1. What Are They Thinking? Using Anonymous Assessments To Access Student Thought

2. Why a Class on Hell?

3. A History of Hell in the West Where did you get your ideas about Hell? Where did you get your ideas about Hell? What is Hell like? What is Hell like? Where is Hell located? Where is Hell located? What happens in Hell? What happens in Hell? What is Satan? What is Satan? What is Satan’s relationship to Hell? What is Satan’s relationship to Hell? How has your idea of Hell been complicated? How has your idea of Hell been complicated? Students were assigned an anonymous essay, asking them the same questions at the beginning and end of the semester:

4. Theory: Two or three anonymous assessment techniques per semester reveal how students are interacting with material and show change over time. These techniques can illustrate how students are thinking. Angelo and Cross’s CATs Angelo and Cross’s CATs Keith & Allen, Kim & Maria Keith & Allen, Kim & Maria

5. Demographics

7. They Said Funny Things “It is interesting to step back and think about what is going to happen once we stop breathing. That mystery could be up there with who actually killed Kennedy.” [Student 2] “It is interesting to step back and think about what is going to happen once we stop breathing. That mystery could be up there with who actually killed Kennedy.” [Student 2]

8. Some Used the Class to Support Their Previous Beliefs “Much of what I already believed was confirmed—that Hell did not simply originate with the Bible.” [Student 12, atheist] “Much of what I already believed was confirmed—that Hell did not simply originate with the Bible.” [Student 12, atheist] “In our readings of Edwards and others I realize that it does not take much for our souls to belong to Satan and hell. It makes me think of how I can be a better person in the eyes of Jesus to kind of protect my soul from belonging to Satan.” [Student 2, Christian] “In our readings of Edwards and others I realize that it does not take much for our souls to belong to Satan and hell. It makes me think of how I can be a better person in the eyes of Jesus to kind of protect my soul from belonging to Satan.” [Student 2, Christian]

9. “This class challenged my idea of Hell because it presented the possibility of alternatives, and I think that my opinion has changed a little in that maybe I view the fire in Hell as metaphorical instead of physical.” [Student 11] “This class challenged my idea of Hell because it presented the possibility of alternatives, and I think that my opinion has changed a little in that maybe I view the fire in Hell as metaphorical instead of physical.” [Student 11] “Hell is a far more complicated concept than I had ever imagined. Fire and brimstone was the hell of my past, but the hell I perceive now is an interesting place that is defined as your own prison.” [Student 14] “Hell is a far more complicated concept than I had ever imagined. Fire and brimstone was the hell of my past, but the hell I perceive now is an interesting place that is defined as your own prison.” [Student 14] Some Began to Challenge Their Assumptions

10. “I do not feel that I am a strong believer [because of] my lack of knowledge. Therefore, I have every intention of studying these subjects [God and Hell], so I can engage in discussions with people.” [Student 13] “I do not feel that I am a strong believer [because of] my lack of knowledge. Therefore, I have every intention of studying these subjects [God and Hell], so I can engage in discussions with people.” [Student 13] “The writings on modern metaphorical forms of hell were disturbing to me. Between the invasion of the New World and the institution of slavery, it is almost as if Americans have additional Original Sins, but seemingly more real, more grievous sins.” [Student 1] “The writings on modern metaphorical forms of hell were disturbing to me. Between the invasion of the New World and the institution of slavery, it is almost as if Americans have additional Original Sins, but seemingly more real, more grievous sins.” [Student 1]

11. “After this class I am more conflicted about whether or not I actually believe in hell. I still believe in heaven and God and that Jesus died for everyone’s sins but my view of a punishment in the afterlife is questionable.” [Student 5] “After this class I am more conflicted about whether or not I actually believe in hell. I still believe in heaven and God and that Jesus died for everyone’s sins but my view of a punishment in the afterlife is questionable.” [Student 5] Then wrote a paragraph on why there is certainly no hell. Then wrote a paragraph on why there is certainly no hell. Then wrote a paragraph on why the above paragraph was not convincing. Then wrote a paragraph on why the above paragraph was not convincing. “I think knowing where certain beliefs come from has also strengthened my faith and belief.” “I think knowing where certain beliefs come from has also strengthened my faith and belief.” Student 5

12. Regarding Dante’s The Divine Comedy “I just plainly thought that hell was a downward place ran by Satan and that’s it. What hasn’t changed [is] that I still believe in Hell, but now I believe that hell can have different levels based on what sins we have committed. This idea seems in my mind pretty easy to justify and therefore one I now believe in.” [Student 2] “I just plainly thought that hell was a downward place ran by Satan and that’s it. What hasn’t changed [is] that I still believe in Hell, but now I believe that hell can have different levels based on what sins we have committed. This idea seems in my mind pretty easy to justify and therefore one I now believe in.” [Student 2] “I believe everyone has a different punishment depending on the degree of wrong they committed on Earth. Dante’s Divine Comedy is probably … how I interpret Hell.” [Student 7] “I believe everyone has a different punishment depending on the degree of wrong they committed on Earth. Dante’s Divine Comedy is probably … how I interpret Hell.” [Student 7]

13. What Did I Learn? Some of these texts are more persuasive than I thought and need to come with a warning label. Some of these texts are more persuasive than I thought and need to come with a warning label. The warning label is actually historical thinking. The warning label is actually historical thinking. Some of the texts no longer resonate with students and could be replaced with others. Some of the texts no longer resonate with students and could be replaced with others. Focus more on helping students construct their own knowledge. Focus more on helping students construct their own knowledge.

14. So, what did you write on your slips of paper about space and these rooms?

15. What was your experience when writing the anonymous responses?