Teaching and Learning > DISCOURSE
Into the Academy
Author: David J. Mossley
Journal Title: Discourse
ISSN:
ISSN-L: 1741-4164
Volume: 4
Number: 1
Start page: 6
End page: 6
Return to vol. 4 no. 1 index page
Welcome to the first issue of Discourse from the Subject Centre for Philosophical and Religious Studies as part of the Higher Education Academy. As reported in the last issue and in the press, the functions of the LTSN, the ILTHE and a number of other learning and teaching bodies have been combined into the Higher Education Academy. While there are still some details to be finalised, it is clear that the internationally recognised work of the Subject Centres will continue for the foreseeable future in the form they have established and built upon with considerable success.
We have made some changes to the design of Discourse to match the branding of the Academy, which we hope you will appreciate. However, the editorial policy of promoting diverse and scholarly articles that explore all aspects of teaching in our disciplines—from the purely conceptual to reports on actual practice—remains unchanged.
This issue features the text of the first annual lecture supported by the Subject Centre, a brilliant and lively exploration of the great relevance and advantages of theology in secular universities, by the eminent Oxford theologian, Keith Ward.
We update information on external pressure on teaching with a follow up to the article published by the Subject Centre Director, George MacDonald Ross, in 2002. And we have two articles covering practical teaching: using Shakespeare to teach epistemology and finding ways to foster independent thought.
We are also publishing reports on projects addressing the use of case studies in teaching ethics and cultural and religious diversity, both supported and funded by the Subject Centre. Indeed, the Cultural and Religious Diversity Project is ongoing and was recently covered by the Times Higher Education Supplement.
The second half of this issue presents a series of important articles on teaching logic—further details are available on page 114. We hope you find something of interest in this issue and we look forward to receiving any feedback and comments you may have.
Return to vol. 4 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.
