Teaching and Learning > DISCOURSE
Context, Communication and Engagement
Author: David Mossley
Journal Title: Discourse
ISSN: 2040-3674
ISSN-L: 1741-4164
Volume: 7
Number: 1
Start page: 4
End page: 5
Return to vol. 7 no. 1 index page
Welcome to Discourse. Over the summer we ran a survey of users of the Subject Centre.We will be publishing a full breakdown and analysis of the results in the next issue, but it was encouraging to note that 73.5% of respondents found Discourse to be a 'useful' or 'very useful' resource and that 74.1% of respondents stated that the Subject Centre itself had had 'some' or 'significant impact' in their teaching. We will not be resting on these outcomes, however, and have been taking note of all the feedback we have received. In January we will be resetting the survey to generate a rolling system for feedback, so please do make your views known at: https://www.survey.bris.ac. uk/heacademy/prs.
As many of you indicated in the survey that a full e-version of Discourse would be useful, we are currently moving papers and reports from back copies of Discourse into a fully searchable system on the Subject Centre website. From the next issue you will be able to use Discourse alongside all the other resources on our website to get the most from the wide range of pedagogical material published by the Subject Centre over the last six years. The paper version of Discourse will still be available, but we will be looking at ways to streamline and rationalise distribution to ensure that copies are not wasted. Watch out for news in the near future.We will also be making some additional supplementary materials, such as event reports, available on-line only, to reduce the use of paper. We begin this practice with this issue.
As always I have striven to provide a mix of disciplines, approaches and themes in this edition. There are some scholarly and interesting pieces on critical being (the third part of the series from the experiences of philosophy teaching at Crichton University Campus Dumfries), teaching historical philosophy and Quine. And there is a fascinating report on how Lancaster University delivered philosophy to schools using undergraduate teachers. We have also included reports on different teaching approaches in theology and religious studies, and the impact of the Hind report on theology that looks at different international contexts.
I hope that this issue contains something of interest for everyone. All good wishes for the Christmas break.
David
Return to vol. 7 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.
