Teaching and Learning > DOCUMENTS
Inquiry-Based Learning in Theology and Religious Studies: an Investigation and Analysis: 5.3 Pragmatic considerations: employability, IBL and TRS
Rebecca O'Loughlin
Complementing the affinity between IBL and the disciplinary culture of TRS is a sound pragmatic reason for encouraging the engagement of the discipline with inquiry pedagogies. The sorts of learning generated by IBL enhance students' employability, which is very important in non-vocational subjects like TRS. But what is crucial is that IBL enhances students' employability in a way which does not prioritise the pragmatic at the expense of the intellectual. In fact, because IBL merges intellectual development with employability skills, there is no conflict between the two. IBL does not allow the employability agenda to take over because the values at its heart are still intellectual (research skills, information literacy skills, critical thinking skills, problem-solving skills, reflexivity, skills related to collaborative inquiry, and so on). The skills students acquire therefore have both academic relevance and relevance in the job market and in wider society.
1. Introduction to the research project
2. Introduction to Inquiry Based Learning and its potential benefits
3. Case Study institution A: University of Sheffield
3.1 Generic student focus group
3.2 Interview with CILASS student ambassador
3.4.a Fieldwork recording project
3.4.a.i Fieldwork Recording: the videos
3.4.a.ii Fieldwork recording: staff and student interviews
3.4.a.iii Fieldwork recording: student focus group 1
3.4.a.iv Fieldwork recording: student focus group 2
3.4.c Tandem learning at the University of Sheffield
4. Case Study institution B: University of Manchester
4.1 Students Facilitating and Validating Peer Learning
4.2 Engaging with Early Christian Communities: An IBL Approach
4.3 The Professional Doctorate in Practical Theology
5.1 TRS and the CILASS framework for IBL
5.2 The disciplinary culture of TRS
5.3 Pragmatic considerations: employability, IBL and TRS
5.4 Conclusions and notes of caution
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.
