Teaching and Learning > DISCOURSE
Volume 4, No. 1, Autumn 2004
Volume
4, No. 1, Autumn 2004 in .pdf 
Editorial
Content
Why Theology should be taught at Secular Universities
Keith Ward
Lecture on the history and future of theology in mainstream universities.
pp. 22-37
External Pressures on Teaching: Three Years On
George MacDonald Ross
Updating and further reflections of the article written in August 2001, called 'External Pressures on Teaching', which was published in the then PRS-LTSNJournal, 1.2, Winter 2002, pp. 98-129.
pp. 38-56
Shakespeare and the Analysis of Knowledge
Dan O'Brien
A paper showing how the plays of Shakespeare can be used as a source of Gettier-type scenarios.
pp. 57-70
Practical Suggestions for Teaching Students to Think for Themselves
Anne Gunn
This article concentrates on practical techniques that I have developed to encourage independent thinking in 'A' level philosophy classes, some of which can, I think, equally be employed when teaching undergraduates.
pp. 71-76
Supporting Cultural and Religious Diversity
Emma Tomalin
Interim report from the project by the Subject Centre for Philosophical and Religious Studies in conjunction with other parts of the Higher Education Academy (including other Subject Centres) to explore the implications of cultural and religious issues in higher education. For example, how does cultural and religious diversity impact upon teaching style, content, assessment and student support?
pp. 77-82
Analysis of Contextualised Healthcare Ethics Scenarios (ACHES)
N. Athanassoulis, J.C. Jackson, and C. Megone
This paper presents a report on an ETHICS project conducted at the University of Leeds. The aim of this project was to examine the use of case studies couched in a philosophical framework and to explore and develop resources to provide useful philosophical underpinning for case analysis.
pp. 83-111
Focus on Formal Logic 2004
Paul Tomassi
Reply to Helen Beebee's article: 'Introductory Formal Logic: Why do we do it?', published in Discourse Volume 3, Number 1.
pp. 114-129
The Case for Teaching Syllogistic Logic to Philosophy Students
Brendan Larvor
Reflections on the teaching of logic to undergraduates.
pp. 130-136
Peter Milne
The purpose of these notes is to point to issues one needs to think through seriously when thinking about logic teaching. They indicate some of the relevant literature where some of these issues are addressed, but they also raise points that seem to have been overlooked. They aim to promote informed discussion.
pp. 137-158
Marvin J. Croy
Teaching deductive logic has long been seen as an ideal target for applications of instructional technology, and exploring this possibility can proceed in several directions. One alternative is to supplement traditional classroom instruction with computer technology (a hybrid format) while another approach is to replace the classroom meetings altogether (an asynchronous distance format). Once different course formats are developed, questions naturally arise concerning how various formats compare to one another, and this paper examines some of them.
pp. 159-170
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.
