Teaching and Learning > DISCOURSE
Volume 5, No. 1, Autumn 2005
Volume
5, No. 1, Autumn 2005 in .pdf 
Editorial
Content
David Mossley
This is a transcript of an interview conducted with Professor Jonathan Lowe.
pp. 17-28
Rob Gleave
This report describes the experiences of one lecturer in creating web-based exercises for theology and religious studies students.
pp. 29
Why medical ethics should not be taught by Philosophers
Christopher Cowley
This article argues that medical ethics should not be taught by philosophers.
pp. 50
George MacDonald Ross
This article looks at Kant's approach to teaching philosophy, and relates what he says to current theories of good practice in university education.
pp. 65
On Teaching Political Philosophy through Original Texts
Jerry Spring
This paper reports on a project that successfully introduced second-year university students to political philosophy through reading, discussing and writing about classic texts.
pp. 83
How to Assure Student Preparation and Structure Student-Student Interaction
David W. Concepcion
This article argues that assignments that structure students' interactions (with the text and each other) with detailed procedures sustain student preparation by minimising miscommunication and conferring intrinsic rewards. It presents a Read- Write-Discuss cycle as one example of this type of assignment.
pp. 107
Gerald J. Erion
This paper looks at strategies for dealing with student relativism in the classroom.
pp. 120
Seeing Both Sides of an Issue: Teaching an Online Moral Issues Course
Sergia K. Hay
Although there are currently obvious advantages to teaching philosophy in physical classrooms, there are specific things online instructors of philosophy can do in order to make their courses equally effective as face-to-face courses, and this paper explores some of them.
pp. 134
Ioannis S. Christodoulou
This paper explores the non-transparent dynamics of the academic teaching of ethics.
pp. 142
Teaching the Philosophy of Aquinas
Linda L. Farmer
This article outlines the challenges one teacher has encountered, and the methods of addressing them that have worked with students, in making Aquinas' philosophy more accessible, more intelligible and, sometimes even, rather enjoyable to learn.
pp. 151
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.
