Teaching and Learning > DISCOURSE
Diversity, Criticism and Discussion
Author: David Mossley
Journal Title: Discourse
ISSN: 2040-3674
ISSN-L: 1741-4164
Volume: 6
Number: 1
Start page: 4
End page: 4
Return to vol. 6 no. 1 index page
All the disciplines supported by the Subject Centre face fresh challenges at the beginning of the twenty-first century. Public discussions of religion, ethics, the environment, science and society dominate the media and much of our life.The quality of the discussions is variable, but of vital importance to human progress and development. Now, more than ever, we need informed graduates able to address these issues with insight and clarity. Additionally, there are academics, both well-established and new, whose scholarship and experience of diverse points of view and traditions will be crucial, in the coming years, to promote a society open to intelligent and rational dialogue on pressing problems about our lives, our communities and the world, philosophically, scientifically, ethically and spiritually. It is part of the liberal tradition that rational dialogue and discussion should embrace all those willing and able to contribute, and one key challenge is to find ways that they can. The benefits to the university, and to society as a whole, of increasing the opportunities available to a more diverse range of participants, will be immeasurable.
This issue of Discourse covers a wide range of material, all of which, in one way or another, addresses aspects of the challenges above. We have included articles on the impact of liberal education models in interdisciplinary philosophy education in Scotland, black theology and intercultural teaching, and creating a safe classroom space for students to talk about sexual theory.There is an interview with the President of the British Society for the Philosophy of Science, Steven French, in which he describes his own diverse teaching experiences. We also have reports on a major project on improving academic literacy for students with dyslexia and other diverse learning needs, funded by the Subject Centre, and a lively dialogue between history of science and philosophy of science teaching and their future together.And there is a discussion piece reflecting on how we talk to (and about) and engage with students and their own diverse experiences of being engaged with their disciplines.
As always, feedback is welcomed and encouraged. Discourse always aims to stimulate discussion and reflection on education at all levels of theory and practice.
Return to vol. 6 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.
