Teaching and Learning > DISCOURSE
Volume 9, No. 1, Winter 2009
Volume
9, No. 1, Winter 2009 in .pdf 
Editorial
Content
Interview with George MacDonald Ross
George MacDonald Ross
This issue's interview with former Subject Centre Director, George MacDonald Ross.
pp. 17-32
Rebecca O'Loughlin
This article discusses the outcomes of a focus group run by the Subject Centre for students in PRS disciplines. They discussed a wide range of issues, including progression, motivations for study, approaches to learning, views of module design and assessment, and career aspirations.
pp. 33-54
Tandem Learning and Interfaith Dialogue
Jon Gilbert and Christian Kaestner
This article discusses the research and development of the interfaith tandem learning project at the University of Sheffield.
pp. 55-76
Andy Cochrane and Clare Saunders
This article describes an exploratory survey of 'PRS beyond boundaries' undertaken in order to discover more about such provision, and to gain a more complete picture of the true size, nature and diversity of PRS learning and teaching in higher education.
pp. 77-92
Brendan Larvor and John Lippitt
This article discusses a project funded by the Subject Centre, which used focus groups to explore philosophy students' answers to six questions, including their reasons for going to university and their views of the purpose of higher education.
pp. 93-110
Keith Crome, Ruth Farrar and Patrick O'Connor
This article has its origin in a project sponsored by the Subject Centre for Philosophy and Religious Studies (PRS) in 2008 that set out to examine the experience of tutors and first year undergraduate students at Manchester Metropolitan University (MMU) with regard to autonomous learning.
pp. 111-126
The 14-19 Diploma in Humanities and Social Sciences
George MacDonald Ross
This article sets out the pros and cons of the new 14-19 Diploma in Humanities and Social Sciences.
pp. 127-142
Pete Worley
This article discusses the phase of education that precedes the undergraduate phase, drawing on Aristotle to outline a solution to the 'spoon-feeding-and-teaching-to-the-test' culture. It also says something about how philosophy, when included in this earlier phase of education, can address these problems.
pp. 143-150
Nick Jones
This article discusses a compulsory online module for incoming single honours students in the Philosophy department at the University of York, called Academic Skills for Philosophers, aimed at improving the skills of undergraduates.
pp. 151-154
Inclusion of Ethnic Minorities in Philosophy A-Level at an FE College
Sally Latham
This article looks at issues of inclusion and diversity in philosophy A level.
pp. 155-164
Weaving Philosophy into the Fabric of Cultural Life
David Rose
This article discusses a research programme supported by the Subject Centre for PRS, which explored whether the actual experience of undertaking an object-centred research programme in philosophy at Newcastle University fulfills its goals and whether its delivery could be improved.
pp. 165-182
Stephen Timmons
Report on a Subject Centre funded project for the development of a module website for the 'Philosophy of Social Science' module for post-graduate students in the School of Nursing at the University of Nottingham.
pp. 183-194
The Value of Studying Philosophy for PG Research Students in Nursing
Stephen Timmons, Alastair Morgan, Alison Edgley and Jennifer Park
This article discusses a compulsory module for postgraduate students in the School of Nursing at Nottingham University, 'Philosophy of Social Science'.
pp. 195-210
Exploring Formation for Ministry in a Learning Church
Michael Delashmutt
This article analyses changes in educational ideology and methodology within the South West Ministry Training Course (SWMTC) and, more broadly, the Church of England's Formation for Ministry within a Learning Church remit.
pp. 211-236
Foundation Degrees for Ministerial Training: Their Potential and Challenges
Louise Redshaw
This paper sets out to identify some of the potential and challenges in the development of Foundation Degrees for ministerial training. It draws on the experience of developing new Foundation Degree programmes from first principles, and re-configuring an existing certificate and diploma programme into a Foundation Degree.
pp. 237-254
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.
