Title Description View
Engaging Students in Personal Development Planning: Profiles, Skills Development and Acting on Feedback This article discusses an initiative at the University of Wolverhampton to help support student transition to Higher Education. View article
Reusable Electronic Learning Objects for Theology and Religious Studies This paper reports on a project to develop reusable electronic learning objects (RELOs). View article
Philosophy, Interdisciplinarity and 'Critical Being': The Contribution of Crichton Campus' Philosophy-based Core Courses to Personal Development and Authenticity This article looks at the contribution of the philosophy-based core courses of Glasgow University's Crichton Campus to the eduational aim of personal development. View article
Undergraduate Philosophy and the Corruption of the Youth This articles looks at the accusation levelled at Socrates that philosophy correupts the youth, and what this means in today's undergraduate teaching. View article
Comparing Student Learning and Attitudes This article compared students in traditional and distance sections of PHIL 101: Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students’ anticipated and perceived learning and course satisfaction. View article
Why Shouldn't Philosophers Teach Medical Ethics? In this article the author argues that, contra the view put forward by Christopher Cowley, medical ethics should be taught by philosophers because of the transferable skills they impart to medical students. View article
Best of the Web: Internet Resources for Philosophy and TRS This report offers a selection of internet resources for teachers of Philosophy and TRS. View article
The Faith Guides Project This report offers information about the PRS Subject Centre 'Faith Guides'. View article
The Higher Education Academy ESD Project This report gives information about the HEA ESD project. View article
What do our Students Really Think? This report outlines the activities at a student focus group, run by the PRS Subject Centre. View article
Teaching Practical Theology in Higher Education Conference: A Report This report outlines the papers given at the 'Teaching Practical Theology in Higher Education' conference. View article
Feasibility of a Cross-Institutional Doctorate in Practical Theology This report attempts to tell the history of the setting up and running of a cross-institutional Professional Doctorate in Practical Theology. View article
Interview with Deirdre Burke This is the transcript of an interview with Deirdre Burke. View article
Entrepreneurial Consultancies This article discusses an initiative at the University of Wolverhampton to give students the chance to develop work in the area of 'religion and the professions' by exploring the potential for consultancy work on religious issues in the workplace. View article
A Pluralism of Methods The editorial for issue 6.2 of Discourse. View article
Hands-On Philosophy: Learners as Teachers This article discusses a project that aimed to involve 2nd and 3rd year philosophy undergraduates as teaching assistants in the introduction of philosophy topics to school children, and to investigate the perceived benefits of this work for their own studies. View article
Theology and/or Religious Studies? A Response from Graduate Students This articles discusses a project about the dynamic debate surrounding the academic study of theology and/or religious studies, to which graduates from ten universities have now contributed. View article
Interview with Graeme Gooday This is the transcript of an interview with Prof Graeme Gooday. View article
Teaching Philosophy Historically: the Case of Personal Identity This article discusses how best to teach the history of philosophy, with particular reference to personal identity. View article
The Critical Being of the Liberal Arts Student This article discusses the student learning experience of the Core philosophy courses at the University of Glasgos Crichton Campus. View article
Teaching Quinean Indeterminacy This article discusses a strategy for teaching Quine's famous view on the indeterminacy of translation. View article
Portfolio, Partnership and Pedagogy This article reflects on the experience that a faith community (the Anglican Diocese of Oxford) and an institution of higher education (Oxford Brookes University) have of teaching practical theology over the last decade. View article
Interview with Helen Beebee Continuing our series of interviews with academics with a special interest in teaching issues, David Mossley, Manager of the Subject Centre for Philosophical and Religious Studies, talks to Helen Beebee about her philosophical interests, the role of the British Philosophical Association and the challenges to the discipline in the current higher educational climate. View article
Specialisation, Postgraduate Research and Philosophical Eclecticism A discussion of the advantages and disadvantages of increasing specialisation during the development of academic careers. View article
Creativity and Enjoyment in Philosophy Teaching: Lessons From Adult Education This paper describes some of the differences of teaching in adult education and higher education. It is argued that higher education in general seems to be more reluctant to incorporate strategies of active learning and learner-centred approaches than further and adult education. However, as the latest literature of higher education theory demonstrates, there are increasingly attempts to change higher education into a more involved and creative learning environment. View article
e-Learning Innovations and Innovative Practice: A Philosophical and Educational Critical Reflection on the JISC Good Practice Guide This paper addresses the issue of innovation in e-learning and, in particular, innovation in the form of adoption and use of mobile and wireless educational technologies in e-learning. As such, it is intended to inform and provide an impetus for engagement with the educational technologies described here to all academics interested in e-learning, as well as educational administrators and managers interested in the adoption of such educational technologies. More specifically it is directed to the academics teaching within the subject areas and disciplines supported by the Subject Centre for Philosophical and Religious Studies. As such, it adopts a more self-conscious theoretical (philosophical and educational) framework and engages critically with the relevant material. View article
Developing Researchers in the Arts and Humanities: Lessons From a Pilot Programme This paper describes the background to, and success of, the Subject Centre for Philosophical and Religious Studies Pilot Programme for supporting post-graduate research students in Theology, Religious Studies and Philosophy. View article
The Hind Report:Theological Education and Cross Sector Partnerships This article investigates whether 'the Church can enter into further, mutually beneficial, partnership with the HE sector by giving attention to the 'appropriateness of the...connections proposed' between Universities, Church Institutions of Higher Education and Church Training Institutions. To do so it deploys Kelsey's 'Athens' and 'Berlin' models of 'excellent' theological education to analyse the aims and approaches of theological education offered by the three different types of institution within the Church of England context. View article
Context, Communication and Engagement The editorial of Volume 7, number 1. View article
The Relationship Between Pedagogical and Discipline-specific Research Methods: Critical Perspectives This paper is adapted from the final report of a year-long Subject Centre for PRS project that conducted a full investigation into the current state of pedagogical research in theology and religious studies. It offers a review of the current situation, and suggests ways forward for pedagogical research within the disciplines. View article
Minding the Gap: Employing Formative Assessment Techniques This article discusses the use of formative assessment techniques to help students better bridge the gap between their experiences of learning at school and at university. View article
Academic Freedom, Research and Sustainability This is the editorial for issue 7.2 of Discourse. View article
Commodification of Body Parts,Tissues and Fluids This article discusses a project (funded by the Subject Centre for Philosophical and Religious Studies) that explored the new religious, philosophical and applied ethics issues that arise out of the Human Tissue Acts in the UK. View article
Ethics, Enterprise and Employability This article explores the challenge provided by the three core areas of employability, enterprise and ethics within the existing Higher Education curriculum. It details the work undertaken by Leeds Metropolitan University, in partnership with two HEFCE Centres for Excellence in Teaching and Learning (CETL)—the IDEA CETL (hosted at University of Leeds) and the Leeds Met CETL Institute for Enterprise—as part of a funded project for the Subject Centre for Philosophical and Religious Studies. View article
Evaluating the Impact of Teaching Methods Designed to Enhance Academic Achievement among Philosophy Students with Diverse Learning Needs This article discusses a project that aimed to determine the effectiveness of various pedagogic measures (introduced in Manchester Metropolitan University Philosophy Department) through a quantitative analysis of student performance in assessements. View article
A Report into the Issues Surrounding the Progression of Students to Undergraduate Studies with Particular Reference to GCE RS and Undergraduate TRS A report commissioned in 2007 by the Subject Centre for Philosophy and Religious Studies to investigate some of the issues arising out of student transition to undergraduate studies with particular reference to progression from GCE Religious Studies (RS) to undergraduate Theology and Religious Studies (TRS). View article
The Challenges of A-level RE: A View From the Trenches This paper on the challenges of teaching Religious Education at A-level, was first presented at the conference, 'Spoon-feeding vs. Critical Thinking' organised by the Subject Centre for PRS in July 2007. View article
Fostering Effective and Appropriate Use of Online Resources: (Or: How Do We Stop Students Copying their Essays from Wikipedia?) A report on a survey conducted by Intute: Arts and Humanities into the use of print and online resources among further and higher education students, along with recommendations as to how their accessing of Internet resources could be improved. View article
Interview with Stanley Hauerwas Continuing our series of interviews with academics with a special interest in teaching issues, Rebecca O'Loughlin, Academic Co-ordinator for theology at the Subject Centre for Philosophical and Religious Studies, talked to Stanley Hauerwas about his theological background, the relationship between theology and religious studies, and the marginalisation of theology in the university. The interview was conducted in Sheffield on 29th May 2008. View article
Progression and Independent Learning Editorial for Discourse volume 8 no.1. View article
Critical Thinking and Conceptual Enquiry: A Report on the Pilot of the International Baccalaureate World Religions Course This paper is a report on the development of the curriculum of the International Baccalaureate in World Religions. View article
Staff Expectations and Student Experience A case study of first year undergraduate curriculum planning and evaluation at Bath Spa University. View article
Theological Foundations of Action Research for Learning and Teaching An interim report on using theology and action research to inform learning and teaching, curriculum design and assessment. View article
Diversity, Criticism and Discussion This is the editorial for issue 6.1 of Discourse. View article
Enhancing Academic Achievement among Philosophy Students This article outlines the methods and results of a project on the challenges posed by the increasing number of students with special educational needs (SEN), dyslexia in particular, in higher education. View article
Reflections on Collaborating with SEN Experts This article gives the experience of one philosophy academic in working with a special educational needs specialist in order to develop and implement dedicated pedagogic strategies that would both enrich SEN students' educational experience and enhance their academic performance. View article
Successful e-Learning Applications: PRS Funded Projects Report This report gives details of the projects funded by the latest tranche of Subject Centre funding. View article
TechDis: e-Learning, Accessibility and Inclusion This report outlines the services available via the JISC TechDis office, including information and resources about accessibility issues, and funding opportunities. View article
Workshop on the Future of HPS This is a report of a workshop organised by UCL and the Unviersity of Leeds to explore the complex relationship between History and Philosophy of Science, to discover factors that are motivating change in that relationship and chart possible future collaboration in a more explicit way than has been done for some time. View article
AAPT and APA Conference: Report on Graduate Teaching Seminar This report outlines the experience of one postgraduate who attended the AAPT and APA Conference Graduate Teaching Seminar in the USA. View article
Interview with Steven French This is the transcript of an interview with Professor Steven French. View article
Interdisciplinarity and Philosophy This article describes and defends the interdisciplinary model of the Liberal Arts degree, set up at the Crichton Campus of the University of Glasgow in 1998. View article
Learning,Teaching and Assessment with Deaf Students This article outlines issues surrounding the learning, teaching and assesment of deaf students. View article
An Educational Approach to Intercultural Teaching and Learning: Some Preliminary Reflections This article discusses various issues surrounding Black Christian education. View article
Making it Safe to Think Differently About Sex in the Academy This article discusses a module entitled 'Culture, Gender and Sexuality', run at Oxford Brookes University. View article
Academic Capital, Postgraduate Research and British Universities This article discusses three different kinds of academic 'capital' postgraduates can gain, publications, teaching and networking, and how to use them to best advantage in a competitive job market. View article
Manifesto for Higher Education This article discusses the way academics talk about teaching, and sets out to articulate seven thoughts the author considers to be largely absent from current discourse. View article
Interview with Jonathan Lowe This is a transcript of an interview conducted with Professor Jonathan Lowe. View article
Web-based Exercises and Benchmarked Skills A report on the mini-project 'Creating Web-based Exercises for Theology and Religious Studies Students' This report describes the experiences of one lecturer in creating web-based exercises for theology and religious studies students. View article
Dialectical approaches to theory and methodology in e-learning: implications for dialogic teaching and learning This paper argues that the relationship between new technologies and learning is not causal, and is not that simple. Rather, the relationship is dialectical and reciprocal, with technologies and learning developing alongside each other. View article
e-Learning in dialogue: Using e-learning to explore the local religious environment This article looks at the underlying pedagogy for a 'dialogical' e-learning approach to the study of local religious communities. View article
An environment, not a tool: a constructivist point of view on e-learning This paper argues that e-learning doesn’t help to transmit information and documents, but to share, to cooperate, to construct, personally, our own knowledge. View article
Electronic MCQs with no Right-or-Wrong Answers as a Means for Developing Dialogic Thinking This paper discusses how electronic multiple choice questionnaires can develop dialogic thinking. View article
Philosophy engines: technology and reading/ writing/ thinking philosophy This paper considers how various technologies are affecting the teaching and learning of philosophy, as integral aspects of what it is to do philosophy, that is, its epistemic practices. View article
The Seminar Transformed: Use of blogs to enhance face-to-face learning at different levels This paper looks at the use of blogs with students at various different levels within the Scottish university system. View article
Metacognative Hypertexts This paper looks at how hypertexts have been used in the past, and how they might be used in the future. View article
What dialogue for the electronic era? This paper discusses what 'dialogue' really means in an electronic age. View article
Living the Religious Experience in Ancient Rome: Virtual Learning in the Real World This paper discusses the use of wikis in a module on ancient Roman religion. View article
e-Learning survey report Report on a survey conducted by the Subject Centre for PRS on the current state of e-learning in PRS disciplines, and its future development. View article
e-Learning in Dialogue This is the editorial for a special online issue of Discourse, 8.3, focussing on e-learning. View article
Why medical ethics should not be taught by Philosophers This article argues that medical ethics should not be taught by philosophers. View article
Kant on Teaching Philosophy This article looks at Kant's approach to teaching philosophy, and relates what he says to current theories of good practice in university education. View article
On Teaching Political Philosophy through Original Texts This paper reports on a project that successfully introduced second-year university students to political philosophy through reading, discussing and writing about classic texts. View article
How to Assure Student Preparation and Structure Student-Student Interaction This article argues that assignments that structure students' interactions (with the text and each other) with detailed procedures sustain student preparation by minimising miscommunication and conferring intrinsic rewards. It presents a Read- Write-Discuss cycle as one example of this type of assignment. View article
Engaging Student Relativism This paper looks at strategies for dealing with student relativism in the classroom. View article
Paul Tomassi: 1963-2005 This is the editorial for issue 5.1 of Discourse. View article
Seeing Both Sides of an Issue: Teaching an Online Moral Issues Course Although there are currently obvious advantages to teaching philosophy in physical classrooms, there are specific things online instructors of philosophy can do in order to make their courses equally effective as face-to-face courses, and this paper explores some of them. View article
Epictetus Teaching Philosophy This paper explores the non-transparent dynamics of the academic teaching of ethics. View article
Teaching the Philosophy of Aquinas This article outlines the challenges one teacher has encountered, and the methods of addressing them that have worked with students, in making Aquinas' philosophy more accessible, more intelligible and, sometimes even, rather enjoyable to learn. View article
Diversity, openness and the moral necessity of dialogue This is the editorial for issue 5.2 of Discourse. View article
Interview with Ursula King This is the transcript of an interview with Ursula King. View article
Whither Theology and Religious Studies in Ireland and the UK? This is the Presidential Address given at the final event of the joint conference of the Society for the Study of Theology and the Irish Theological Association, held at Trinity College, Dublin, in 2005. View article
Theology and the Outcomes-Based Curriculum: the Value of ‘Not Knowing’ This paper argues that such a materialist and utilitarian understanding of higher education is deeply impoverished, and asserts that theological education, when it is at its best, has less to do with the acquisition of 'useful knowledge', and more to do with exposing students to the uncertainties and the unknowns of our world. View article
Only Connect: A Web-based Approach to Supporting Student Learning in the Philosophy of Social Science Report on a Subject Centre funded project for the development of a module website for the 'Philosophy of Social Science' module for post-graduate students in the School of Nursing at the University of Nottingham. View article
Supporting learning and teaching in difficult times This is the editorial for issue 8.2 of Discourse. View article
Interview with Anthony Reddie Continuing our series of interviews with academics with a special interest in teaching issues, Natasha Pyne talked to Anthony Reddie about his route into theology, the relationship between Black theology and mainstream theological study, and his use of innovative teaching methods. The interview was conducted in Birmingham on February 19th, 2009. View article
Understanding and Teaching Black Theology This article was the keynote speech at a conference on Black Theology. View article
Teaching Black Biblical Studies in the UK: Special Issues for Consideration and Suggested Hermeneutical Approaches This article discusses the idea that if there is to be any meaningful discourse on matters of faith as lived through the lives of Black people in Britain, if ‘Black God-talk’ is to be truly effective, then the cultural distinctive must be realised and brought to the foreground. View article
Ethical Dilemmas in Practice: Development of an Ethical Reasoning Assessment Tool for Veterinary Undergraduates This paper is a collaboration between the Pain and Welfare Research Group, Department of Statistics, the Humanities Advanced Technology and Information Institute, Faculty of Arts, and the Division of Animal Production and Public Health, Faculty of Veterinary Medicine, University of Glasgow. View article
Making Connections: Some Initial Thoughts on Communication, Constructivism and Formative Assessment This paper suggests some ways in which a concern with communication as a central dimension in teaching connects to the constructivist paradigm of learning. View article
Supporting Philosophical and Religious Studies: Striving to Deliver High Quality Resources to the UK Academic and Research Community An information article on JISC collections and PRS. View article
Toward Teaching Black Theology Through Black Gospel Music in Britain This article considers the notion of teaching Black theology through the tradition of Black gospel music that emerged in Britain. View article
Only Connect: A Web-based Approach to Supporting Student Learning in the Philosophy of Social Science Report on a Subject Centre funded project for the development of a module website for the 'Philosophy of Social Science' module for post-graduate students in the School of Nursing at the University of Nottingham. View article
Disciplines and Progression This is the editorial for issue 9.1 of Discourse. View article
Interview with George MacDonald Ross This issue's interview with former Subject Centre Director, George MacDonald Ross. View article
Teaching Philosophy and HPS to Science Students Article discussing issues in teaching students with a background in sciences rather than humanities. View article
The Vision of God and its Impact on the Educational Process In the educational process the authority and power of the teacher are crucial factors, so whatever religion one adheres to, the image of God is of fundamental importance for one’s pedagogical approach. View article
The Special Educational Needs and Disability Act: the Implications for PRS The Special Educational Needs (SEN) and Disability Act (henceforth referred to as ‘the Act’) raises particular issues for the PRS community, and questions of how much responsibility for implementation rests with institutions, departments and individual lecturers. This article attempts to address these issues. View article
Cultivating Transferable Skills in Philosophy Undergraduates University departments now aim to provide far more than the core information that would have been demanded by the future scholars of yesteryear. Indeed, it could be argued that the subject matter is merely a vehicle by which to convey a set of skills deemed important for the future elite, a set that modern business and government cannot afford to spend time developing in their new recruits. The question then arises about the degree to which the university should accept this development and strive more systematically and consistently to cultivate these secondary skills, and the degree to which it should resist in the spirit of its original non-vocational calling. View article
Double Marking versus Monitoring Examinations This article looks at the methods used to ensure objectivity in examination marking. View article
Report on a History of Science, Technology and Medicine Workshop Report of a Subject Centre organised workshop which took place on May 31st 2001. View article
Student Focus Group Report This article discusses the outcomes of a focus group run by the Subject Centre for students in PRS disciplines. They discussed a wide range of issues, including progression, motivations for study, approaches to learning, views of module design and assessment, and career aspirations. View article
Tandem Learning and Interfaith Dialogue This article discusses the research and development of the interfaith tandem learning project at the University of Sheffield. View article
PRS Beyond Boundaries This article describes an exploratory survey of 'PRS beyond boundaries' undertaken in order to discover more about such provision, and to gain a more complete picture of the true size, nature and diversity of PRS learning and teaching in higher education. View article
Report on a Workshop on Teaching South Asian Religious Traditions Report on Subject Centre Event held at the Centre for Applied South Asian Studies, University of Manchester, May 18th, 2001. View article
Wot u @ uni 4? This article discusses a project funded by the Subject Centre, which used focus groups to explore philosophy students' answers to six questions, including their reasons for going to university and their views of the purpose of higher education. View article
What is Autonomous Learning? This article has its origin in a project sponsored by the Subject Centre for Philosophy and Religious Studies (PRS) in 2008 that set out to examine the experience of tutors and first year undergraduate students at Manchester Metropolitan University (MMU) with regard to autonomous learning. View article
The 14-19 Diploma in Humanities and Social Sciences This article sets out the pros and cons of the new 14-19 Diploma in Humanities and Social Sciences. View article
The Virtues of Thinking This article discusses the phase of education that precedes the undergraduate phase, drawing on Aristotle to outline a solution to the 'spoon-feeding-and-teaching-to-the-test' culture. It also says something about how philosophy, when included in this earlier phase of education, can address these problems. View article
Young Dogs, New Tricks This article discusses a compulsory online module for incoming single honours students in the Philosophy department at the University of York, called Academic Skills for Philosophers, aimed at improving the skills of undergraduates. View article
Inclusion of Ethnic Minorities in Philosophy A-Level at an FE College This article looks at issues of inclusion and diversity in philosophy A level. View article
Weaving Philosophy into the Fabric of Cultural Life This article discusses a research programme supported by the Subject Centre for PRS, which explored whether the actual experience of undertaking an object-centred research programme in philosophy at Newcastle University fulfills its goals and whether its delivery could be improved. View article
The Value of Studying Philosophy for PG Research Students in Nursing This article discusses a compulsory module for postgraduate students in the School of Nursing at Nottingham University, 'Philosophy of Social Science'. View article
Exploring Formation for Ministry in a Learning Church This article analyses changes in educational ideology and methodology within the South West Ministry Training Course (SWMTC) and, more broadly, the Church of England's Formation for Ministry within a Learning Church remit. View article
Foundation Degrees for Ministerial Training: Their Potential and Challenges This paper sets out to identify some of the potential and challenges in the development of Foundation Degrees for ministerial training. It draws on the experience of developing new Foundation Degree programmes from first principles, and re-configuring an existing certificate and diploma programme into a Foundation Degree. View article
A Preliminary Study of Group Learning/Teaching in the Culture of Religious Studies Report on a project commissioned by the PRS-LTSN. View article
Posters and Oral Presentations in Undergraduate History of Science This paper is the second in a series on strategies for diversifying assessment within the practical constraints of operating BSc degree programmes. The first paper considered improvements to set essays and final examinations, as well as alternative projects within these general formats (Jarvis and Cain, 2002). The present paper focuses on posters and oral presentations. It also introduces assessment via role-playing projects. View article
Editorial: Thinking, Believing and Sharing, and Introduction to the Journal by the Director. Editorial from the first edition of the PRS-LTSN Journal. View article
Editorial: Building on Success Editorial from vol. 1 no. 2 of the PRS-LTSN Journal. View article
External Pressures on Teaching An article compiled from webpages on Quality Enhancement in PRS disciplines. View article
Informing, Teaching, or Propagandising? Combining Environmental and Science Studies for Undergraduates This article discusses recent experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a new University campus in Scotland. View article
How do Different Student Constituencies (not) Learn the History and Philosophy of their Subject? Case Studies from Science, Technology and Medicine Why should H.E. teachers concern themselves with how their students do or don’t learn? Much has been said recently about the alleged merits and demerits of ‘student-centred’ learning, especially on the extent to which student autonomy in the learning process is beneficial to their long-term interests. This paper is a not a contribution to that debate. Rather it focuses on how teachers might uphold their conventional educational responsibilities but make their role more effective. View article
Studying Islam after 9-11: Reflections and Resources New considerations have emerged in relation to the study of Islam and world religions after the events of September 11 2001 (referred to here as ‘9-11’). These can appear to be footnotes in relation to the ‘bigger picture’, but could have a significant impact on approaches to the study of religion, and indeed to wider academic concerns. View article
Speaking the Sexual In the light of Marcella Althaus-Reid’s passionate assertion that all theology is sexual theology, in that subscribing to a religion also necessarily entails subscribing to a code of morality and ethics that govern the interaction of the body with society and the environment, the author asks, why are there so few modules that mention sexuality as more than a passing reference, let alone devote a whole course to it? Who speaks for the sexual? View article
How to Cheat in Koine Greek Advice for teachers of New Testament Greek. View article
Editorial for Vol. 2 no. 1 of the PRS-LTSN Journal. This is the editorial for issue 2.1 of the PRS-LTSN Journal. View article
Diversifying Assessment 1: Essays and Examinations in Undergraduate History of Science Assessment in undergraduate history of science courses relies heavily on set essays and final examinations. While these are useful for some developmental and assessment purposes, neither is an all-purpose tool. This paper sets out some alternatives. View article
Supporting Questioning in Theology and Religious Studies Report of project exploring student perceptions of the conflict between following a particular faith and studying Theology and Religious Studies (TRS). View article
Using Independent Study Groups with Philosophy Students Report on project on using discussion groups in the study of philosophy. View article
Some Reflections on Recent Philosophy Teaching Scholarship Discussion piece by the PRS-LTSN academic reviewer of philosophical pedagogical research. View article
Editorial: Process and Development Editorial for Vol. 2, no. 2 of the PRS-LTSN Journal. View article
Teaching Ancient Philosophy This article outlines a project concerned with pedagogical issues specific to the teaching of ancient philosophy. View article
An Analysis of the Conceptual Frameworks Utilised by Undergraduate Theology Students when Studying Science & Religion This article looks at the conceptual frameworks utilised by undergraduate Theology students when studying science and religion. View article
Breaking Down the Classroom Walls: Innovative Teaching and Learning Methods in Religious Studies and Theology—Some Perspectives from the University of Wales Report from the University of Wales TRS conference. View article
Third Colloquium on Learning and Teaching Support in Theology and Religious Studies. Theme: BA to MA Student Progression Report from the Third Colloquium on Learning and Teaching Support in Theology and Religious Studies. View article
Sacred Writings of East-Asian Religions in the Context of Comparative Cultural Studies Sacred writings played a crucial role in the formation of the Asian civilisations, which were based predominantly not on oral tradition but on carefully recorded texts. The problem is that this required minimum, even if represented by general descriptions, digest-like adaptations and short excerpts of the texts in English translation or in original, proves to be extremely difficult for the understanding of an average Japanese student, both in the respect of language and in the respect of philosophic discourse. View article
New Lines of Flight? Negotiating Religions and Cultures in Gendered Educational Spaces This paper is concerned with: (i) the kinds of firmaments that are constructed in religious studies: how certainty in regard to difference is produced and what the effects of this are; (ii) an ethical problematic of hospitality to difference: in which we inquire into what the implications of such hospitality might be as regards making sense of difference—whether this be characterised in cultural, religious or gender terms; and (iii) the effects of becoming open to difference: is it possible to characterise the performative dynamics of this openness? And, if so, what forms might these take? View article
Discourse editorial. Editorial for Vol. 3, no. 1 of Discourse. View article
Project Report: Diversifying Assessment 3 Web Projects in Undergraduate History of Science This is the third paper in a series on diversifying assessment in undergraduate history of science programmes. View article
Teaching Philosophy to Non-Philosophy Students: The Example of Architecture and Town Planning Reflections by a philosopher teaching undergraduates and postgraduates within a school of planning and architecture. View article
Introductory Formal Logic: Why do we do it? A report on a project investigating the pros and cons of formal logic training as part of a first year undergraduate degree. View article
Critical Thinking and International Postgraduate Students This paper results from a PRS-LTSN funded research project, which examined the definition and place of critical thought in postgraduate programmes in Religious Studies and Theology. View article
Taking Philosophical Dialogue Online This article discusses a project that aimed to explore whether new technologies are useful for teaching philosophy. View article
Assessment where there is no right or wrong answer: An Analysis of the use of Oral Presentations within the Religious and Philosophical Subject Area at the University of Derby, 1996-2002 How can oral presentations be best understood as an effective means of assessment in cases where there is no right or wrong answer? View article
Instilling Virtue: Weaving the One Thread of Confucius’ Analects Getting students enthusiastically engaged with ethics is a difficult and demanding task, especially when they view it as impractical and disconnected from their lives. This article argues that this problem can be overcome by applying Confucian ‘wisdom’—by adapting one’s pedagogical strategy to fit one’s knowledge of the particular audience one must address. View article
Some Perplexities of Teaching Philosophy Online This article outlines how online discussion can be used as a way of developing and enhancing students' higher order cognitive skills and argumentational skills. View article
Change, Continuity and Opportunity Editorial for vol. 3 no. 2 of Discourse. View article
Plagiarism in Philosophy: Prevention Better than Cure A paper suggesting how to avoid plagiarism through teaching methods in philosophy. View article
From A-level to Higher Education: Student Perceptions of Teaching and Learning in Theology and Religious Studies Paper examining the expectations of actual and potential TRS students regarding teaching issues. View article
Perceptions of Relevance and Conceptual Challenges of Studying Psychology among Theology Students Paper about the Psychology of Religion course offered to Theology students at Oxford University. View article
Text-Based Teaching and Learning in Philosophy This article addresses the role of text-based teaching and learning in philosophy. View article
Using Role Play as a Way in to the History of Science Drawing on role play literature, this paper discusses the aims and potential benefits of using role play as a way in to the history of science. View article
An Electronically Enhanced Philosophical Learning Environment: Who Wants to be Good at Logic? Reflections on the introduction of electronic handsets, like those used on the television show ‘Who wants to be a millionaire?’ into the teaching of philosophical logic. View article
The Finished Product: Four Skills to Help You Graduate Your PhD Student on Time Paper giving advice on the traits that PhD students value in a supervisor, which could help them to finish on time. View article
Report: 'Religious Studies—What’s the Point?' Conference Report from the 'Religious Studies - What's the point?' conference, which was hosted by Lancaster University, and supported by PRS-LTSN. It attracted over 50 participants, from the United Kingdom, Europe, and the United States. View article
Christian Theology for Ministry and the Quality Assurance Agency Criteria: An Epistemological Critique Reflections on the growth in the provision of Masters level programmes for those engaged in or preparing for Christian ministry. View article
'Like a good brisk walk': The Relationship between Faith Stance and Academic Study in the Experience of First Year Theology Students at the University of Oxford Investigating the problem of students negotiating a course which enables them to explore the interface between their faith commitment and the academic study. View article
Engaged Religious Studies: Some Suggestions for the Content, Methods and Aims of Learning and Teaching in the Future Study of Religions This paper was originally given as a keynote speech sponsored by the PRS-LTSN at The Study of Religions: Mapping the Field, the 50th Anniversary conference of the British Association for the Study of Religions, Harris Manchester College, Oxford, September 2004. View article
Islam in Higher Education: University of Birmingham 29-30 January 2005 The Islam in Higher Education conference was organised by the Higher Education Academy Subject Centre for Philosophical Studies, the Association of Muslim Social Scientists UK (AMSS) and the Centre for the Study of Islam and Christian-Muslim relations (CSIC), University of Birmingham. View article
Fieldwork Projects in the Sociology of Religion and the Development of Employability Skills: Findings from a Small-Scale Study A report on a course at Cardiff, where students were required to undertake a fieldwork project as a way of developing skills of conducting and presenting social scientific research with a view to the acquisition of skills that might be useful to them in future employment settings. View article
Using Theology and Religious Studies This report describes the background and content of a course specifically designed for level three, final year students in religious and theological studies at Cardiff University. The course is designed to enable students to apply their intellectual, subject based and transferable skills beyond religious studies (RS) so they can explain the relevance of them to people outside RS in the wider world of employment and social life. View article
Why Theology should be taught at Secular Universities Lecture on the history and future of theology in mainstream universities. View article
External Pressures on Teaching: Three Years On Updating and further reflections of the article written in August 2001, called ‘External Pressures on Teaching’, which was published in the then PRS-LTSNJournal, 1.2, Winter 2002, pp. 98–129. View article
Shakespeare and the Analysis of Knowledge A paper showing how the plays of Shakespeare can be used as a source of Gettier-type scenarios. View article
Practical Suggestions for Teaching Students to Think for Themselves This article concentrates on practical techniques that I have developed to encourage independent thinking in ‘A’ level philosophy classes, some of which can, I think, equally be employed when teaching undergraduates. View article
Supporting Cultural and Religious Diversity Interim report from the project by the Subject Centre for Philosophical and Religious Studies in conjunction with other parts of the Higher Education Academy (including other Subject Centres) to explore the implications of cultural and religious issues in higher education. For example, how does cultural and religious diversity impact upon teaching style, content, assessment and student support? View article
Analysis of Contextualised Healthcare Ethics Scenarios (ACHES) This paper presents a report on an ETHICS project conducted at the University of Leeds. The aim of this project was to examine the use of case studies couched in a philosophical framework and to explore and develop resources to provide useful philosophical underpinning for case analysis. View article
On Elementary Formal Logic Reply to Helen Beebee's article: ‘Introductory Formal Logic: Why do we do it?’, published in Discourse Volume 3, Number 1. View article
The Case for Teaching Syllogistic Logic to Philosophy Students Reflections on the teaching of logic to undergraduates. View article
Notes on Teaching Logic The purpose of these notes is to point to issues one needs to think through seriously when thinking about logic teaching. They indicate some of the relevant literature where some of these issues are addressed, but they also raise points that seem to have been overlooked. They aim to promote informed discussion. View article
Making Useful Comparisons of Traditional, Hybrid, and Distance Approaches to Teaching Deductive Logic Teaching deductive logic has long been seen as an ideal target for applications of instructional technology, and exploring this possibility can proceed in several directions. One alternative is to supplement traditional classroom instruction with computer technology (a hybrid format) while another approach is to replace the classroom meetings altogether (an asynchronous distance format). Once different course formats are developed, questions naturally arise concerning how various formats compare to one another, and this paper examines some of them. View article
Into the Academy Editorial for Vol. 4, no. 1 of Discourse. View article
Employability in Philosophical and Religious Studies Editorial for Vol. 4, no. 2 of Discourse. View article
Scribes Trained for the Kingdom of Heaven’ Reflections on Reading ‘The Bible for Politics’ in Community, Secondary and Higher Education Contexts in Scotland In recent years the methods and praxis of education within the UK have been variously scrutinised, assessed and transformed. The teaching profession is now familiar with understanding its role not primarily as a mediator of knowledge, but rather as a facilitator of active student-centred learning. We are trusted with the responsibility to educate people for ‘engagement with the real world’ (Kennedy 2005:3) and instil a belief in them of their power to effect change within their society. This article discusses these issues with particular reference to reading the bible. View article
In the End, It Needed a Cunning Plan Social work education in the UK has been wary about spirituality, fearing that it might in some ways jeopardise the profession's hard-earned academic pedigree. In the USA by contrast, spirituality has been recognised as being an important dimension for social workers to take into account in their holistic practice. International recognition of its importance has led some UK social work academics and others to begin to explore this concept, and relate it to the UK context. This article describes how one social work programme has tackled the challenge, and offers a critique of its success. View article
Teaching and Assessing Spirituality This paper is an examination of the ways in which Spirituality is taught in two programmes, Early Childhood Studies and Religion, Culture and Ethics, at Oxford Brookes University. It is also a study which provides indicative evidence of the varied contemporary approaches to the study of spirituality in UK Higher Education institutions. The focus of the paper is the teaching and assessment of students within these two different programmes. Both undergraduate programmes have modules that examine different ideas of spirituality, how it is practiced and understood within the academy and by practitioners in the field. Equally, both have discourse specific conceptions of the spiritual. Both employ innovative teaching to meet learning outcomes. View article
Placing Children’s Spirituality on the Map in Education Studies Teaching about spirituality in higher education departments outside of religion and philosophy can carry its own particular challenges, but those challenges are not necessarily ones that might be anticipated. This paper offers an overview of the creation of a module on children's spirituality in a department of education studies, describing its context, an outline of its content and students' responses to the course, together with a consideration of the issues arising from the module. View article
Spiritual Journey Board Game This educational game was developed in response to the concern in health care education that despite evidence about the importance of patients' spiritual needs, spiritual care education is impoverished (McSherry 2007; Narayanasamy 2006b). Although conventional teaching strategies including lectures and group sessions have been tried with varying degrees of success in teaching and learning spirituality, the sensitive nature of this subject appears to hinder academics and students' engagement with this topic due to fear of vulnerability and disclosure of personal beliefs and values. This educational board game is proposed as an alternative strategy for the teaching and learning of this complex but important subject. View article
Spirituality in Healthcare, Social Work and Education My recent experience in teaching about spirituality comes from directing an MA programme delivered at the University of Hull. The MA arose after a number of years of activity among academics drawn from different faculties and departments in the University, specifically nursing, education, social work and the humanities. Members of the interdisciplinary group worked on a range of projects before eventually forming the Centre for Spirituality Studies. The Centre engages in research independently and with other similar research centres throughout the UK. One of the Centre's aims from its inception has been to provide postgraduate teaching about spirituality. The task of designing and delivering the MA in Spirituality Studies fell to me. View article
Spooky Spirituality: Exploring the Paranormal in HE In this article I explore the place of paranormal phenomena in the life and experience of contemporary British society and ask why it is that our undergraduate religious studies courses so predictably avoid the topic. A draft module specification is offered as a possible approach to teaching the subject. View article
Developing Creativity in the TRS Curriculum This paper reports on a two year project funded through the Higher Education Academy Subject Centre for Philosophical and Religious Studies (PRS) and the Centre for Excellence in Teaching and Learning: Collaboration for Creativity (CETL: C4C) based at York St John University. The project aims were: to develop and enhance modules in Theology and Religious Studies which links subject study (teaching and learning) with the disciplines of creative writing, literature and the visual arts; and to also devise assessment modes which provide opportunities for students to submit 'creative assessments' in the form of creative writing and visual artefacts as, potentially, the sole means of assessment. Although separately conceived, the two projects were focussing on the same kinds of challenge and always intended to complement each other; this report deals with them as a connected whole. While the project has highlighted issues and challenges that emerge when giving students the opportunity to do something creative, we are increasingly convinced that the potential for making deeper and more insightful links between religious and theological ideas and personal and cultural domains makes it a worthwhile risk. View article
Hermits, Closed Orders and Congregations This paper examines how the Open Theological College, a distance learning course in theology, has enabled students from a diverse background to study theology part-time alongside their other commitments in life. Important factors for their success include flexibility and accessibility of the course. It is suggested that, for the future, besides any improvements related to learning technology, the OTC can work yet further to improve the accessibility of the course by working towards building a learning community that involves a yet wider range of individuals and approaches, and perspectives to theology within its boundaries. This includes such issues as how communal relationships should be construed and how power between the education provider and learners should be brokered. View article
Guiding the Crisis of Faith The Quality Assurance Assessment states, parenthetically, that 'a degree of 'culture shock' may be involved in study of the past, as well as the encounter with the beliefs, doctrines, and practices of contemporary others.' In this brief article, I would like to utilize my intercultural training and theoretical interests in religious studies to think creatively about this notion of 'culture shock' and offer up some preliminary questions about the opportunities and pitfalls of one popular model for intercultural sensitivity, Milton Bennett's Developmental Model for Intercultural Sensitivity, for us as educators in the field of religious studies. It is hoped that further pursuit of these questions might not only aid us pedagogically speaking but also contribute to ongoing conversations about the way(s) we conceptualize religion. View article
Ministy and Praxis This paper, originally written for the conference 'Beyond the Ordinary', which took place at York St John University in June 2009, discusses a Level 2 module of the York St John Foundation Degree in Theology and Ministry. This is the validated programme utilised across several dioceses and other church institutions within the Yorkshire region and beyond for the training of candidates for lay (and some ordained) ministries within the churches. Foundation Degrees were launched by the Government as part of the agenda for widening participation in higher education, specifically by providing for innovative strategies of workplace based learning in which 'academic knowledge and understanding integrate with, and support the development of, vocational skills and competencies' (QAA 2004). Since church ministries could be seen as the 'classic' instance of vocational activity, a Foundation Degree would appear to be the ideal form of training for such ministries. The module, Ministry and Praxis, models a threefold pattern of learning for ministry embracing academic knowledge, contextual awareness (requiring reflective practice) and personal formation (both practical skills and faith development). The module design, its placement requirement, taught content and strategies for assessment and student learning support, aim to maximise the integration of these dimensions of learning. View article
Are There Any Unacceptable Points of View in the Seminar Room? This was the winning essay in the PRS Student Essay Competition 2009. View article
Inter-faith Pedagogy for Muslims and Christians This article arises from aspects of research in the University of Chester's unique faith-sensitive provision for Yorth Work Training, drawing on the data acquired from the pilot and questionnaires. It seeks to set out some of the complexities and issues found in this pedagogical setting, arising from theoretical and empirical study; to outline one mode of engagement that has the potential to facilitate inter-faith pedagogy (that of scriptural reasoning); to discuss the application of this method to the higher education classroom; and to outline some of the findings of the pilot scheme with regards to this method of study. View article
Curriculum Matters:Assessing a Method of Ministry for Chaplaincy In November 2008 a book was launched called Living and Learning: The Story of Chaplaincy on the Chelmsford Campus of Anglia Ruskin University. The impetus for the book though did not come because of the felt need to mark a significant historical occasion. It came from the fact that some years previously three of its authors, the full time Chaplain, an academic liaison librarian and a senior lecturer in the Built Environment, through two dissertations for MA's in Pastoral Theology and a Doctoral thesis respectively, were engaged on an academic, theological assessment of what it meant, from their different professional standpoints, to be members of a Chaplaincy serving a Higher Education institution. When the time came to present a coherent synthesis of all this thinking and writing, Living and Learning was born and we were joined in its production by a fourth participant in the Chaplaincy team, a member of the Academic Secretariat. Primarily the writing of this book was an academic exercise written by academic staff who themselves happened also to be members of the Chaplaincy team, who were seeking to present to the university a credible, relevant and respected piece of work that would have cross-curricula appeal and speak to students and staff, for whom the academic process is the lifeblood of the institution, about the mission and ministry of Chaplaincy and the impact of faith and belief on the university campus. View article
The Use of Text in Theological Education in Nigeria This article argues that when students create theological meaning from a text they approach this task from a culturally determined perspective. This perspective is identified and shown to replicate aspects of oral interpretation. The result is that in some instances the output of such cognitive processes are not compatible with what Western educationalists call deep or critical thinking. View article
10 years of the Subject Centre Editorial of Discourse 9.2. View article
Christian Triumphalism and the Hook-Nosed Elephant in the Corner This paper argues that departments of theology and religious studies should seek to free themselves from an attitude of Christian superiority, and that even if there are more courses dealing with Christianity on offer, space should be made for other faiths. View article
‘If Heaven is Such a Wonderful Place,Then Why Would White People Tell Black People About It?’: Problematising Black Christian Confessional Belief in Postcolonial Britain This paper demonstrates how the author's scholarship and teaching has sought to address the often inhibited and internalised colonisation of the mind that has bedevilled and continues to impact on Black people in postcolonial Britain. View article
‘Do They Really Believe That?’: Experiential Learning Outside the Theology and Religious Studies Classroom This paper discusses a project to explore and enhance the use of experiential and fieldwork learning within Theology and Religious Studies at Bath Spa University and in partnership with colleagues from Newport and York St. John Universities. View article
The Exoteric-Esoteric Distinction in Theology and the Changing Interests of the State: Handling ‘Diversity’ in the Teaching of Theology and Ethics This paper criticises the case of Alasdair MacIntyre in the light of the relationship between theological disciplines and cryptography. Benedict XVI parallels MacIntyre in diagnosing the problem of 'diversity' in theological and religious knowledge as being rooted in a 'fall from grace' since the high middle ages, when the Papacy and the Latin Church governed western Europe. View article
A Study of Pupil Understandings of ‘Terrorism’ in Pupil Conversations (aged 16-18) and Questionnaires from a Sample of Warwickshire Secondary Schools This article aims to investigate pupils' views of 'terrorism', to better understand how they define the phenomenon and to gauge their views on whether it should be taught in school settings, in particular within Religious Education (RE) lessons. A survey of 205 pupils from 7 Warwickshire schools was conducted alongside 10 semi-structured group discussions. The results showed that the pupils wanted to know more about terrorism, which they defined as an act of violence (either physical or mental) against civilians, motivated by religion and/or politics. View article
Teaching Critical Thinking Beyond Philosophy This article is about the practicalities of teaching critical thinking to a varied undergraduate audience. Ostensibly it is the case study of a particular course that the author has taught on and helped develop over several years, but its fundamental aim is to contribute ideas about how we might generally approach the teaching of critical thinking 'beyond philosophy'. View article
On Written Dialogue as Form of Assessment This article discusses a project on the written dialogue as form of assessment, which has been sponsored by the Subject Centre for Philosophical and Religious Studies. View article
Gardner-Inspired Design of Teaching Materials:A Logical Illustration This article discusses a Subject Centre-funded project, the general aim of which was to fundamentally re-think the design of teaching materials in the light of what is now known about cognitive deficits and in light of what Howard Gardner has termed 'multiple intelligences', and to construct more effective, more attractive teaching materials as a result. View article
Sustainability in Philosophy: a Survey of Education for Sustainable Development Teaching in Philosophy and History and Philosophy of Science This article reports on a project looking at education for sustainable development (ESD) in philosophy and history and philosophy of science programmes. View article
Values and Aims of Higher Education:The Case of Ernst Jünger,‘Total Mobilisation’, and Academic Philosophy The author of this article suggests that many trends in contemporary British higher education can be fruitfully understood using the political philosophy of the early 20th century German writer, philosopher, and cultural critic Ernst Jünger (1895-1998). View article
The Future of Philosophical and Religious Studies Editorial for 10.1 View article