Teaching and Learning > DISCOURSE
Volume 7, No. 1, Autumn 2007
Volume
7, No. 1, Autumn 2007 in .pdf 
Editorial
Context, Communication and Engagement
Content
Hands-On Philosophy: Learners as Teachers
John Foster
This article discusses a project that aimed to involve 2nd and 3rd year philosophy undergraduates as teaching assistants in the introduction of philosophy topics to school children, and to investigate the perceived benefits of this work for their own studies.
pp. 19-32
Theology and/or Religious Studies? A Response from Graduate Students
Angela Quartermaine
This articles discusses a project about the dynamic debate surrounding the academic study of theology and/or religious studies, to which graduates from ten universities have now contributed.
pp. 33-62
David Mossley
This is the transcript of an interview with Prof Graeme Gooday.
pp. 61-80
Teaching Philosophy Historically: the Case of Personal Identity
David Evans
This article discusses how best to teach the history of philosophy, with particular reference to personal identity.
pp. 81-94
The Critical Being of the Liberal Arts Student
Stuart Hanscomb
This article discusses the student learning experience of the Core philosophy courses at the University of Glasgos Crichton Campus.
pp. 95-124
Teaching Quinean Indeterminacy
Susan Nuccetelli
This article discusses a strategy for teaching Quine's famous view on the indeterminacy of translation.
pp. 125-134
Portfolio, Partnership and Pedagogy
Martin Groves and Phillip Tovey
This article reflects on the experience that a faith community (the Anglican Diocese of Oxford) and an institution of higher education (Oxford Brookes University) have of teaching practical theology over the last decade.
pp. 135-152
The Hind Report:Theological Education and Cross Sector Partnerships
Gary Wilton
This article investigates whether 'the Church can enter into further, mutually beneficial, partnership with the HE sector by giving attention to the 'appropriateness of the...connections proposed' between Universities, Church Institutions of Higher Education and Church Training Institutions. To do so it deploys Kelsey's 'Athens' and 'Berlin' models of 'excellent' theological education to analyse the aims and approaches of theological education offered by the three different types of institution within the Church of England context.
pp. 153-178
Minding the Gap: Employing Formative Assessment Techniques
James Nelson
This article discusses the use of formative assessment techniques to help students better bridge the gap between their experiences of learning at school and at university.
pp. 179-190
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.
