阅读方法。以 Olive Schriener 的《非洲农场的故事》（1883 年）为例，关注这些宗教经验的重叠迭代为我们提供了三个相关的机会：首先，它帮助学生放松身份类别，否则他们可能会过于整齐地应用。其次，它重新引入文学作为他们可以评价道德的空间。最后，在文学研究中以宗教为中心促使学生认识到我们在文学课堂上所做的工作本身就是宗教性的。这些教学机会共同创造了元认知的机会，帮助学生在日益工具化的高等教育环境中阐明人文研究的价值。