Religious Studies

iMuslims: Rewiring the House of Islam
Written by Dr Gary Bunt, exploring the increasing impact of the Internet on Muslims around the world, this book sheds new light on the nature of contemporary Islamic discourse, identity, and community.

Studying Islam after 9-11: Reflections and Resources

Gary Bunt

Discourse Volume 1 Number 2

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.

Sacred Writings of East-Asian Religions in the Context of Comparative Cultural Studies

Alexander Dolin

Discourse Volume 5 Number 2

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.

Guiding the Crisis of Faith

Cassandra Farrin

Discourse Volume 9 Number 2

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.

‘Do They Really Believe That?’: Experiential Learning Outside the Theology and Religious Studies Classroom

Catherine Robinson and Denise Cush

Discourse Volume 10 Number 1

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.

Supporting Cultural and Religious Diversity

Emma Tomalin

Discourse Volume 4 Number 1

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?

Web–based Exercises and Benchmarked Skills A report on the mini-project ‘Creating Web-based Exercises for Theology and Religious Studies Students’

Rob Gleave

Discourse Volume 5 Number 1

This report describes the experiences of one lecturer in creating web-based exercises for theology and religious studies students.

Report on a Workshop on Teaching South Asian Religious Traditions

Jackie Suthren Hirst, Mary Searle-Chatterjee and Eleanor Nesbitt

Discourse Volume 1 Number 1

Report on Subject Centre Event held at the Centre for Applied South Asian Studies, University of Manchester, May 18th, 2001.

When the Twain Meet: Redefining ‘British’ Religions through Student Encounters with Religious Communities

Catherine Robinson and Denise Cush

Discourse Volume 10 Number 2

Robinson and Cush argue for ‘South Asian’ religions being examined in their British context through fieldwork placement, as part of the UK religious landscape.

Report: ‘Religious Studies-What’s the Point?’ Conference

Gary R. Bunt

Discourse Volume 3 Number 2

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.

The Challenges of A-level RE: A View From the Trenches

Ian Jamison

Discourse Volume 8 Number 1

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.

New Lines of Flight? Negotiating Religions and Cultures in Gendered Educational Spaces

John I’Anson and Alison Jasper

Discourse Volume 5 Number 2

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?

Theology and/or Religious Studies? A Response from Graduate Students

Angela Quartermaine

Discourse Volume 7 Number 1

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.

Critical Thinking and Conceptual Enquiry: A Report on the Pilot of the International Baccalaureate World Religions Course

Helen James and Clive Erricker

Discourse Volume 8 Number 1

This paper is a report on the development of the curriculum of the International Baccalaureate in World Religions.

Staff Expectations and Student Experience

Paul Reid-Bowen and Catherine Robinson

Discourse Volume 8 Number 1

A case study of first year undergraduate curriculum planning and evaluation at Bath Spa University.

Fieldwork Projects in the Sociology of Religion and the Development of Employability Skills: Findings from a Small-Scale Study

Sophie Gilliat-Ray

Discourse Volume 4 Number 2

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.

Interview with Deirdre Burke

Simon Smith

Discourse Volume 6 Number 2

This is the transcript of an interview with Deirdre Burke.

Engaged Religious Studies: Some Suggestions for the Content, Methods and Aims of Learning and Teaching in the Future Study of Religions

Denise Cush

Discourse Volume 4 Number 2

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.

Best of the Web: Internet Resources for Philosophy and TRS

Meriel Patrick

Discourse Volume 6 Number 2

This report offers a selection of internet resources for teachers of Philosophy and TRS.

Entrepreneurial Consultancies

Christopher Allen and Deirdre Burke

Discourse Volume 4 Number 2

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.

Interview with Ursula King

Darlene Bird

Discourse Volume 5 Number 2

This is the transcript of an interview with Ursula King.

Purusa Sukta: Creating the Cosmos and Mapping the Methods

Emma Salter

Discourse Volume 10 Number 2

This paper examines how Purusa Sukta can be used to encourage students to develop an academic approach to their study of religion by explaining how the hymn can be interpreted to model different methodological approaches in religious studies.

The Relationship Between Pedagogical and Discipline-specific Research Methods: Critical Perspectives

Rebecca O’Loughlin

Discourse Volume 7 Number 2

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.

Foundation Degrees for Ministerial Training: Their Potential and Challenges

Louise Redshaw

Discourse Volume 9 Number 1

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.

Reusable Electronic Learning Objects for Theology and Religious Studies

Alison Le Cornu and Angie Pears

Discourse Volume 6 Number 2

This paper reports on a project to develop reusable electronic learning objects (RELOs).

What Buddhism is Not: Presenting Buddhism to Students in the Twenty first Century

David Webster

Discourse Volume 10 Number 2

Webster discusses the need to confound students’ preconceptions of Buddhism.

Whither Theology and Religious Studies in Ireland and the UK?

Ann Loades

Discourse Volume 5 Number 2

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.

‘Origins’ and ‘Boundaries’ in Teaching Religions of South Asian Origin

Amy Russell

Discourse Volume 10 Number 2

Introduction to the proceedings of the Subject Centre conference ‘Teaching Religions of South Asian Origin.

Islam in Higher Education: University of Birmingham 29-30 January 2005

Gary Bunt

Discourse Volume 4 Number 2

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.

A Study of Pupil Understandings of ‘Terrorism’ in Pupil Conversations (aged 16-18) and Questionnaires from a Sample of Warwickshire Secondary Schools

Angela Quartermaine

Discourse Volume 10 Number 1

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.

Successful e-Learning Applications: PRS Funded Projects Report

Danielle Lamb

Discourse Volume 6 Number 1

This report gives details of the projects funded by the latest tranche of Subject Centre funding.

Are There Any Unacceptable Points of View in the Seminar Room?

Hugh McCormack

Discourse Volume 9 Number 2

This was the winning essay in the PRS Student Essay Competition 2009.

The Faith Guides Project

Simon Smith and Julie Closs

Discourse Volume 6 Number 2

This report offers information about the PRS Subject Centre ‘Faith Guides’.

Inter-faith Pedagogy for Muslims and Christians

Tom Greggs

Discourse Volume 9 Number 2

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.

Informing, Teaching, or Propagandising? Combining Environmental and Science Studies for Undergraduates

Sean Johnston and Mhairi Harvey

Discourse Volume 1 Number 2

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.

From A-level to Higher Education: Student Perceptions of Teaching and Learning in Theology and Religious Studies

Mike Fearn and Leslie J. Francis

Discourse Volume 3 Number 2

Paper examining the expectations of actual and potential TRS students regarding teaching issues.

Change, Continuity and Opportunity

David Mossley

Discourse Volume 3 Number 2

Editorial for vol. 3 no. 2 of Discourse.

Using Role Play as a Way in to the History of Science

Charlotte Sleigh

Discourse Volume 3 Number 2

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.

Test Based Teaching and Learning in Philosophy

Keith Crome and Mike Garfield

Discourse Volume 3 Number 2

This article addresses the role of text-based teaching and learning in philosophy.

Perceptions of Relevance and Conceptual Challenges of Studying Psychology among Theology Students

Olivera Petrovich

Discourse Volume 3 Number 2

Paper about the Psychology of Religion course offered to Theology students at Oxford University.

Breaking Down the Classroom Walls: Innovative Teaching and Learning Methods in Religious Studies and Theology-Some Perspectives from the University of Wales

Sophie Gilliat-Ray

Discourse Volume 2 Number 2

Report from the University of Wales TRS conference.

Editorial for Vol. 2 no. 1 of the PRS-LTSN Journal.

David Mossley

Discourse Volume 2 Number 1

This is the editorial for issue 2.1 of the PRS-LTSN Journal.

Supporting Questioning in Theology and Religious Studies

Kate Crosby, Stephen Pattison and Andrew Skilton

Discourse Volume 2 Number 1

Report of project exploring student perceptions of the conflict between following a particular faith and studying Theology and Religious Studies (TRS).

How to Cheat in Koine Greek

Jane McLarty

Discourse Volume 1 Number 2

Advice for teachers of New Testament Greek.

Speaking the Sexual

Julia Collar

Discourse Volume 1 Number 2

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?

How do Different Student Constituencies (not) Learn the History and Philosophy of their Subject? Case Studies from Science, Technology and Medicine

Graeme Gooday

Discourse Volume 1 Number 2

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.

Editorial: Process and Development

Simon Smith

Discourse Volume 2 Number 2

Editorial for Vol. 2, no. 2 of the PRS-LTSN Journal.

Teaching Ancient Philosophy

John Sellars

Discourse Volume 2 Number 2

This article outlines a project concerned with pedagogical issues specific to the teaching of ancient philosophy.

Critical Thinking and International Postgraduate Students

Zoë Bennett Moore, Lucia Faltin and Melanie Wright

Discourse Volume 3 Number 1

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.

Discourse editorial.

David Mossley

Discourse Volume 3 Number 1

Editorial for Vol. 3, no. 1 of Discourse.

Third Colloquium on Learning and Teaching Support in Theology and Religious Studies. Theme: BA to MA Student Progression

Julia Collar

Discourse Volume 2 Number 2

Report from the Third Colloquium on Learning and Teaching Support in Theology and Religious Studies.

An Analysis of the Conceptual Frameworks Utilised by Undergraduate Theology Students when Studying Science & Religion

Tonie L. Stolberg and Peter Fulljames

Discourse Volume 2 Number 2

This article looks at the conceptual frameworks utilised by undergraduate Theology students when studying science and religion.

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

Eleanor Jackson and Philip Henry

Discourse Volume 3 Number 1

How can oral presentations be best understood as an effective means of assessment in cases where there is no right or wrong answer?

Spiritual Journey Board Game

Aru Narayanasamy and Melanie Jay Narayanasamy

Discourse Volume 9 Number 2

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.

On Written Dialogue as Form of Assessment

Marije Altorf

Discourse Volume 10 Number 1

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.

Gardner-Inspired Design of Teaching Materials:A Logical Illustration

Laurence Goldstein and Martin Gough

Discourse Volume 10 Number 1

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.

The Exoteric-Esoteric Distinction in Theology and the Changing Interests of the State: Handling ‘Diversity’ in the Teaching of Theology and Ethics

Carys Moseley

Discourse Volume 10 Number 1

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.

Editorial: Volume 10 Number 2

Clare Saunders

Discourse Volume 10 Number 2

Clare Saunders talks about this edition and the future of the Subject Centre.

‘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

Anthony Reddie

Discourse Volume 10 Number 1

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.

Sustainability in Philosophy: a Survey of Education for Sustainable Development Teaching in Philosophy and History and Philosophy of Science

James Garvey

Discourse Volume 10 Number 1

This article reports on a project looking at education for sustainable development (ESD) in philosophy and history and philosophy of science programmes.

The Future of Philosophical and Religious Studies

Clare Saunders

Discourse Volume 10 Number 1

Editorial for 10.1

Critical Friendships Among Beginning Philosophers

Brendan Larvor, John Lippitt and Kathryn Weston

Discourse Volume 10 Number 2

This article discusses the importance of academic friendships for undergraduate students, the barriers to their establishment, and how tutors can help.

Teaching Source Criticism and Independent Investigation in the History of Science, Technology and Medicine

James Sumner

Discourse Volume 10 Number 2

This paper focuses on teaching philosophy to science students, particularly source criticism and investigation, as applied both to primary and to secondary sources.

Teaching Atheism and Nonreligion: Challenges and Opportunities

Stephen Bullivant

Discourse Volume 10 Number 2

Report on a new module on athiesm and nonreligion at St Mary’s University College, Twickenham.

Teaching About Religions of South Asian Origin at the Open University: a Reflection on the Scope and Limitations of Flexible Learning

Gwilym Beckerlegge

Discourse Volume 10 Number 2

A discussion on distance learning and teaching about religions of South Asian origin at the Open University.

Confusing the Issue: Field Visits as a Strategy for Deconstructing Religious Boundaries

Opinderjit Kaur Takhar and Stephen Jacobs

Discourse Volume 10 Number 2

Takhar and Jacobs discuss using field visits to places of worship to allow students to gain a greater understanding of the permeable boundaries between religions of South Asian origin.

Christian Triumphalism and the Hook-Nosed Elephant in the Corner

Dan Cohn-Sherbok

Discourse Volume 10 Number 1

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.

10 years of the Subject Centre

Clare Saunders

Discourse Volume 9 Number 2

Editorial of Discourse 9.2.

Employability in Philosophical and Religious Studies

Clare Saunders

Discourse Volume 4 Number 2

Editorial for Vol. 4, no. 2 of Discourse.

Scribes Trained for the Kingdom of Heaven’ Reflections on Reading ‘The Bible for Politics’ in Community, Secondary and Higher Education Contexts in Scotland

Louise J. Lawrence

Discourse Volume 5 Number 2

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.

Into the Academy

David J. Mossley

Discourse Volume 4 Number 1

Editorial for Vol. 4, no. 1 of Discourse.

Using Theology and Religious Studies

Stephen Pattison

Discourse Volume 4 Number 2

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.

‘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

Christopher Rowland, Duna Sabri, Jonathan Wyatt, Francesca Stavrakopoulou, Sarita Cargas and Helenann Hartley

Discourse Volume 4 Number 2

Investigating the problem of students negotiating a course which enables them to explore the interface between their faith commitment and the academic study.

Teaching and Assessing Spirituality

Dominic Corrywright and Nick Swarbrick

Discourse Volume 9 Number 2

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.

External Pressures on Teaching

George MacDonald Ross

Discourse Volume 1 Number 2

An article compiled from webpages on Quality Enhancement in PRS disciplines.

Curriculum Matters:Assessing a Method of Ministry for Chaplaincy

Ivor Moody

Discourse Volume 9 Number 2

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.

Developing Creativity in the TRS Curriculum

Richard Noake and Sue Yore

Discourse Volume 9 Number 2

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.

Spooky Spirituality: Exploring the Paranormal in HE

Mark Plater

Discourse Volume 9 Number 2

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.

Spirituality in Healthcare, Social Work and Education

Paul Dearey

Discourse Volume 9 Number 2

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.

Christian Theology for Ministry and the Quality Assurance Agency Criteria: An Epistemological Critique

Mark J. Cartledge

Discourse Volume 4 Number 2

Reflections on the growth in the provision of Masters level programmes for those engaged in or preparing for Christian ministry.

Weaving Philosophy into the Fabric of Cultural Life

David Rose

Discourse Volume 9 Number 1

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.

Evaluating the Impact of Teaching Methods Designed to Enhance Academic Achievement among Philosophy Students with Diverse Learning Needs

Keith Crome, Rebecca Elleray, Nigel Hems and Jonathan Hunt

Discourse Volume 7 Number 2

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.

A Report into the Issues Surrounding the Progression of Students to Undergraduate Studies with Particular Reference to GCE RS and Undergraduate TRS

Natasha Pyne

Discourse Volume 8 Number 1

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).

Ethics, Enterprise and Employability

Simon Robinson, Paul Dowson and Alison Price

Discourse Volume 7 Number 2

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.

Commodification of Body Parts,Tissues and Fluids

Sue Roff

Discourse Volume 7 Number 2

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.

Context Communication and Engagement

David Mossley

Discourse Volume 7 Number 1

The editorial of Volume 7, number 1.

Minding the Gap: Employing Formative Assessment Techniques

James Nelson

Discourse Volume 7 Number 1

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.

Fostering Effective and Appropriate Use of Online Resources: (Or: How Do We Stop Students Copying their Essays from Wikipedia?)

Meriel Patrick

Discourse Volume 8 Number 1

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.

Interview with Stanley Hauerwas

Rebecca O’Loughlin

Discourse Volume 8 Number 1

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.

AAPT and APA Conference: Report on Graduate Teaching Seminar

Duncan Watson

Discourse Volume 6 Number 1

This report outlines the experience of one postgraduate who attended the AAPT and APA Conference Graduate Teaching Seminar in the USA.

Editorial: Thinking, Believing and Sharing, and Introduction to the Journal by the Director.

David Mossley and George MacDonald Ross

Discourse Volume 1 Number 1

Editorial from the first edition of the PRS-LTSN Journal.

Workshop on the Future of HPS

David Mossley

Discourse Volume 6 Number 1

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.

Reflections on Collaborating with SEN Experts

Keith Crome

Discourse Volume 6 Number 1

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.

Progression and Independent Learning

David Mossley

Discourse Volume 8 Number 1

Editorial for Discourse volume 8 no.1.

Theological Foundations of Action Research for Learning and Teaching

Ralph Norman

Discourse Volume 8 Number 1

An interim report on using theology and action research to inform learning and teaching, curriculum design and assessment.

The Hind Report:Theological Education and Cross Sector Partnerships

Gary Wilton

Discourse Volume 7 Number 1

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.

Developing Researchers in the Arts and Humanities: Lessons From a Pilot Programme

Clare Saunders

Discourse Volume 7 Number 2

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.

What do our Students Really Think?

Danielle Lamb and Clare Saunders

Discourse Volume 6 Number 2

This report outlines the activities at a student focus group, run by the PRS Subject Centre.

Teaching Practical Theology in Higher Education Conference: A Report

Gary Bunt

Discourse Volume 6 Number 2

This report outlines the papers given at the ‘Teaching Practical Theology in Higher Education’ conference.

The Higher Education Academy ESD Project

Stephan Sterling

Discourse Volume 6 Number 2

This report gives information about the HEA ESD project.

Why Shouldn’t Philosophers Teach Medical Ethics?

Andrew Fisher

Discourse Volume 6 Number 2

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.

Undergraduate Philosophy and the Corruption of the Youth

Peter Rogers

Discourse Volume 6 Number 2

This articles looks at the accusation levelled at Socrates that philosophy correupts the youth, and what this means in today’s undergraduate teaching.

Comparing Student Learning and Attitudes

Renee Smith and Linda Palm

Discourse Volume 6 Number 2

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.

Feasibility of a Cross-Institutional Doctorate in Practical Theology

Zoe Bennett

Discourse Volume 6 Number 2

This report attempts to tell the history of the setting up and running of a cross-institutional Professional Doctorate in Practical Theology.

A Pluralism of Methods

David Mossley

Discourse Volume 6 Number 2

The editorial for issue 6.2 of Discourse.

Creativity and Enjoyment in Philosophy Teaching: Lessons From Adult Education

Andrea Kenkmann

Discourse Volume 7 Number 2

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.

e-Learning Innovations and Innovative Practice: A Philosophical and Educational Critical Reflection on the JISC Good Practice Guide

Constantinos Athanasopoulos

Discourse Volume 7 Number 2

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.

Interview with Helen Beebee

David Mossley

Discourse Volume 7 Number 2

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.

Portfolio, Partnership and Pedagogy

Martin Groves and Phillip Tovey

Discourse Volume 7 Number 1

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.

Hands-On Philosophy: Learners as Teachers

John Foster

Discourse Volume 7 Number 1

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.

Interview with Graeme Gooday

David Mossley

Discourse Volume 7 Number 1

This is the transcript of an interview with Prof Graeme Gooday.

Learning,Teaching and Assessment with Deaf Students

Wayne Morris

Discourse Volume 6 Number 1

This article outlines issues surrounding the learning, teaching and assesment of deaf students.

Interview with Steven French

David Mossley

Discourse Volume 6 Number 1

This is the transcript of an interview with Professor Steven French.

PRS Beyond Boundaries

Andy Cochrane and Clare Saunders

Discourse Volume 9 Number 1

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.

Wot u @ uni 4?

Brendan Larvor and John Lippitt

Discourse Volume 9 Number 1

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.

Tandem Learning and Interfaith Dialogue

Jon Gilbert and Christian Kaestner

Discourse Volume 9 Number 1

This article discusses the research and development of the interfaith tandem learning project at the University of Sheffield.

Student Focus Group Report

Rebecca O’Loughlin

Discourse Volume 9 Number 1

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.

An Educational Approach to Intercultural Teaching and Learning: Some Preliminary Reflections

Anthony G. Reddie

Discourse Volume 6 Number 1

This article discusses various issues surrounding Black Christian education.

The Vision of God and its Impact on the Educational Process

William S. Campbell

Discourse Volume 1 Number 1

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.

What is Autonomous Learning?

Keith Crome, Ruth Farrar and Patrick O’Connor

Discourse Volume 9 Number 1

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.

The 14-19 Diploma in Humanities and Social Sciences

George MacDonald Ross

Discourse Volume 9 Number 1

This article sets out the pros and cons of the new 14-19 Diploma in Humanities and Social Sciences.

A Preliminary Study of Group Learning/Teaching in the Culture of Religious Studies

Rosemary Beckham

Discourse Volume 2 Number 2

Report on a project commissioned by the PRS-LTSN.

Posters and Oral Presentations in Undergraduate History of Science

Louise Jarvis and Joe Cain

Discourse Volume 2 Number 2

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.

Exploring Formation for Ministry in a Learning Church

Michael Delashmutt

Discourse Volume 9 Number 1

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.

The Value of Studying Philosophy for PG Research Students in Nursing

Stephen Timmons, Alastair Morgan, Alison Edgley and Jennifer Park

Discourse Volume 9 Number 1

This article discusses a compulsory module for postgraduate students in the School of Nursing at Nottingham University, ‘Philosophy of Social Science’.

Inclusion of Ethnic Minorities in Philosophy A-Level at an FE College

Sally Latham

Discourse Volume 9 Number 1

This article looks at issues of inclusion and diversity in philosophy A level.

Engaging Students in Personal Development Planning: Profiles, Skills Development and Acting on Feedback

Deirdre Burke

Discourse Volume 6 Number 2

This article discusses an initiative at the University of Wolverhampton to help support student transition to Higher Education.

Toward Teaching Black Theology Through Black Gospel Music in Britain

Dulcie Dixon McKenzie

Discourse Volume 8 Number 2

This article considers the notion of teaching Black theology through the tradition of Black gospel music that emerged in Britain.

Only Connect: A Web-based Approach to Supporting Student Learning in the Philosophy of Social Science

Stephen Timmons

Discourse Volume 9 Number 1

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.

The Seminar Transformed: Use of blogs to enhance face-to-face learning at different levels

Dr Sara Parvis, Dr Jessie Paterson and Dr Kirsteen Murray University of Edinburgh

Discourse Volume 8 Number 3

This paper looks at the use of blogs with students at various different levels within the Scottish university system.

Supporting Philosophical and Religious Studies: Striving to Deliver High Quality Resources to the UK Academic and Research Community

Brian Mitchell

Discourse Volume 8 Number 2

An information article on JISC collections and PRS.

e-Learning in dialogue: Using e-learning to explore the local religious environment

Deirdre Burke, School of Humanities, University of Wolverhapmton

Discourse Volume 8 Number 3

This article looks at the underlying pedagogy for a ‘dialogical’ e-learning approach to the study of local religious communities.

Dialectical approaches to theory and methodology in e-learning: implications for dialogic teaching and learning

Richard Andrews, Institute of Education, University of London

Discourse Volume 8 Number 3

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.

Making it Safe to Think Differently About Sex in the Academy

Dee Amy-Chinn

Discourse Volume 6 Number 1

This article discusses a module entitled ‘Culture, Gender and Sexuality’, run at Oxford Brookes University.

Manifesto for Higher Education

Brendan Larvor

Discourse Volume 6 Number 1

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.

e-Learning survey report

Constantinos Athanasopoulos

Discourse Volume 8 Number 3

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.

Diversity, openness and the moral necessity of dialogue

David Mossley

Discourse Volume 5 Number 2

This is the editorial for issue 5.2 of Discourse.

Making Connections: Some Initial Thoughts on Communication, Constructivism and Formative Assessment

Philip Tonner

Discourse Volume 8 Number 2

This paper suggests some ways in which a concern with communication as a central dimension in teaching connects to the constructivist paradigm of learning.

Supporting learning and teaching in difficult times

David Mossley

Discourse Volume 8 Number 2

This is the editorial for issue 8.2 of Discourse.

Theology and the Outcomes-Based Curriculum: the Value of ‘Not Knowing’

Darlene Bird

Discourse Volume 5 Number 2

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.

Only Connect: A Web-based Approach to Supporting Student Learning in the Philosophy of Social Science

Stephen Timmons

Discourse Volume 8 Number 2

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.

Interview with Anthony Reddie

Natasha Pyne

Discourse Volume 8 Number 2

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.

Why medical ethics should not be taught by Philosophers

Christopher Cowley

Discourse Volume 5 Number 1

This article argues that medical ethics should not be taught by philosophers.

Living the Religious Experience in Ancient Rome: Virtual Learning in the Real World

Dr. Steven J. Green, Department of Classics University of Leeds

Discourse Volume 8 Number 3

This paper discusses the use of wikis in a module on ancient Roman religion.

Teaching the Philosophy of Aquinas

Linda L. Farmer

Discourse Volume 5 Number 1

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.

In the End, It Needed a Cunning Plan

Bernard Moss

Discourse Volume 9 Number 2

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.


Religious Commitment: a blessing or curse in the teaching of religion?

William Campbell

This article argues that religious commitment should be valued as a useful resource in teaching religion.


Responding to sexual stereotypes of fundamentalist and charismatic leaders in Religious Studies

Julia Collar

This report looks at the sexual sterotyping of fundamentalist religious leaders such as Osama Bin Laden.


Pedagogical Issues Deriving from ODL for Mature/Non-Traditional Students

Bill Campbell

This article looks at the pedagogical issues surrounding the use of open and distance learning for mature and non-traditional students.


Self-Employability in Theology and Religious Studies Project

Jan Sumner

This document outlines the results from an audit of how the issue of employability has been addressed within theology and religious studies departments in UK HEIs.


Religious Studies: What’s the Point?

Gary Bunt

This report summarises discussions held at a conference on the comparative study of religion.


Widening Access to Theology and Religious Studies through the Application of Internet Resources

Gary Bunt

This article explores the advantages and disadvantages of students applying Internet resources in their TRS work, and considers whether the Internet is a means through which wider access to TRS can be facilitated through availability of a broader, cheaper and more comprehensive resource base.


Towards Equality and Diversity – Implementing the Employment and Race Directives

Julia Collar

This article reviews the implications for the teaching of religious studies in light of the European Community Employment and Race Directives of the EC Treaty.


One-Day Seminar on Teaching Across South Asian Religious Traditions

Gary Bunt

This report summarises proceedings at a seminar on teaching across South Asian religious traditions.


Development of Key Skills in Religious Studies

Deirdre Burke

This document describes the key skills developed by studying on a Religious Studies module.


Theology and Religious Studies Benchmark Statement

George Macdonald Ross

Summary and comment on the QAA Benchmark Statement for TRS.


QAA Subject Review of Theology & Religious Studies, 2000-01

Mary Hayward

Summary of 34 TRS subject review reports with focus on common themes.


Benchmark Statement TRS

Susan Illingworth

Summary and identification of ethical dimensions.


From Site Unseen to Experiential Learning: Religious Studies in the “Discover Chicago” Model

Simon Smith

A summary and review of a paper which examines David Kolb’s theory of experiential learning and assesses its usefulness in developing ‘immersion’-based religious studies courses .


Theology and Religious Studies in Scottish Universities (Issues in Learning and Teaching), QAA Report 1995/96

Mary Hayward

Summary and comment on the QAA reports on assessment of TRS in Scottish Universities.


Starting to Teach Theology and Religious Studies Workshop

Mary Hayward

This report summarises discussion at a workshop on problems encountered by new teachers in TRS.


The Development of Key Skills in Religious Studies

Deirdre Burke

This article looks at the context and scope of key skills in the Religious Studies curriculum.


The Use of Fieldwork in an Undergraduate New Religious Movements Module

Simon Smith

This article discusses the use of fieldwork in an undergraduate module on new religious movements.


PRS and Mental Health

Gary Bunt

This article discusses issues associated with pedagogy and mental health, in particular, how the nature of the PRS subjects can potentially have a deep psychological impact on an individual.


“It didn’t happen like that”

Hugh Pyper

This article discusses issues that arise when teaching theology and religious studies to an increasingly diverse student body.


Recognising the changing face of Religious Studies at GCE AS & A Level

Mary Hayward

This report looks at the changing context in which Religious Studies is taught in secondary level education.


Tablula rasa or talented performer?

Mary Hayward

This article outlines the Key Skills Qualification, available from 2000, with reference to TRS students.


Widening Access to Sacred and Canonical Texts in Teaching of Religion, Philosophy and Culture

Deryn Guest

This report outlines issues raised at a workshop on widening access to sacred and canonical texts in teaching religion, philosophy and culture.


Socioeconomic disadvantage and PRS

Gary Bunt

A summary and review of Alasdair Forsyth and Andy Furlong’s ‘Socioeconomic disadvantage and access to higher education’ which highlights issues in the research relevant to PRS educators .


Responding to Crisis: PRS after 9-11

Gary Bunt

This page provides links to resources on teaching Islam after 9-11.


Cultural and Religious Diversity

Danielle Lamb


Supporting Cultural and Religious Diversity

Simon Smith

This page provides background information on the Cultural and Religious Diversity project.


Other Online Case Studies

Susan Illingworth

This is a list of online case studies.


Open Educational Resources

Simon Smith

This document gives information about the JISC-funded Open Educational Resources project.


Early Christianity On-line: e-text and e-learning in Theology Teaching [1]

Jonathan Wooding

Early Christianity On-line: e-text and e-learning in Theology Teaching [1].


Unseen worlds: placing children’s spirituality on the map in Education Studies

Kate Adams

 


Useful Texts

Susan Illingworth

Bibliographic information about useful texts in ethics.


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 5.1 TRS and the CILASS framework for IBL

Rebecca O’Loughlin

 


Interfaith dialogue as a way of facilitating spirituality in higher education

Christian Kaestner

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 5.2 The disciplinary culture of TRS

Rebecca O’Loughlin

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: Bibliography

Rebecca O’Loughlin

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 3.1 Generic student focus group

Rebecca O’Loughlin

 


Beyond the Ordinary: Abstracts and Speaker Biographies

 

Abstracts and speaker biographies for Beyond the Ordinary (24.06.09)


Useful Links

Danielle Lamb

Links to other useful organisations and websites.


Publications

Danielle Lamb

The SC-PRS page for publications.


Resources

Danielle Lamb

The SC-PRS page of resources.


Teaching the unteachable? The challenge of teaching spirituality on a professional social work programme

Bernard Moss

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 3.3 Staff interviews

Rebecca O’Loughlin

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 3.2 Interview with CILASS student ambassador

Rebecca O’Loughlin

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 1. Introduction to the research project

Rebecca O’Loughlin

Section 1 of report on a project investigating inquiry based learning in theology and religious studies


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 4.3 The Professional Doctorate in Practical Theology

Rebecca O’Loughlin

 


Student Focus Group 2007

Danielle Lamb

A report on the student focus group run by the SC in Leeds on the 29th-30th November 2007.


World religion, Internationalisation and Global Citizenship: Teaching Christian theology in the 21st century

Dr Kirsteen Kim (Leeds Trinity University College)

An abstract for a session at the Courting Controversy conference.


Interfaith Teaching, Teaching Interfaith?

Rachel Muers, University of Leeds and Melanie Prideaux (University of Leeds)

An abstract for a session at the Courting Controversy conference.


Engaged religious studies and Israel/Palestine

Lynne Scholefield (St Mary’s University College, Twickenham)

An abstract for a session at the Courting Controversy conference.


The exoteric-esoteric distinction and the changing interests of the state: handling ‘diversity’ in the teaching of Theology and Ethics

Carys Moseley (Edinburgh University)

 


A Study of the Discourse of ‘Terrorism’ in Pupil Conversations (aged 16-18) and Questionnaires in a Selection of Warwickshire Secondary Schools

Angela Quartermaine (University of Warwick)

An abstract for a session at the Courting Controversy conference.


High-achieving graduates

Danielle Lamb

A database of high-achieving graduates in PRS and the Humanities, demonstrating the broad relevance of such degrees.


Why Study Theology and Religious Studies

Dr Amy M. Russell

An article written for prospective students of TRS subjects, giving an overview of what the disciplines entail, and what it is like to study them at university.


Sustainability in the Theology Curriculum

Katja Stuerzenhofecker, Rebecca O’Loughlin and Simon Smith

This is a chapter from the book ‘Sustainability Education: Perspectives and Practice across Higher Education’.


‘Do they really believe that?’: Experiential Learning outside the Theology and Religious Studies Classroom

Dr Catherine Robinson & Professor Denise Cush (Bath Spa University)

An abstract for a session at the Courting Controversy conference.


What is the good of your discipline? Sophie O’Mahony

Sophie O’Mahony

An entry to the 2010 PRS student essay competition by a student at the University of Edinburgh.


Psychology of Religion Case Study

Christopher Alan Lewis

Teaching the Psychology of Religion in a School of Psychology


Ursula King

 

 


Christian Kaestner

 

 


Interview on Psychology of Religion Teaching outside TRS departments

Andrew Cochrane

An interview with Dr Nicholas Gibson on Psychology of Religion Teaching outside TRS departments.


What is the good of your discipline? Laura Solomons

Laura Solomons

An entry to the 2010 PRS student essay competition by a student at the University of Cambridge.


For Students

 

 


Marion Bowman

 

 


Projects

Danielle Lamb

A page listing the projects run by the SC-PRS.


Teaching South Asian Religious Traditions Workshop

Mary Hayward

This report summarises proceedings at a seminar on teaching across South Asian religious traditions.


What do our students really think about their degree studies? Report from a student focus group meeting

Clare Saunders and Danielle Lamb

This article discusses the outcomes of a student focus group run by the Subject Centre in December 2006.


Teaching Islam after 9-11 Colloquium

Gary Bunt

This report summarises discussion at a workshop on teaching Islam after 9-11.


Video conferencing and PRS

Gary Bunt

This article looks at the opportunities presented by video conferencing to Philosophy, Theology and Religious Studies academics.


The Vision of God and its Impact on the Educational Process

William Campbell

The Vision of God and its Impact on the Educational Process.


The Establishment in the UK of a Philosophical and Religious Studies Subject Centre

George Macdonald Ross

A paper, orginally presented to the 13th International Conference of the American Association of Philosophy Teachers, on the establishment of this Centre.


Bibliographical Resources for e-Learning in Philosophical and Religious Studies

Dr Constantinos Athanasopoulos

This document sets out various different resources available in the field of e-learning.


From Tomb Raider to Tome Reader: Computer-Mediated Learning, Mobile Learning, and Widening Access in PRS

Gary Bunt

This article discusses how computer-mediated open and distance learning as a means to widen access.


Studying Islam after 9-11: Reflections and Resources

Gary Bunt

This article reflects on the nature and method of studying Islam in the aftermath of September 11 2001.


Learning and teaching Luke-Acts

Peter Doble

This report summarises the proceedings of a workshop on learning and teaching Luke-Acts, held at the University of Manchester.


Discourse

 

Access to online version of the SC-PRS journal, Discourse.


Personal Development Planning

Danielle Lamb


Linking Teaching and Research

Danielle Lamb


Employer Engagement

Danielle Lamb


Corporate Social Responsibility: A Review of the Literature

Katy Wright

This literature review takes an in-depth look at the key articles, monographs and other resources in the area of Corporate Social Responsibility, and how the subjects of philosophy, theology and religious studies can contribute to the debate.


Centres for Excellence in Teaching and Learning (CETLs)

Clare Saunders

HEFCE invitation to bid for funds – summary and advice.


Plagiarism

Danielle Lamb


Education for Sustainable Development

Danielle Lamb


Beyond Boundaries: Exploring philosophical and religious studies (PRS) learning and teaching in non-PRS departments

Andrew Cochrane and Clare Saunders

This report outlines the results of the ‘Beyond Boundaries’ project, which looked at philosophical and religious studies being taught in non-PRS departments.


Doctoral Research Training

Danielle Lamb


Subject Benchmark Statements

George Macdonald Ross

Summary, comment and advice pertaining to benchmark statements.


Information on Quality and Standards in Higher Education (HEFCE 02/15)

George Macdonald Ross

Summary and comment on the report .


Teaching the Reading of Primary Texts – Discussion Points

Clare Saunders

A summary of discussion points from a workshop on teaching primary texts.


Learning Teaching and Assessment with Deaf Students: The Development of a Programme in Christian Ministry

Wayne Morris

This article discusses a programme, ‘Deaf People in Theology and Ministry’, run at the University of Chester.


Subject Support to meet diverse student needs: Students as architects of their own learning

Deirdre Burke

This report discusses an initiative to encourage students to be effective agents for their own learning.


Finding Your Own Way: The Role of Inquiry-Based Learning in Theology, Religious Studies and Biblical Studies

Rebecca O’Loughlin

A report on a project about inquiry-based learning in TRS.


Teaching Spirituality through Story and Interspiritual Conversation in a Multifaith University Chaplaincy

MaryCatherine Burgess

 


Spirituality, learning and wisdom

Douglas Davies

 


Inquiry based Learning in Theology and Religious Studies: an Investigation and Analysis: 5.4 Conclusions and notes of caution

Rebecca O’Loughlin

 


Spooky Spirituality

Mark Plater

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 3.4.c Tandem learning at the University of Sheffield

Rebecca O’Loughlin

 


Strategies for Students to get more out of Field Visits: Faith Guides and iPods

Deirdre Burke

An abstract for a session at the Courting Controversy conference.


Christian Triumphalism and The Hook-nosed Elephant in the Corner

Dan Cohn-Sherbok (St Mary’s University College, Twickenham)

An abstract for a session at the Courting Controversy conference.


What is the good of your discipline? Daniel Rey

Daniel Rey

An entry to the 2010 PRS student essay competition by a student at the University of Oxford.


Spirituality, Identity and Responsibility

Simon Robinson

 


Web Support for Taught Courses: A report on the development of web sites designed to support degree level theology courses at Greenwich

Michael Alsford

This report outlines the ongoing issues around designing a website to support a theology degree.


Conjoined Twins Contextualised Scenario

Jan Wood-Harper

In 2000, the case of conjoined twins, Jodie and Mary, provoked a unique and widely publicised debate, involving not only the medical team and the parents, but also lawyers, religious leaders and ethicists, as to whether or not surgery to separate them should proceed. Complex legal and moral issues focussed on parental rights in relation to welfare of children, duties of medical professionals, the sanctity and value of human life, and the rights and interests of the twins.


Issues in Teaching the Holocaust

Bill Campbell

This article discusses issues surrounding teaching the holocaust, arguing that an interdisciplinary approach is key.


Teaching Black Theology: Event Report

Rebecca O’Loughlin

Event report for Teaching Black Theology.


Aneta Karageorgieva – ‘The Cult of Knowledge’

George Macdonald Ross

This is a discussion of the legacy of Peter Beron, the Bulgarian educator.


CSR Case Study – The Fairtrade Foundation

Julie Gallimore

This case study is of an employee of the Fairtrade Foundation, and looks at how her values interact with those of her employer.


This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.

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