Teaching and Learning > DOCUMENTS
Psychology of Religion Case Study
Christopher Alan Lewis
This case study was created as part of the 'Beyond Boundaries' project, which looked at the teaching of philosophical and religious studies in non-PRS departments.
1. Curriculum and intended learning outcomes
Department: School of Psychology
Topic(s): Psychology of Religion
Number of times you have taught this topic (or courses with similar topics involved): Three times in the last four years.
Mode of delivery: A two hour weekly lecture and a one hour weekly seminar (weeks 2-6) or practical (weeks 8-12).
Intended learning outcome(s)- Have these changed/been made easier/more detailed?
Rationale: To provide a coherent, integrative framework within which the extensive literatures and expansive ideas within the Psychology of Religion may be explored with economy. Students will also acquire some hands-on experience of undertaking research in the area.
Aims: To introduce and develop the central concepts and methods in the psychology of religion. This module examines the nature of psychology and the ways in which psychologists have attempted to study aspects of the Judeo-Christian tradition. Attention is given to empirical methods and theoretical constructs in psychology. The course will concentrate on empirical perspectives within the psychology of religion. Examples will be drawn primarily from the Judeo-Christian tradition. In the practical work, attention will be given to the development of theory, the collection of data, the testing of hypotheses and the evaluation of conclusions.
Student resources: The students have access to a wide range of pertinent journals and a good range of current books in the area. Last year the course was supplemented with the development of a Virtual Learning Environment (WebCT) site. The site contains lecture notes and handouts, links to articles for discussion in seminars and use for practical work, and links to video clips (via links to You Tube). The site also contains an online discussion forum and chat room facilities which are used to support learning on the course in general, and the practical work in particular.
If taught more than once, or you have altered previous teaching materials: Have you changed the mode of delivery or learning outcomes? Have you altered the depth at which PRS concepts are taught?: Since first running the course, a Virtual Learning Environment site has been developed and implemented.
Level of study: 3rd year (optional).
Pre-requisites: Available only to those registered on the BSc (Hons) Psychology course.
2. Activity
General approach: To provide an introduction to the key ideas and methods within the Psychology of Religion and to undertake a group research project on one topic.
Learning task(s)/how the learners carried out the tasks: Each week the two one-hour lectures were followed by either a one-hour seminar or practical class. The seminars were focused on key readings pertinent to the weekly lectures and the practical classes focused on the design, execution, analysis, and write up of a small research project.
3. People involved
Number of learners: 10-40 per year. The number of students enrolled changed as a result of the popularity of other optional modules made available each year.
Learner Characteristics: As an optional 3rd year module, the students who enroll on the module are generally very motivated. On the basis of their 2nd year work in the modules Social Psychology, Developmental Psychology, and Individual Differences, and 3rd year work in the modules Health Psychology, Clinical Psychology, and Counseling Psychology, the students have a great deal of relevant background knowledge on which to build on the key ideas and methods within the Psychology of Religion.
4. Assessment
Method of Assessment: The course is assessed by coursework (40%) and exam (60%). The coursework comprises of a practical report (1,500 words) based on practical work undertaken during the practical classes, and a small reflective log (500 words) based on their contribution to the course (including seminars, practical class, discussion forum, and chat room). The exam comprises the completion of three questions from a choice of eight during a three hour period.
Assessment Scores: The assessment marks were consistently between good to very good. The overall mark for the cohort is generally a little higher than the other final year optional modules.
5. Outcomes for learners
Learner feedback or formal/informal observations from learners during course: Formal feedback for the module, as measured by the Module Evaluation Forms was very good. Informal feedback was also very positive. The students enjoyed the subject matter, the pace at which the material was delivered, and in particular, the support material provided within the Virtual Learning Environment and the online forums.
6. Reflections
Benefits and opportunities from taking the approach you did (what worked well/benefits to approach taken?): Typically courses in the Psychology of Religion are not taught within psychology courses. For students interested in the Psychology of Religion, or indeed more widely in Transpersonal Psychology, the course provided them with an opportunity to learn more in this area. As the course is predominately focused on the Judeo-Christian tradition, the students are very familiar with this, but it could be perceived as a little insular. Problems and risks (What worked less well/ risks taking this approach/teaching these topics): In line with current developments in the Psychology of Religion, I envisage making the course less focused on the Judeo-Christian tradition, and trying to provide more research from other faiths.
Advice you would give to another practitioner planning to deliver a similar activity or use a similar approach: Develop a Virtual Learning Environment to support the course. Although there are a lot of good textbooks, journals, and websites to support teaching in this area, students are increasingly exposed in other courses to Virtual Learning Environments, often developed and maintained by the publishers. Therefore courses that don't have such a site may seem to the student as under resourced or the lecturer may be perceived as ill-prepared.
Other reflections: Having undertaken research in the Psychology of Religion for over 20 years, I have very much welcomed the opportunity over the last four years to share my passion for the subject. Although I have recently moved institution, I will be recommencing my teaching in the Psychology of Religion shortly.
Contact details: Christopher Alan Lewis, Division of Psychology, Institute for Health, Medical Science and Society, Glyndwr University, Plas Coch Campus, Mold Road, Wrexham, LL11 2AW, Wales, UK
Note: The teaching described in this case study took place while the author was at the School of Psychology, University of Ulster at Magee College, Northern Ireland. He has recently moved to Glyndwr University, Wales.
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.
