Teaching and Learning > DISCOURSE
Volume 3, No. 2, Spring 2004
Volume
3, No. 2, Spring 2004 in .pdf 
Editorial
Change, Continuity and Opportunity
Content
Plagiarism in Philosophy: Prevention Better than Cure
George MacDonald Ross
A paper suggesting how to avoid plagiarism through teaching methods in philosophy.
pp. 23-57
Mike Fearn and Leslie J. Francis
Paper examining the expectations of actual and potential TRS students regarding teaching issues.
pp. 58-91
Perceptions of Relevance and Conceptual Challenges of Studying Psychology among Theology Students
Olivera Petrovich
Paper about the Psychology of Religion course offered to Theology students at Oxford University.
pp. 92-113
Text-Based Teaching and Learning in Philosophy
Keith Crome and Mike Garfield
This article addresses the role of text-based teaching and learning in philosophy.
pp. 114-130
Using Role Play as a Way in to the History of Science
Charlotte Sleigh
Drawing on role play literature, this paper discusses the aims and potential benefits of using role play as a way in to the history of science.
pp. 131-141
An Electronically Enhanced Philosophical Learning Environment: Who Wants to be Good at Logic?
Susan A.J.Stuart and Margaret Brown
Reflections on the introduction of electronic handsets, like those used on the television show 'Who wants to be a millionaire?' into the teaching of philosophical logic.
pp. 142-153
The Finished Product: Four Skills to Help You Graduate Your PhD Student on Time
Judith R. Wester
Paper giving advice on the traits that PhD students value in a supervisor, which could help them to finish on time.
pp. 161-172
Report: 'Religious Studies-What's the Point?' Conference
Gary R. Bunt
Report from the 'Religious Studies - What's the point?' conference, which was hosted by Lancaster University, and supported by PRS-LTSN. It attracted over 50 participants, from the United Kingdom, Europe, and the United States.
pp. 161-172
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.
