Teaching and Learning > DISCOURSE
Volume 3, No. 1, Autumn 2003
Volume
3, No. 1, Autumn 2003 in .pdf 
Editorial
Content
Project Report: Diversifying Assessment 3 Web Projects in Undergraduate History of Science
Louise Jarvis and Joe Cain
This is the third paper in a series on diversifying assessment in undergraduate history of science programmes.
pp. 27-40
Teaching Philosophy to Non-Philosophy Students: The Example of Architecture and Town Planning
Nigel Taylor
Reflections by a philosopher teaching undergraduates and postgraduates within a school of planning and architecture.
pp. 41-52
Introductory Formal Logic: Why do we do it?
Helen Beebee
A report on a project investigating the pros and cons of formal logic training as part of a first year undergraduate degree.
pp. 53-62
Critical Thinking and International Postgraduate Students
Zoë Bennett Moore, Lucia Faltin and Melanie Wright
This paper results from a PRS-LTSN funded research project, which examined the definition and place of critical thought in postgraduate programmes in Religious Studies and Theology.
pp. 63-94
Taking Philosophical Dialogue Online
Annamaria Carusi
This article discusses a project that aimed to explore whether new technologies are useful for teaching philosophy.
pp. 95-156
Eleanor Jackson and Philip Henry
How can oral presentations be best understood as an effective means of assessment in cases where there is no right or wrong answer?
pp. 157-214
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.
