Teaching and Learning > DISCOURSE
Volume 10, No. 1, Autumn 2010
Editorial
The Future of Philosophical and Religious Studies
Content
Christian Triumphalism and the Hook-Nosed Elephant in the Corner
Dan Cohn-Sherbok
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.
pp. 17-28
Anthony Reddie
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.
pp. 29-54
Catherine Robinson and Denise Cush
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.
pp. 55-72
Carys Moseley
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.
pp. 73-100
Angela Quartermaine
This article aims to investigate pupils' views of 'terrorism', to better understand how they define the phenomenon and to gauge their views on whether it should be taught in school settings, in particular within Religious Education (RE) lessons. A survey of 205 pupils from 7 Warwickshire schools was conducted alongside 10 semi-structured group discussions. The results showed that the pupils wanted to know more about terrorism, which they defined as an act of violence (either physical or mental) against civilians, motivated by religion and/or politics.
pp. 101-130
Teaching Critical Thinking Beyond Philosophy
Stuart Hanscomb
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'.
pp. 131-152
On Written Dialogue as Form of Assessment
Marije Altorf
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.
pp. 153-172
Gardner-Inspired Design of Teaching Materials:A Logical Illustration
Laurence Goldstein and Martin Gough
This article discusses a Subject Centre-funded project, the general aim of which was to fundamentally re-think the design of teaching materials in the light of what is now known about cognitive deficits and in light of what Howard Gardner has termed 'multiple intelligences', and to construct more effective, more attractive teaching materials as a result.
pp. 173-202
James Garvey
This article reports on a project looking at education for sustainable development (ESD) in philosophy and history and philosophy of science programmes.
pp. 203-224
Ian James Kidd
The author of this article suggests that many trends in contemporary British higher education can be fruitfully understood using the political philosophy of the early 20th century German writer, philosopher, and cultural critic Ernst Jünger (1895-1998).
pp. 225-239
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.
