Teaching and Learning > DISCOURSE
Discourse editorial.
Author: David Mossley
Journal Title: Discourse
ISSN:
ISSN-L: 1741-4164
Volume: 3
Number: 1
Start page: 5
End page: 5
Return to vol. 3 no. 1 index page
Sharp-eyed readers will have noticed already that this journal has changed its name. We hope that you find Discourse: Learning and Teaching in Philosophical and Religious Studies a more attractive and user-friendly title. Additionally, we have shifted our publication dates to better match teaching terms, with the slightly bizarre consequence that Vol. 2, No. 2 was published as the issue for “Winter 2003” while this is the issue for “Autumn 2003”. We hope that this minor temporal anomaly does not detract from your appreciation of Discourse.
We know from our recent survey that this journal is appreciated and generally very wellreceived. We thank you for your feedback. However, we also know that there is always room for improvement and invite comment and evaluative feedback on Discourse at any time.
As with previous issues we are continuing to publish a range of outputs and reports from funded projects we have supported over the last two years. Jarvis and Cain’s piece on the use of web-based projects in the history of science concludes their three part series of papers exploring alternative forms of assessment. The series is invaluable as a resource for anyone looking into alternative assessment methods either for the first time or as a seasoned developer of assessment techniques.
On curriculum matters Taylor gives a refreshing insight into philosophy teaching in a non-standard context that highlights some interesting features of philosophy for all students; while Beebee looks at logic teaching and uses her own experience to discuss what really works as the content of introductory logic modules, especially for groups that include students with a fear of symbolism as members.
Bennett Moore, Faltin and Wright describe the experience and needs of international students expected to pick up learning and critical analysis skills very early in their postgraduate studies. They discuss some ways in which they may be better supported.
Carusi provides a rich and thorough overview of issues in on-line teaching in philosophy. Her excellent article should prove a great deal of food for thought and serve as a definitive starting point for subject-specific discussions about e-learning and on-line teaching.
Jackson and Henry show us a rigorous analysis of the use of oral presentations in assessment at the University of Derby. Their insights into oral assessment will be useful to all readers who need clear evidence of its effectiveness and justification in their modules and programmes.
Last, but far from least, we urge all PRS teaching academics to familiarise themselves with the forthcoming funding opportunities about to become available from HEFCE and DEL for institutions in England and Northern Ireland under the Fund for the Development of Teaching and Learning, Phase Five (FDTL5). £7 million will be distributed to a range of pedagogical development projects and we hope that departments in philosophy and theology/religious studies will be in a position to benefit from this money. Please see page 17.
All good wishes for a fruitful and rewarding Autumn/Michaelmas Term, David J Mossley
Return to vol. 3 no. 1 index page
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.
