Theology

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.

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.

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.

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.

Interview with Ursula King

Darlene Bird

Discourse Volume 5 Number 2

This is the transcript of an interview with Ursula King.

Why Theology should be taught at Secular Universities

Keith Ward

Discourse Volume 4 Number 1

Lecture on the history and future of theology in mainstream universities.

‘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.

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.

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.

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?

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.

The Use of Text in Theological Education in Nigeria

Richard Seed

Discourse Volume 9 Number 2

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.

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.

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.

‘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.

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.

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.

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.

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.

Understanding and Teaching Black Theology

Dr Anthony Reddie

Discourse Volume 8 Number 2

This article was the keynote speech at a conference on Black Theology.

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.

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.

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.

‘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.

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).

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.

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.

Teaching Black Biblical Studies in the UK: Special Issues for Consideration and Suggested Hermeneutical Approaches

Lynette Mullings

Discourse Volume 8 Number 2

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.

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 Future of Philosophical and Religious Studies

Clare Saunders

Discourse Volume 10 Number 1

Editorial for 10.1

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.

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.

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.

Dispersed Teaching and Learning through a Foundation Degree in Theology and Ministry: Towards the Creation of a Community of Scholarship

John Williams

Discourse Volume 10 Number 2

Discussion of the difficulties of building a community of learners using distance learning.

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?

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.

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.

Change, Continuity and Opportunity

David Mossley

Discourse Volume 3 Number 2

Editorial for vol. 3 no. 2 of Discourse.

10 years of the Subject Centre

Clare Saunders

Discourse Volume 9 Number 2

Editorial of Discourse 9.2.

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.

Text-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.

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.

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.

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?

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.

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.

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.

Hermits, Closed Orders and Congregations

Pekka Pitkanen

Discourse Volume 9 Number 2

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.

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.

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.

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.

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.

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.

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.

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.

Teaching Critical Thinking Beyond Philosophy

Stuart Hanscomb

Discourse Volume 10 Number 1

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’.

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.

Ministy and Praxis

John A. Williams

Discourse Volume 9 Number 2

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.

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.

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.

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.

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).

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.

Progression and Independent Learning

David Mossley

Discourse Volume 8 Number 1

Editorial for Discourse volume 8 no.1.

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.

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.

Diversity, Criticism and Discussion

David Mossley

Discourse Volume 6 Number 1

This is the editorial for issue 6.1 of Discourse.

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.

Context, Communication and Engagement

David Mossley

Discourse Volume 7 Number 1

The editorial of Volume 7, number 1.

Interview with Deirdre Burke

Simon Smith

Discourse Volume 6 Number 2

This is the transcript of an interview with Deirdre Burke.

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.

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.

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 Graeme Gooday

David Mossley

Discourse Volume 7 Number 1

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

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.

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.

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.

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.

External Pressures on Teaching

George MacDonald Ross

Discourse Volume 1 Number 2

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

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.

How to Cheat in Koine Greek

Jane McLarty

Discourse Volume 1 Number 2

Advice for teachers of New Testament Greek.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

Kant on Teaching Philosophy

George MacDonald Ross

Discourse Volume 5 Number 1

This article looks at Kant’s approach to teaching philosophy, and relates what he says to current theories of good practice in university 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.

Supporting learning and teaching in difficult times

David Mossley

Discourse Volume 8 Number 2

This is the editorial for issue 8.2 of Discourse.

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.

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.


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.


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.


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.


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.


Benchmark Statement TRS

Susan Illingworth

Summary and identification of ethical dimensions.


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

Mary Hayward

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


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’.


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.


Theology and Religious Studies Benchmark Statement

George Macdonald Ross

Summary and comment on the QAA Benchmark Statement for TRS.


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.


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.


“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.


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.


Tablula rasa or talented performer?

Mary Hayward

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


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.


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.


Teaching Black Theology: Event Report

Rebecca O’Loughlin

Event report for Teaching Black Theology.


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 Crisis: PRS after 9-11

Gary Bunt

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


Douglas Davies

 

 


Paul Dearey

 

 


Dominic Corrywright

 

 


Ursula King

 

 


Christian Kaestner

 

 


Nick Swarbrick

 

 


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

Kate Adams

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 4.1 Students Facilitating and Validating Peer Learning

Rebecca O’Loughlin

 


Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 4. Case Study institution B: University of Manchester

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

 


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

Rebecca O’Loughlin

 


Interview about teaching Spirituality and Responsibility

Andrew Cochrane

An interview with Revd Simon Robinson about teaching spirituality and responsibility.


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: 5.2 The disciplinary culture of TRS

Rebecca O’Loughlin

 


New trajectories in spirituality

Ursula King

 


The Subject Centre Advisory Board

Danielle Lamb

Information about the Subject Centre Advisory Board


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.


‘The more there is to offend, the less there is to say’

Richard Benda, Anna Snape, Katja Stuerzenhofecker, Religions & Theology, University of Manchester

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.


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

Carys Moseley (Edinburgh University)

 


Speed Dating and TRS – How to Court Controversy

Sharon Harbottle (Bury Church of England High School and Specialist Humanities School)

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.


‘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 (The Queen’s Foundation, Birmingham)

An abstract for a session at the Courting Controversy conference.


‘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.


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.


HEAT3 Presentations

David Mossley

A series of video-enhanced accessible presentations about teaching and learning in philosophical and religious studies.


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.


What is the good of your discipline? Dino Jakusic

Dino Jakusic

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


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? Laura Solomons

Laura Solomons

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


For Students


Resources

Danielle Lamb

The SC-PRS page of resources.


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.


Ethics – QAA Benchmarks

Susan Illingworth

QAA benchmark statements for Ethics learning and teaching.


NCP Address by George Walden

Nik Jewell

This is the text of an address given by George Walden, the Parliamentary Under-Secretary of State, to the National Philosophy Conference in 1986.


Centres for Excellence in Teaching and Learning (CETLs)

Clare Saunders

HEFCE invitation to bid for funds – summary and advice.


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.


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

George Macdonald Ross

Summary and comment on the report .


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.


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.


The Vision of God and its Impact on the Educational Process

William Campbell

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


Video conferencing and PRS

Gary Bunt

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


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.


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.


Religious Studies: What’s the Point?

Gary Bunt

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


Teaching Islam after 9-11 Colloquium

Gary Bunt

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


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.


Subject Benchmark Statements

George Macdonald Ross

Summary, comment and advice pertaining to benchmark statements.


“Cyber” Barth

Simon Smith

An abstract of, and comments on, an article which describes a study of Barthian theology by seminary students.


Beyond Boundaries

Danielle Lamb

The project page for the ‘Beyond Boundaries’ project.


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.


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.


Projects

Danielle Lamb

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


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.


Useful Links

Danielle Lamb

Links to other useful organisations and websites.


Publications

Danielle Lamb

The SC-PRS page for publications.


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].


Progression

Danielle Lamb


Teaching the Reading of Primary Texts – overview

George Macdonald Ross

A summary of discussion points raised at a workshop on the teaching of primary texts.


Teaching the Reading of Primary Texts – Discussion Points

Clare Saunders

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


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.


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.


Personal Development Planning

Danielle Lamb


Education for Sustainable Development

Danielle Lamb


Beyond the Ordinary: Abstracts and Speaker Biographies

 

Abstracts and speaker biographies for Beyond the Ordinary (24.06.09)


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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