Abstract
Instructing students in sociological theory is a foundational part of the discipline, but it can also be a challenge. Readers of Teaching Sociology can find a number of activities designed to improve students’ understanding of sociological theory in their general theory courses, but there are fewer activities designed to improve student learning in more substantive coursework like the sociology of religion. The purpose of this note is to describe and evaluate an activity designed to illustrate one such theory: Peter Berger’s theory of secularization. Evidence of student learning is based on multiple forms of assessment including a pretest-posttest design, students’ exam responses, and students’ open-ended reflections about their experience during the simulation. Implications for the sociology of religion and the broader discipline are discussed.
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